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/CS/SB 460
INTRODUCER: Fiscal Policy Committee; Education Pre-K - 12 Committee; Appropriations Committee
on Education; and Senators Simon and Perry
SUBJECT: Career and Technical Education
DATE: February 26, 2024
ANALYST STAFF DIRECTOR REFERENCE ACTION
1. Brick Bouck ED Fav/CS
2. Gray Elwell AED Fav/CS
3. Brick Yeatman FP Fav/CS
Please see Section IX. for Additional Information:
COMMITTEE SUBSTITUTE - Substantial Changes
I. Summary:
CS/CS/CS/SB 460 aims to enhance vocational and technical education. The bill authorizes
minors aged 16 or 17 to work in construction if the minor:
Has earned his or her Occupational Safety and Health Administration (OSHA) 10
certification;
Is under the direct supervision of a person 21 years of age or older with at least two years of
related experience and his or her OSHA 10 certification.
Is not working on any scaffolding, roof, superstructure, or ladder above six feet.
Is not in violation of any OSHA rule or federal law related to minors in the workplace.
The bill provides a uniform standard for counties and municipalities to recognize a
journeyworker.
The bill authorizes district school boards to satisfy the career fair requirement through consulting
with specified groups to determine free or cost-effective methods to provide other career and
industry networking opportunities.
The bill authorizes a student who earns credit for one year of related technical instruction for a
registered apprenticeship or preapprenticeship program to use such credit to satisfy high school
graduation credit requirements.
REVISED: BILL: CS/CS/CS/SB 460 Page 2
The bill authorizes an exemption from the career education basic skills assessment to certain
students with a private school diploma or home education affidavit.
Lastly, the bill adds to the duties of the Office of Reimagining Education and Career Help to
study the status of CTE in each school district within the state and coordinate a statewide report
on the supply and demand of nursing occupations. The bill also repeals the Florida Talent
Development Council.
The bill takes effect July 1, 2024.
II. Present Situation:
Hazardous Occupations Prohibited
The Fair Labor Standards Act of 1938 regulates the employment of children in particularly
hazardous occupations.
1
Prohibitions regarding the employment of minors age 16 or 17 in
hazardous occupations in Florida are consistent with regulations adopted by the United States
(US) Secretary of Labor.
2
No minor under 18 years of age, whether such person’s disabilities of
nonage have been removed, may be employed or permitted or suffered to work on any
scaffolding, roof, superstructure, residential or nonresidential building construction, or ladder
above 6 feet. This prohibition does not apply to a student learner who:
Is enrolled in a youth vocational training program under a recognized state or local
educational authority.
Is employed under a written agreement that provides:
o That the work of the student learner in the occupation declared particularly hazardous
shall be incidental to the training.
o That such work will be intermittent and for short periods of time and under the direct and
close supervision of a qualified and experienced person.
o That safety instructions shall be given by the school and correlated by the employer with
on-the-job training.
o That a schedule of organized and progressive work processes to be performed on the job
shall have been prepared.
3
Every employer in the construction industry is required to secure the payment of workers’
compensation to his or her employees.
4
Employers who fail to secure the payment of workers’
compensation for their employees are required to stop working and are liable for administrative
and criminal penalties.
5
Employers must provide this benefit to all employees, including minors,
whether lawfully or unlawfully employed.
6
1
29 U.S.C. s. 203(l).
2
Compare s. 450.061, F.S., with 29 CFR Part 570, Subpart E (Occupations Particularly Hazardous for the Employment of
Minors Between 16 and 18 Years of Age or Detrimental to Their Health or Well–Being). However, the Secretary of Labor
has not selected residential construction as a particularly hazardous activity. See 3 EMP. COORD. Compensation IV s. 24.20
(Jan. 2024).
3
Sections 450.061(2) and 450.161, F.S.
4
Sections 440.10(1) and 440.38(1), F.S.
5
See ss. 440.105 and 440.107, F.S.
6
Section 440.02(18), F.S. BILL: CS/CS/CS/SB 460 Page 3
Employers are also required to provide certain training for their employees. Employers are
required to instruct each employee in the recognition and avoidance of unsafe conditions and the
regulations applicable to their work environment to control or eliminate any hazards or other
exposure to illness or injury. Employers are encouraged to use the safety and health training
programs provided by the Secretary of Labor.
7
The Occupational Health and Safety Administration (OSHA) within the US Department of
Labor, provides an Outreach Training Program to promote workplace safety and health and to
make workers more knowledgeable about workplace hazards and their rights. The OSHA
Outreach Training Program provides training on the recognition, avoidance, abatement, and
prevention of workplace hazards. Outreach classes also provide overview information regarding
OSHA, including workers' rights, employer responsibilities, and how to file a complaint.
8
The 10-hour training program is primarily intended for entry level workers. The 30-hour training
program is intended to provide workers with some safety responsibility a greater depth and
variety of training. All outreach training is intended to cover an overview of the hazards a worker
may encounter on a job site. Training emphasizes hazard identification, avoidance, control and
prevention, not OSHA standards.
9
In the Fiscal Year 2023, 1,341,168 individuals were trained through the Outreach Training
Program.
10
The construction 10-hour certification comprised 42 percent of the trainings.
11
Apprentices and Journeyworkers
Florida law defines an apprentice as a person at least 16 years of age who has entered into a
written apprentice agreement with an employer, an association of employers, or a local joint
apprenticeship committee, to learn a recognized skilled trade through actual work experience
under the supervision of another worker who has completed an apprenticeship program or has
worked in the field for a minimum number of years established by industry standard. Training
for an apprentice should be combined with properly coordinated studies of related technical and
supplementary subjects.
12
An apprenticeship program must be registered and approved by the Department of Education
(DOE).
13
A student who earns credit upon completion of a registered apprenticeship or
preapprenticeship program may use such credit to satisfy high school graduation credit
requirements for fine or performing arts, speech and debate, or career and technical education, or
electives. The State Board of Education (SBE) is required to approve and identify in the Course
7
29 CFR s. 1926.21.
8
USDOL, OSHA, Outreach Training Program: Program Overview, https://www.osha.gov/training/outreach/overview (last
visited Jan. 18, 2024).
9
Id.
10
USDOL, OSHA, Outreach Training Program Annual Number of Trainees, https://www.osha.gov/training/outreach/growth
(last visited Jan. 18, 2024).
11
USDOL, OSHA, Number of Trainees by Class Type, https://www.osha.gov/training/outreach/growth#tab2 (last visited Jan.
18, 2024).
12
Section 446.021(2), F.S.
13
Section 446.021(6), F.S. BILL: CS/CS/CS/SB 460 Page 4
Code Directory the apprenticeship and preapprenticeship programs from which earned credit
may be used to satisfy high school graduation requirements.
14
The term of an apprenticeship may be completed through either a time-based approach, a
competency-based approach, or a hybrid approach, as follows:
The time-based approach measures skill acquisition through the apprentice's completion of at
least 2,000 hours of on-the-job training, exclusive of related technical instruction.
The competency-based approach measures the apprentice's successful demonstration of
acquired skills and knowledge, demonstrated through on-the-job training and related
technical instruction.
The hybrid approach measures the individual apprentice's skill acquisition through a
combination of a range of specified number of hours of on-the-job training and the successful
demonstration of competency.
15
Florida apprenticeship standards define a journeyworker as a person working in an
apprenticeable occupation who has successfully completed a registered apprenticeship program
or who has worked the number of years required by established industry practices for the
particular trade or occupation.
16
Counties and municipalities are authorized to issue journeyman licenses in the plumbing, pipe
fitting, mechanical, HVAC, electrical and alarm system trades. An individual who holds a valid,
active journeyman license in the trade issued by any county or municipality may work as a
journeyman in the trade in which he or she is licensed in any other county or municipality
without taking an additional examination or paying an additional license fee, if he or she:
Has scored at least 70 percent, or after October 1, 1997, at least 75 percent, on a proctored
journeyman Block and Associates examination or other proctored examination approved by
the board for the trade in which he or she is licensed;
Has completed a registered apprenticeship program and demonstrates four years’ verifiable
practical experience in the trade for which he or she is licensed, or demonstrates six years’
verifiable practical experience in the trade for which he or she is licensed;
Has satisfactorily completed specialized and advanced module coursework approved by the
Florida Building Commission, as part of the building code compliance and mitigation
training program,
17
specific to the discipline or, pursuant to authorization by the certifying
authority, provides proof of completion of such curriculum or coursework within 6 months
after such certification; and
Has not had a license suspended or revoked within the last five years.
18
A local government may charge a registration fee for reciprocity, not to exceed $25.
19
Subject to
limited exceptions,
20
state law related to electrical and alarm system contracting does not limit
the power of a municipality or county to require that one electrical journeyman, who is a
14
Section 1003.4282(7), F.S.
15
Rule 6A-23.004(2), F.A.C.
16
Section 446.021(4), F.S.
17
Section 553.841, F.S.
18
Sections 489.1455 and 489.5335, F.S.
19
Id.
20
See s. 489.503, F.S. BILL: CS/CS/CS/SB 460 Page 5
graduate of the Institute of Applied Technology in Construction Excellence or licensed locally,
be present on an industrial or commercial new construction site with a facility of 50,000 gross
square feet or more when electrical work in excess of 77 volts is being performed in order to
supervise or perform such work.
21
Career Fairs
Each district school board must require each high school within its jurisdiction to host an annual
career fair during the school year and establish a process to provide students in grades 11 and 12
the opportunity to meet or interview with potential employers during the career fair. The career
fair must be held on the campus of the high school, except that a group of high schools in the
district or a group of districts may hold a joint career fair at an alternative location. A joint career
fair must be held at a location located within reasonable driving distance for students at all
participating schools. The career fair must be held during the school day and may use Florida’s
online career planning and work-based learning system as part of the career fair activities.
22
State Academic Standards
The state academic standards establish the core content of the curricula to be taught in the state
and specify the core content knowledge and skills that K-12 public school students are expected
to acquire. Standards must be rigorous and relevant and provide for the logical, sequential
progression of core curricular content that incrementally increases a student's core content
knowledge and skills over time. Curricular content for all subjects must integrate critical-
thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing
skills; mathematics skills; collaboration skills; contextual and applied-learning skills;
technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
23
The standards must include distinct grade-level expectations for the core content knowledge and
skills that a student is expected to have acquired by each individual grade level from
kindergarten through grade 8. The standards for grades 9 through 12 may be organized by grade
clusters of more than one grade level except as otherwise provided for visual and performing
arts, physical education, health, and foreign language standards.
24
The Commissioner of Education (commissioner), as needed, is required to develop and submit
proposed revisions to the standards for review and comment by Florida educators, school
administrators, representatives of the Florida College System institutions and state universities
who have expertise in the content knowledge and skills necessary to prepare a student for
postsecondary education and careers, business and industry leaders, and the public. The
commissioner, after considering reviews and comments, must submit the proposed revisions to
the SBE for adoption.
25
21
Section 489.537(3), F.S.
22
Section 1001.43(14), F.S.
23
Section 1003.41(1), F.S.
24
Id.
25
Section 1003.41(3), F.S. BILL: CS/CS/CS/SB 460 Page 6
CAPE Industry Certification Funding List
The SBE is required to adopt, at least annually, based on recommendations by the commissioner,
the CAPE Industry Certification Funding List that assigns additional full-time equivalent
membership to certifications identified in the Master Credentials List that meet a statewide,
regional, or local demand.
26
Certifications included on the CAPE Industry Certification Funding List:
27
Require at least 150 hours of instruction.
Can be earned in middle and high school.
Usually require passage of a subject area examination and some combination of work
experience, educational attainment, or on-the-job training.
Requirements for Career Education Basic Skills
Each career and technical education (CTE) career certificate program, 450 clock hours or longer,
includes associated basic academic skills (reading, mathematics, and language) that are required
for completion from each CTE program. For the purpose of CTE and basic skills requirements,
completion is accomplished when a student has demonstrated mastery of the entire program’s
standards and benchmarks and receives a Career Certificate of Completion.
28
Students who enroll in a program offered for career credit of 450 hours or more must complete
an entry-level examination within the first six weeks after admission into the program.
29
The
SBE designates examinations to assess student mastery of basic skills, which include the
following:
Tests of Adult Basic Education (TABE), Forms 11 and 12, 2017;
Demonstration of basic communication and computation skills;
Comprehensive Adult Student Assessment System (CASAS), GOALS 900 Series, 2019;
2014 GED® Tests: Reasoning through Language Arts and Mathematical Reasoning where a
minimum score as determined by the SBE has been attained on each test; and
A test adopted by the Criminal Justice Standards and Training Commission, used for
admission into law enforcement or corrections training programs.
30
Any student who lacks the required level of basic skills for the career program must be provided
with a structured program of basic skills instruction to correct deficiencies. A student may not
receive a career or technical certificate of completion without first demonstrating the basic skills
required in the state curriculum frameworks for the career education program.
31
26
Section 1008.44(1), F.S.
27
Rule 6A-6.0576(5)-(6), F.S.
28
Florida Department of Education, Career and Technical Education, 2019-2020 Technical Assistance Paper, CTE Basic
Skills Assessment Requirements (Mar. 2020), available at https://www.fldoe.org/core/fileparse.php/5398/urlt/basic-skill-tap-
att1.pdf, at 2. (last visited Jan. 18, 2026).
29
Section 1004.91(2), F.S.
30
Rule 6A-10.040(1), F.A.C.
31
Section 1004.91(2), F.S. See also Rule 6A-10.040, F.A.C. BILL: CS/CS/CS/SB 460 Page 7
An adult with a disability
32
may be exempted from the basic skills assessment requirement. In
addition, the following students are exempt from taking the initial basic skills assessment:
A student who possesses a college degree at the associate in applied science level or higher.
A student who demonstrates readiness for public postsecondary education in communication
and computation specified in SBE rule.
33
A student who passes a specified state, national or industry certification or licensure
examination that is aligned to the career education program.
An adult student who is enrolled in an apprenticeship program that is registered with the
DOE.
34
Florida law does not include in the specified exemptions from the basic skills requirements:
A student who possesses a high school diploma from a private school.
35
A student in a home education program or a personalized education program.
36
Office of Reimagining Education and Career Help
The Office of Reimagining Education and Career Help (REACH Office) within the Executive
Office of the Governor facilitates alignment and coordination of entities responsible for Florida’s
workforce development system.
37
The specific duties of the REACH Office include:
Establishing criteria and goals for workforce development and diversification in Florida’s
workforce development system.
Coordinating state and federal workforce related programs, plans, resources, and activities
provided by CareerSource Florida Inc., the Department of Commerce, and the DOE.
Facilitating coordination among the Department of Commerce, the DOE, and CareerSource,
to develop and expand apprenticeship, preapprenticeship, and other work-based learning
models and streamline efforts to recruit and onboard new apprentices, preapprentices,
students, and employers interested in work-based learning opportunities.
38
The Florida Talent Development Council
The Florida Talent Development Council was created to develop a coordinated, data-driven,
statewide approach to meeting Florida's needs for a 21st century workforce that employers and
educators use as part of Florida's talent supply system. Among various assigned tasks, the
council is required to coordinate, facilitate, and communicate statewide efforts to meet supply
and demand needs for the state's health care workforce.
39
32
An adult with disability means an individual who has a physical or mental impairment that substantially limits one or more
major life activities, has a record of such impairment, or is regarded as having such an impairment, and who requires
modifications to the educational program, adaptive equipment, or specialized instructional methods and services in order to
participate in workforce development programs that lead to competitive employment. Section 1004.02(6), F.S.
33
Rule 6A-10.0315, F.A.C.
34
Section 1004.91(3), F.S.
35
A private school is defined in s. 1002.01(3), F.S.
36
A home education program and a personalized education program are defined in s. 1002.01, F.S.
37
Section 14.36(1), F.S.
38
Section 14.36(3)(k), F.S.
39
Section 1004.015(6), F.S. BILL: CS/CS/CS/SB 460 Page 8
Annually, by December 1, the Florida Talent Development Council is required to report on the
health care workforce and any other relevant information on the Florida Talent Development
Council's web page located on the Department of Economic Opportunity's website.
40
To support
the efforts of the office, the Board of Governors (BOG) and the SBE are required to provide 10-
year trend information on nursing education programs. The Department of Health, the BOG, the
SBE, the Commission for Independent Education, the Independent Colleges and Universities of
Florida, the Florida Center for Nursing, and postsecondary institutions participating in a state
grant, fund, or performance-based incentive program are required to provide data, by institution
and program, on:
The number of student slots available.
The number of student applications submitted, the number of qualified student applicants, the
number of students accepted, and the number of students enrolled.
The number of program graduates.
Program retention rates of students tracked from program entry to graduation.
Graduate passage rates for, and the number of times each graduate took, the National Council
of State Boards of Nursing Licensing Examination.
The number of graduates who become employed as practical or professional nurses in this
state.
The educational advancement of nurses through career pathways for the preceding 10 years
by comparing their initial degree to the highest degree they obtained.
The outcomes of students enrolled at institutions participating in the Linking Industry to
Nursing Education (LINE) Fund or the Prepping Institutions, Programs, Employers, and
Learners through Incentives for Nursing Education (PIPELINE) Fund.
The outcomes of graduates who have received a nursing student loan forgiveness repayment.
Such data must include, for the previous 4 fiscal years, the number of graduates who have
received a repayment, the amount repaid on behalf of each graduate, each graduate’s
employer of record for each repayment and the length of employment at each employer, and
the level or levels of nursing licensure earned by each graduate.
41
The BOG and the SBE are also required to develop definitions for data elements and a uniform
survey for use by the Department of Health, the Commission for Independent Education, the
Independent Colleges and Universities of Florida, and postsecondary institutions participating in
a state loan forgiveness program, grant, fund, or performance-based incentive program to collect
the required data. The survey must include, but is not limited to, a student’s age, gender, race,
ethnicity, veteran status, wage, employer information, loan debt, and retirement expectations.
42
III. Effect of Proposed Changes:
This bill aims to enhance vocational and technical education.
40
Section 1004.015(6), F.S.
41
Section 1004.015(6), F.S.
42
Section 1004.015(6)(b), F.S. BILL: CS/CS/CS/SB 460 Page 9
Hazardous Occupations Prohibited
The bill amends s. 450.061, F.S., to authorize a minor aged 16 or 17 to be employed on any
residential building construction if he or she:
Has earned his or her OSHA 10 certification
Is under the direct supervision of a person at least 21 years of age who has earned his or her
OSHA 10 certification and has at least two years of work experience related to the work he
or she is supervising.
Is not working on any scaffolding, roof, superstructure, or ladder above six feet.
Is not working in violation of the Fair Labor Standards of 1938, any OSHA rule, or federal
law related to minors in the workplace.
Apprentices and Journeyworkers
The bill amends s. 446.021, F.S., to modify the definition of journeyworker to clarify that, in
addition to existing requirements, one must complete a state-approved apprenticeship and pass a
state-approved test, when required, to meet the definition of journeyworker.
The bill modifies ss. 489.1455 and 489.5335, F.S., to require a local government to recognize a
person as a journeyman plumbing, pipe fitting, mechanical, HVAC, electrical, or alarm trades if
the person has:
Scored at least 70 percent, or after October 1, 1997, at least 75 percent, on a proctored
journeyman Block and Associates examination or other proctored examination approved by
the board for the trade in which he or she is licensed;
Completed a registered and state-approved apprenticeship program or has at least 12,000
hours of on-the-job training in his or her specific trade; and
Satisfactorily completed specialized and advanced module coursework approved by the
Florida Building Commission, as part of the building code training program established in s.
553.841, F.S., specific to the discipline or, pursuant to authorization by the certifying
authority, provides proof of completion of such coursework within 6 months after such
certification.
The bill accordingly removes the authority of a county or municipality to issue a journeyman
license.
Career Fairs
The bill amends s. 1001.43, F.S., to add an alternative to the required annual career fair hosted at
each school district high school. The bill authorizes district school boards, as an alternative to the
required career fair, to consult with local workforce development boards, advisory committees,
and business groups to determine free or cost-effective methods to provide other career and
industry networking opportunities, during the school day, for secondary students and exposure
for elementary and secondary students to a representative variety of industries, businesses, and
careers.
BILL: CS/CS/CS/SB 460 Page 10
State Academic Standards
The bill modifies s. 1003.41, F.S., to add to the persons who the Commissioner of Education
(commissioner) must include for review and comment on proposed revisions to the state
standards to include a representative from the Department of Commerce and specifies that
business and industry leaders are limited to those for in-demand careers.
Career and Technical Education Courses
The bill modifies s. 1003.4282, F.S., to change how apprentice and preapprenticeship programs
may satisfy the high school graduation credit requirements for fine or performing arts, speech
and debate, or career and technical education, or electives. The bill authorizes earned credit for
completion of one year of related technical instruction in a registered apprenticeship or
preapprenticeship program, rather than completion of the entire program, to satisfy the high
school graduation credit requirements for fine or performing arts, speech and debate, or career
and technical education, or electives.
Requirements for Career Education Basic Skills
The bill modifies s. 1004.91, F.S., to authorize an exemption from postsecondary career
education program basic skills requirements for a student who possesses a high school diploma
from a private school, or, for a student in a home education program or a personalized education
program, a signed affidavit submitted by the student’s parent attesting that the student has
completed a home education program.
Office of Reimagining Education and Career Help
The bill modifies s. 14.36, F.S., to add to the duties of the Office of Reimagining Education and
Career Help (REACH Office). The bill requires the REACH Office to coordinate with the
Department of Education, the Department of Commerce, and CareerSource Florida, Inc., to
publish and disseminate, by March 1, 2025, a statewide asset map of career and technical
education to inform workforce and industry partners of opportunities to partner and expand
career and technical education in the state. The bill requires the information to be disseminated in
a user-friendly form and:
List secondary career and technical education courses offered by each school district in the
state, categorized by career cluster, school, grade level, and the number of students enrolled.
Identify the total amount of funding provided for the secondary career and technical
education programs offered by each school district in the state.
Compare existing secondary career and technical education program offerings, funding, and
outcomes, including credential attainment, to data on in-demand careers and the state’s
economic needs to identify industry opportunities in which increased program offerings
would support state and local needs.
Compare alignment and funding of existing secondary career and technical education
program offerings and outcomes, including credential attainment, to data on in-demand
careers and the state’s economic needs to identify opportunities to better align funding of
programs to industry demand and statewide economic needs. Funding alignment may
consider the use of virtual reality and other workforce education technologies for secondary BILL: CS/CS/CS/SB 460 Page 11
career and technical education program offerings and outcomes, including credential
attainment.
List career dual enrollment programs offered in each school district in the state categorized
by program type, offering location, and the number of students enrolled. The list must
indicate the credential earned upon completion of the program and if the credential is part of
a sequence as identified by the Credentials Review Committee.
The bill also requires the REACH Office to assume the duty currently assigned to the Florida
Talent Development Council to coordinate, facilitate, and communicate statewide efforts to meet
supply and demand needs for the state’s health care workforce. The bill requires the REACH
Office to publish the report conducted by the Board of Governors and the State Board of
Education on the Department of Education’s website.
The bill takes effect July 1, 2024.
IV. Constitutional Issues:
A. Municipality/County Mandates Restrictions:
None.
B. Public Records/Open Meetings Issues:
None.
C. Trust Funds Restrictions:
None.
D. State Tax or Fee Increases:
None.
E. Other Constitutional Issues:
None.
V. Fiscal Impact Statement:
A. Tax/Fee Issues:
None.
B. Private Sector Impact:
None. BILL: CS/CS/CS/SB 460 Page 12
C. Government Sector Impact:
None.
VI. Technical Deficiencies:
None.
VII. Related Issues:
None.
VIII. Statutes Affected:
This bill substantially amends the following sections of the Florida Statutes: 14.36, 446.021,
450.061, 489.117, 489.1455, 489.5335, 1001.43, 1003.41, 1003.4282, and 1004.91.
This bill repeals section 1004.015 of the Florida Statutes.
IX. Additional Information:
A. Committee Substitute – Statement of Substantial Changes:
(Summarizing differences between the Committee Substitute and the prior version of the bill.)
CS/CS/CS by Fiscal Policy on February 22, 2024:
The committee substitute removes from the bill the career and technical education task
force and instead requires the Office of Reimagining Education and Career Help
(REACH) to coordinate with the Department of Education, the Department of
Commerce, and CareerSource Florida, Inc., to publish and disseminate, by March 1,
2025, a statewide asset map of career and technical education to inform workforce and
industry partners of opportunities to partner and expand career and technical education in
the state. The committee substitute requires the information to be disseminated in a user-
friendly form and:
List secondary career and technical education courses offered by each school district
in the state, categorized by career cluster, school, grade level, and the number of
students enrolled.
Identify the total amount of funding provided for the secondary career and technical
education programs offered by each school district in the state.
Compare existing secondary career and technical education program offerings,
funding, and outcomes, including credential attainment, to data on in-demand careers
and the state’s economic needs to identify industry opportunities in which increased
program offerings would support state and local needs.
Compare alignment and funding of existing secondary career and technical education
program offerings and outcomes, including credential attainment, to data on in-
demand careers and the state’s economic needs to identify opportunities to better
align funding of programs to industry demand and statewide economic needs.
Funding alignment may consider the use of virtual reality and other workforce BILL: CS/CS/CS/SB 460 Page 13
education technologies for secondary career and technical education program
offerings and outcomes, including credential attainment.
List career dual enrollment programs offered in each school district in the state
categorized by program type, offering location, and the number of students enrolled.
The list must indicate the credential earned upon completion of the program and if the
credential is part of a sequence as identified by the Credentials Review Committee.
The committee substitute also requires the REACH Office to assume the duty currently
assigned to the Florida Talent Development Council to coordinate, facilitate, and
communicate statewide efforts to meet supply and demand needs for the state’s health
care workforce. The committee substitute requires the REACH Office to publish the
report conducted by the Board of Governors and the State Board of Education on the
Department of Education’s website.
CS/CS by Appropriations Committee on Education on February 8, 2024:
The committee substitute:
Clarifies that the employment of minors in residential construction may not violate
the Fair Labor Standards Act of 1938.
Clarifies that, in addition to existing requirements, an individual must complete a
state-approved apprenticeship and pass a state-approved test, when required, to meet
the definition of journeyworker.
Restores the authority of local governments to recognize journeyworkers while
retaining the provision of the bill removing the authority to grant local journeyworker
licenses. The amendment requires a local government to recognize a person as a
journeyman if the person:
Passed a test approved for the trade;
Completed an apprenticeship or has 12,000 hours of experience in the trade; and
Completed coursework as approved by the Florida Building Commission.
Makes optional for institutions the exemption from basic skills requirements for home
education and private school completers, similar to existing exemption for public
school graduates.
Shifts the CTE task force to be housed within the Department of Commerce instead
of the Department of Education.
Repeals the Florida Talent Development Council.
CS in Education Pre-K – 12 on January 17, 2024:
The committee substitute narrows the exception provided in the bill to the prohibition on
minors aged 16 to 17 working on scaffolding, roof, superstructure, or residential or
nonresidential building construction, to apply the exception only to residential building
construction. The committee substitute maintains the requirement that the exception only
apply to minors with an Occupational Safety and Health Administration (OSHA) 10
certification, who are supervised as provided in the bill.
The committee substitute removes the requirement of the bill that:
High school career fairs include specific additional criteria, and instead authorizes
district school boards, as an alternative to the required career fair, to consult with BILL: CS/CS/CS/SB 460 Page 14
local workforce development boards, advisory committees, and business groups to
determine free or cost-effective methods to provide other career and industry
networking opportunities, during the school day, for secondary students and exposure
for elementary and secondary students to a representative variety of industries,
businesses, and careers.
The specific curricular content established in the state academic standards for
mathematics ensure the integration of real-life opportunities to use such curricular
content.
All courses directly related to CAPE Digital Tool or Industry Certifications be
weighted the same as a grade in an honors course for purposes of calculating grade-
point-average (GPA).
Conditions high school credit for apprenticeship or preapprenticeship programs on the
completion of OSHA 10 certification and maintains the provision of the bill
authorizing students to use one year of related technical instruction (CTE) to satisfy
high school credit requirements.
Require the Department of Education (DOE) and the Board of Governors (BOG) to
establish and publish lists related to articulation certain CTE credits.
Increases the career-themed courses that district high school and middle schools must
offer.
Modifies the CAPE Act 3-year strategic plan, curriculum review committee, and the
Commissioner of Education’s annual review of CTE offerings.
The committee substitute adds to the bill:
December 1, 2024, as a deadline for the Department of Education (DOE) to convene
the workgroup to identify the three math pathways for students enrolled in secondary
grades.
An exemption from postsecondary career education program basic skills requirements
for a student who possesses a high school diploma from a private school, or, for a
student in a home education program, a signed affidavit submitted by the student’s
parent attesting that the student has completed a home education program.
The committee substitute removes from the bill the provision providing flexibility from
certification requirements for district school boards in hiring non-degree CTE teachers.
The committee substitute adds to the CTE Task Force created in the bill the responsibility
to:
Compile a list of career and technical education courses offered through the
Department of Corrections and Juvenile Justice. Such data must be broken down by
location, population, industry course offering, the number of students enrolled in each
course, and the number of students who complete such courses
Review existing postsecondary credits available for K-12 career and technical
education course offerings and how this information is advertised to students and
parents.
Compare existing career and technical education course offerings with data from the
Department of Commerce and industry leaders on in-demand careers and the state’s
economic needs. BILL: CS/CS/CS/SB 460 Page 15
Provide recommendations for increasing funding, eliminating barriers to expanding
career and technical education offerings, and streamlining regulations.
Provide recommendations for improving the marketing of career and technical
education offerings to students and parents.
The committee substitute modifies the date for the task force to report on its findings to
require the task force to submit its report by September 1, 2025, and its recommendations
by January 1, 2026.
B. Amendments:
None.
This Senate Bill Analysis does not reflect the intent or official position of the bill’s introducer or the Florida Senate.