The Florida Senate
BILL ANALYSIS AND FISCAL IMPACT STATEMENT
(This document is based on the provisions contained in the legislation as of the latest date listed below.)
Prepared By: The Professional Staff of the Committee on Fiscal Policy
BILL: CS/CS/SB 240
INTRODUCER: Fiscal Policy Committee; Education Pre-K – 12 Committee; and Senator Hutson and
others
SUBJECT: Education
DATE: April 14, 2023 REVISED:
ANALYST STAFF DIRECTOR REFERENCE ACTION
1. Brick Bouck ED Fav/CS
2. Brick Yeatman FP Fav/CS
3.
Please see Section IX. for Additional Information:
COMMITTEE SUBSTITUTE - Substantial Changes
I. Summary:
CS/CS/SB 240 provides supports for district school boards, Florida College System institutions
(state colleges), and other stakeholders in Florida’s workforce development system to provide
students with high-quality career and technical education (CTE) and other workforce education
programs.
The bill supports CTE for middle and high school students. Specifically, the bill:
 Provides $100 million for district school boards and colleges to fund the creation or
expansion of CTE programs that serve secondary students.
 Authorizes secondary CTE programs to be funded according to the cost of the programs.
 Removes limitations on bonus funding for middle school students in CTE programs.
 Provides additional bonus funding within the Florida Education Finance Program for select
achievements in CTE.
The bill supports CTE pathways for students. Specifically, the bill:
 Adds continuity through controlled open enrollment for middle school students to continue
their CTE programs in high school.
 Enhances career and academic plans by requiring them to be updated and requiring parents to
be provided information about CTE opportunities and benefits for students.
 Expands options for students to earn credit through extracurricular participation in career and
technical student organizations.
BILL: CS/CS/SB 240 Page 2
The bill strengthens opportunities for students to engage in work-based learning by:
 Establishing regional education and industry consortia to meet and report to local workforce
development boards the most effective ways to grow, retain, and attract talent.
 Requiring each district school board to provide all students enrolled in grades 9 through 12
with at least one work-based learning opportunity.
The bill provides flexibility for district school boards in recruiting CTE teachers. The bill:
 Provides discretion to district school boards to certify instructors to teach CTE programs.
 Requires school boards to give teachers credit toward continuing education requirements for
supporting students in extracurricular CTE activities.
The bill provides flexibility in the administration of workforce development by restoring to
district school boards and state colleges the responsibility for approving workforce education
programs that have a statewide curriculum framework developed by the Department of
Education.
The bill provides flexibility for the Credentials Review Committee (Committee) in designating
credentials of value. The bill:
 Authorizes the Committee to consider both information provided by the Labor Market
Statistics Center within the Department of Economic Opportunity related to short-term
demand and long-term data of the Labor Market Estimating Conference as factors in the
development of the criteria for identifying credentials of value.
 Removes the requirement for the Committee to develop a returned-value performance
funding formula for colleges and career centers.
The bill enhances the CAPE Industry Certification Funding List (Funding List), which is used to
incent credentials of value for CTE programs. The bill:
 Provides flexibility to CTE programs to choose the courses in which students may earn
industry certifications identified in the Funding List.
 Requires the State Board of Education to adopt three funding tiers for postsecondary
certifications on the Funding List according to anticipated wages.
The bill also provides flexibility in the administration of certain state financial aid and grant
programs.
The bill takes effect July 1, 2023.
II. Present Situation:
Workforce Innovation and Opportunity Act of 2014
In 2014, Congress passed the Workforce Innovation and Opportunity Act (WIOA), which
superseded the Workforce Investment Act of 1998.1 WIOA requires each state to develop a
1
Workforce Innovation and Opportunity Act, 29 U.S.C. s. 3101 et seq. (2014).
BILL: CS/CS/SB 240 Page 3
single, unified plan for aligning workforce services through the identification and evaluation of
core workforce programs.2
WIOA identifies four core programs that coordinate and complement each other to ensure job
seekers have access to needed resources.3 The core programs are:
 Adult, Dislocated Worker and Youth Programs;
 Adult Education and Literacy Activities;
 Employment Services under the Wagner-Peyser Act;4 and
 Vocational Rehabilitation Services.5
WIOA establishes minimum performance accountability measures for the evaluation of core
programs in each state and performance reports to be provided at the state, local, and training
provider levels.6 Performance measures that apply across all core programs include:7
 The percentage of participants in unsubsidized employment during second quarter after exit.
 The percentage of participants in unsubsidized employment during fourth quarter after exit.
 The median earnings of participants during second quarter after exit.
 The percentage of participants who obtain a postsecondary credential or secondary school
diploma within 1 year after exit.
 The achievement of measureable skill gains toward credentials or employment; and
 The effectiveness in serving employers.
State Administration of Workforce Development
WIOA requires the Governor to establish a State Workforce Development Board (state board) to
assist the Governor in carrying out the duties and responsibilities required by WIOA. 8
CareerSource Florida, Inc., implements the policy directives of the state board and administers
state workforce development programs.9 CareerSource Florida, Inc., provides administrative
support to the state board, the principal workforce policy organization for the state.10 In Fiscal
Year 2021-2022, CareerSource allocated $245 million in funding11 and assisted 86,503 job
seekers in obtaining employment.12
WIOA requires states to designate local workforce development areas in the state. The local
workforce development areas must be consistent with labor market areas and regional economic
2
See 29 U.S.C. s. 3112(a).
3
See 29 U.S.C. s. 3102(13).
4
See 29 U.S.C. s. 49 et seq.
5
See 29 U.S.C. s. 720 et. seq.
6
See 29 U.S.C. s. 3141.
7
Id.
8
29 U.S.C. s. 3111.
9
Section 445.004(2), F.S.
10
Section 445.004(2)-(3), F.S.
11
CareerSource Florida, Strategic Policy and Performance Council Meeting (Feb. 16, 2022), available at
https://careersourceflorida.com/wp-content/uploads/2022/08/2022-02-16-Closer-Look-
Fed_Funding_State_Board_Initiatives.pdf, at 5.
12
CareerSource Florida, CareerSource Florida Celebrates 2022 Workforce Development Accomplishments,
https://careersourceflorida.com/2022/12/29/careersource-florida-celebrates-2022-workforce-development-accomplishments/
(last visited Mar. 11, 2023).
BILL: CS/CS/SB 240 Page 4
development areas in the state and have available federal and non-federal resources necessary to
effectively administer workforce development services.13 Within each area, a local workforce
development board must be established.14 Each local workforce development board is required to
coordinate planning and service delivery strategies within the local workforce development area
and submit to the Governor a 4-year local plan for the delivery of workforce development
services.15
The Department of Economic Opportunity (DEO) serves as Florida’s lead workforce agency.16
DEO is responsible for the fiscal and administrative affairs of the workforce development
system.17 DEO receives and distributes federal funds for employment-related programs to the
local workforce development boards.18 Under the direction of CareerSource, the DEO is required
to annually meet with each local workforce development board to review the board’s
performance and to certify that the board is in compliance with applicable state and federal
laws.19 Within the DEO, the Labor Market Statistics Center of the Bureau of Workforce
Statistics and Economic Research produces, analyzes, and delivers timely and reliable labor
statistics to improve economic decision-making.20
The REACH Office coordinates workforce development in Florida across the various agencies
that participate in the workforce development system. The REACH Office is required to develop
criteria for assigning letter grades to local workforce development boards.21 The state board is
required to adopt letter grades annually by July 1.22 In implementing its various duties, the
REACH Office is required to maximize the use of available federal and private funds for the
development and initial operation of the workforce opportunity portal.23
Career and Technical Education
The $1.3 billion Carl D. Perkins Career and Technical Education Act of 2006, as amended by the
Strengthening Career and Technical Education for the 21st Century Act (Perkins V), assists
states and outlying areas in expanding and improving career and technical education (CTE) in
secondary schools, technical schools, and community colleges.24 The term “career and technical
education” means organized educational activities that:25
 Offer a sequence of courses that provides individuals with rigorous academic content and
relevant technical knowledge and skills needed to prepare for further education and careers.
13
See 29 U.S.C. s. 3121.
14
29 U.S.C. s. 3122.
15
See 29 U.S.C. ss. 3122 and 3123.
16
Primarily through the Division of Workforce Services. See s. 20.60, F.S.
17
See s. 20.60(5)(c), F.S. and s. 445.009(3)(c), F.S.
18
See s. 20.60(5)(c), F.S. and s. 445.003, F.S.
19
See s. 445.007(3), F.S.
20
Department of Economic Opportunity, Workforce Statistics, https://floridajobs.org/workforce-statistics (last visited Mar.
12, 2023).
21
Section 14.36(3)(h), F.S.
22
Section 445.004(8), F.S.
23
Section 14.36, F.S.
24
20 U.S.C. s. 2301 et seq.
25
20 U.S.C. s. 2302(5).
BILL: CS/CS/SB 240 Page 5
 Include competency-based, work-based, or other applied learning that supports the
development of academic knowledge, higher-order reasoning and problem-solving skills,
work attitudes, employability skills, technical skills, and occupation-specific skills, and
knowledge of all aspects of an industry, including entrepreneurship, of an individual.
 To the extent practicable, coordinate between secondary and postsecondary education
programs through programs of study that provide postsecondary credit or advanced standing.
 May include career exploration at the high school level or as early as the middle grades.
The purpose of career education is to enable students who complete career programs to attain
and sustain employment and realize economic self-sufficiency. Perkins V defines a CTE
concentrator as a student at the secondary school level who has completed at least 2 courses in a
single CTE program or program of study.26 CTE program administrators are accountable for:27
 Student demonstration of the academic skills necessary to enter an occupation.
 Student preparation to enter an occupation in an entry-level position or continue
postsecondary study.
 Career program articulation with other corresponding postsecondary programs and job
training experiences.
 Employer satisfaction with the performance of students who complete career education or
reach occupational completion points.
 Student completion, placement, and retention rates.
The criteria for qualification of individual courses for inclusion in the classification of secondary
career education programs and workforce development education programs are annually adopted
by the State Board of Education and published by the commissioner in the curriculum
frameworks.28 The approved curriculum frameworks are aligned with the following career
clusters:29
 Agriculture, Food & Natural Resources
 Architecture & Construction
 Arts, A/V Technology & Communication
 Business, Management & Administration
 Education & Training
 Energy
 Engineering & Technology Education
 Finance
 Government & Public Administration
 Health Science
 Hospitality & Tourism
 Human Services
 Information Technology
 Law, Public Safety & Security
26
20 U.S.C. s. 2302(12).
27
Section 1004.92, F.S.
28
Rule 6A-6.0571, F.A.C.
29
FLDOE, Curriculum Frameworks, https://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-
frameworks/2022-23-frameworks/ (last visited Mar. 8, 2023).
BILL: CS/CS/SB 240 Page 6
 Manufacturing
 Marketing, Sales & Service
 Transportation, Distribution & Logistics
 Additional CTE programs and courses, including diversified education, instructional support
services, and high school apprenticeship and preapprenticeship.
Career and technical student organizations (CTE student organizations) are a key component of
Florida’s plan under Perkins V to strengthen the employability skills of students.30 A CTE
student organization is an organization for students enrolled in a CTE program that engages in
CTE activities as an integral part of the instructional program.31 These organizations are aligned
with a respective career cluster and provide a unique program of career and leadership
development, motivation, and recognition for middle, secondary and post-secondary students.32
A CTE student organization is eligible to receive funds from the state’s Perkins V allocation
through the Department of Education (DOE) if the organization submits a request to the DOE
and has, for one year:33
 Been incorporated as a 501(c)(3) not-for-profit corporation in the United States, with an
established constitution & bylaws and a board of directors having majority representation
from CTE educators or administrators.
 Been organized into state geographic units and affiliated organizations.
 Included 150 or more student members organized into chapters in middle, secondary or
postsecondary institutions, with a formalized process for selection of student leaders at the
local and state levels.
 Served students and teachers in one or more of the 17 career clusters.
 Included 10 or more middle, secondary or postsecondary chapters.
 Offered at least one statewide leadership development event and competitions event aligned
with CTE program standards and curricula.
 Included an identified, participating and employed state executive director or equivalent.
 Supported the integration of arts and design skills and support for hands-on learning,
particularly for students who are members of groups underrepresented in such subject fields,
such as female students, minority students, and students who are members of special
populations.
 At least one business partner outreach activity.
 Included an established operating budget
 Increased the participation of students in nontraditional fields and students who are members
of special populations.
30
Florida Department of Education, Perkins V: Florida’s State Plan for the Strengthening Career and Technical Education
For the 21st Century Act (Perkins V), available at
https://www.fldoe.org/core/fileparse.php/18815/urlt/FloridaStatePlanPerkinsV.pdf, at 28.
31
20 USC s. 2302(5).
32
Florida Department of Education, Career and Technical Educati