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HOUSE BILL 29
F1 6lr1034
HB 1262/25 – W&M (PRE–FILED) CF SB 343
By: Delegate Wilkins Delegates Wilkins, Coley, Ebersole, Feldmark,
Palakovich Carr, Pasteur, Patterson, and Wims
Requested: September 30, 2025
Introduced and read first time: January 14, 2026
Assigned to: Ways and Means
Committee Report: Favorable with amendments
House action: Adopted
Read second time: March 4, 2026
CHAPTER ______
AN ACT concerning 1
County Boards of Education Public High Schools – Post College and Career 2
Readiness Pathways – Payment of Costs Alterations 3
FOR the purpose of authorizing a county board of education to develop and establish income 4
eligibility guidelines and procedures for payment of costs for a certain post college 5
and career readiness pathway, except under certain circumstances; extending the 6
time period during which the State Board of Education and the Accountability and 7
Implementation Board may limit the number and types of dual enrollment as a post 8
college and career readiness pathway; altering the purpose, composition, and duties 9
of the Career and Technical Education (CTE) Committee; repealing the CTE Skills 10
Standards Advisory Committee; requiring certain State agencies and certain 11
workforce development and education programs to use a certain list of occupations 12
for certain purposes; and ge nerally relating to post college and career readiness 13
pathways. 14
BY repealing and reenacting, without amendments, 15
Article – Education 16
Section 7–205.1(a) and (c) 17
Annotated Code of Maryland 18
(2025 Replacement Volume and 2025 Supplement) 19
BY repealing and reenacting, with amendments, 20
Article – Education 21
2 HOUSE BILL 29
Section 7–205.1(g) 1
Annotated Code of Maryland 2
(2025 Replacement Volume and 2025 Supplement) 3
BY repealing and reenacting, with amendments, 4
Article – Education 5
Section 21–209 6
Annotated Code of Maryland 7
(2022 Replacement Volume and 2025 Supplement) 8
BY repealing 9
Article – Education 10
Section 21–210 11
Annotated Code of Maryland 12
(2022 Replacement Volume and 2025 Supplement) 13
BY adding to 14
Article – Education 15
Section 21–210 and 21–211 16
Annotated Code of Maryland 17
(2022 Replacement Volume and 2025 Supplement) 18
SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 19
That the Laws of Maryland read as follows: 20
Article – Education 21
7–205.1. 22
(a) In this section, “CCR standard” means the college and career readiness 23
standards established under this section. 24
(c) (1) (i) It is the goal of the State that students enrolled in public school 25
shall meet the CCR standard before the end of the 10th grade and no later than the time 26
the student graduates from high school. 27
(ii) It is the goal of the State that each student enrolled in public 28
school, regardless of the student’s race, ethnicity, gender, address, socioeconomic status, or 29
the language spoken in the student’s home, shall have equitable access to college and career 30
readiness and shall meet the CCR standard at an equal rate. 31
(2) A student shall meet the CCR standard when the student meets a 32
standard in English language arts, mathematics, and, when practicable, sci ence that 33
enables the student to be successful in entry level credit bearing courses or postsecondary 34
education training at a State community college. 35
HOUSE BILL 29 3
(3) The Blueprint for Maryland’s Future and the CCR standard established 1
under this section are not intended to alter the need for high quality programs and content 2
in fine arts, civics, physical education, and other areas that are necessary to provide a 3
holistic education and enable every student to be well –rounded and meet the CCR 4
standard. 5
(4) On or before January 1, 2022, the Department shall develop and begin 6
to implement a communication strategy to inform parents, students, educators, and the 7
wider public about the CCR standard developed under this section. 8
(g) (1) Subject to [paragraph] PARAGRAPHS (2) AND (4) AND (5) of this 9
subsection, [beginning in the 2023–2024 school year,] each county board shall provide all 10
students who meet the CCR standard required under subsection (c) of this section with 11
access to the following post college and career r eadiness (post–CCR) pathways, at no cost 12
to the student or the student’s parents OR GUARDIANS, including the cost of any fees: 13
(i) A competitive entry college preparatory program, chosen by the 14
county board, consisting of: 15
1. The International Baccalaureate Diploma Program; 16
2. The Cambridge AICE Diploma Program; or 17
3. A comparable program consisting of Advanced Placement 18
courses specified by the College Board; 19
(ii) A program that allows a student, through an early college 20
program or dual enrollment at a student’s high school and an institution of higher 21
education to earn: 22
1. An associate degree; or 23
2. At least 60 credits toward a bachelor’s degree; and 24
(iii) A robust set of career and technology education programs that 25
are recommended by the CTE Skills Standards Advisory Committee and approved 26
ADOPTED by the CTE Committee and that allow students to complete: 27
1. A credit or noncredit certificate or license program, course, 28
or sequence of courses, including a program, course, or courses taken through dual 29
enrollment under § 15 –127 of this article, at a secondary or postsecondary institution, 30
through an Advanced Placement course at a secondary institution, or through an 31
apprenticeship sponsor that leads to an industry recognized occupational –credential or 32
postsecondary certificate; 33
4 HOUSE BILL 29
2. A registered apprenticeship program approved by the 1
Division of Workforce Development and Adult Learning within the Maryla nd Department 2
of Labor; or 3
3. A youth apprenticeship program, under Title 18, Subtitle 4
18 of this article. 5
(2) (I) [Each] SUBJECT TO SUBPARAGRA PH (II) OF THIS 6
PARAGRAPH, EACH public high school shall provide access to the programs described 7
under paragraph (1) of this subsection through that public school or through another public 8
school in the county. 9
(II) 1. EXCEPT AS PROVIDED IN SUBSUBPARAGRAPH 2 OF 10
THIS SUBPARAGRAPH , A COUNTY BOARD MAY D EVELOP AND ESTABLISH INCOME 11
ELIGIBILITY GUIDELIN ES AND PROCEDURES FOR PAYME NT OF COSTS FOR THE 12
POST–CCR PATHWAY UNDER PARAGRAPH (1)(I) OF THIS SUBSECTION. 13
2. A STUDENT WITH A FAMILY INCOME BELOW 400% OF 14
THE FEDERAL POVERTY LEVEL SHALL BE PROVI DED ACCESS TO THE PO ST–CCR 15
PATHWAY UNDER PARAGR APH (1)(I) OF TH IS SUBSECTION AT NO COST TO THE 16
STUDENT OR THE STUDENT’S PARENTS OR GUARDIANS. 17
(3) (i) Each student who meets the CCR standard required under 18
subsection (c) of this section shall be enrolled in at least one post –CCR pathway described 19
in paragraph (1) of this subsection. 20
(ii) Each student who enrolls in a post –CCR pathway shall remain 21
enrolled in the student’s public high school. 22
(iii) Each public high school shall provide to every student, regardless 23
of whether the student is enrolled in a post –CCR pathway, the full range of services to 24
which the student is entitled, including: 25
1. Personal, career, and academic advising; and 26
2. Counseling, in accordance with § 7–126 of this title, to help 27
the student choose one or more post –CCR pathways, or courses within a post –CCR 28
pathway, that fits with the student’s educational and career goals. 29
(iv) Priority for counseling and advising services described under 30
subparagraph (iii) of this paragraph shall be given to students who have not met the CC R 31
standard by the end of 10th grade. 32
(v) Any high school graduation requirements that a student does not 33
meet by the time the student has completed the assessment required under subsection (d) 34
of this section shall be provided within the post–CCR pathway the student chooses. 35
HOUSE BILL 29 5
(4) (I) EXCEPT AS PROVIDED IN SUBPARAGRAPH (II) OF THIS 1
PARAGRAPH, A COUNTY BOARD MAY DEVELOP AND ESTABLISH INCOME ELIGIBILITY 2
GUIDELINES AND PROCE DURES FOR PAYMENT OF COSTS FOR THE POST –CCR 3
PATHWAY UNDER PARAGRAPH (1)(I) OF THIS SUBSECTION. 4
(II) A STUDENT WITH A FAMIL Y INCOME BELOW 300% OF THE 5
FEDERAL POVERTY LEVE L SHALL BE PROVIDED ACCESS TO THE POST –CCR 6
PATHWAY UNDER PARAGR APH (1)(I) OF THIS SUBSECTION A T NO COST TO THE 7
STUDENT OR THE STUDENT’S PARENTS OR GUARDIANS. 8
(5) To phase in expansion of dual enrollment to maximize the number of 9
students who can earn the maximum number of dual enrollment credits consistent with 10
the phased increases in school funding, for fiscal years 2025 through 2027 2030, the State 11
Board and the Accountability and Implementation Board, in consultation with each local 12
school system, may limit the number and types of courses that a student dually enrolled at 13
the student’s public high school and at an institutio n of higher education may enroll in 14
during the school year at the institution of higher education as part of the post –CCR 15
pathway in accordance with paragraph (1) of this subsection and § 15–127 of this article. 16
(5) (6) (i) The State Board shall adopt r egulations to carry out this 17
subsection. 18
(ii) The regulations shall include standards that: 19
1. Guarantee, to the extent practicable, statewide uniformity 20
in the quality of the post–CCR pathways; 21
2. Meet the requirements of paragraph (1) of this subsection; 22
and 23
3. Require high school graduation credit to be awarded for 24
any programs administered in accordance with this subsection. 25
21–209. 26
(a) There is a Career and Technical Education (CTE) Committee. 27
(b) (1) The CTE Committee is a unit within the Governor’s Workforce 28
Development Board ESTABLISHED UNDER TITLE 11, SUBTITLE 5 OF THE LABOR AND 29
EMPLOYMENT ARTICLE. 30
(2) The CTE Committee shall operate under the oversight of the 31
Accountability and Implementation Board, es tablished under Title 5, Subtitle 4 of this 32
article. 33
6 HOUSE BILL 29
(c) (1) The purpose of the CTE Committee is to [build] DIRECT AND 1
COORDINATE THE DEVELOPMENT OF an integrated, globally competitive [framework] 2
AND ALIGNED SYSTEM for providing CTE to Maryland students in public schools, 3
institutions of postsecondary education, and the workforce. 4
(2) The CTE Committee shall strive to integrate CTE in secondary and 5
postsecondary institutions in the State. 6
(3) The CTE Committee shall consist of individuals who collectively reflect, 7
to the extent practicable, the INDUSTRIAL, geographical, racial, ethnic, cultural, and 8
gender diversity of the State. 9
(d) The CTE Committee is composed of the following members of the Gove rnor’s 10
Workforce Development Board: 11
(1) The State Superintendent; 12
(2) The Secretary of Higher Education; 13
(3) The Secretary of Labor; 14
(4) The Secretary of Commerce; AND 15
(5) [The chair of the Skills Standards Advisory Committee, established 16
under § 21–208 of this subtitle; and 17
(6) The following six ] SEVEN members, jointly selected by the Governor, 18
the President of the Senate, and the Speaker of the House of Delegates, who collectively 19
represent: 20
(i) Employers; 21
(ii) Industry or trade associations; 22
(iii) Labor organizations; 23
(iv) Community colleges; 24
(v) The agricultural community; and 25
(vi) Experts in CTE programming. 26
(e) The Governor, the President of the Senate, and the Speaker of the House of 27
Delegates jointly shall appoint a chair of the CTE Committee from among the [committee’s 28
members] COMMITTEE MEMBERS WHO ARE EMPLOYER REPRESENTATIVES. 29
HOUSE BILL 29 7
(f) A member of the CTE Committee: 1
(1) May not receive compensation as a member of the CTE Committee; and 2
(2) Is not entitled to reimbursement for expenses under the Standard State 3
Travel Regulations for duties performed under this section. 4
(g) The CTE Committee may employ add itional staff necessary to carry out the 5
committee’s functions as provided in the State budget. 6
(h) The CTE Committee shall perform the following duties: 7
(1) Develop a statewide framework for CTE that prepares students for 8
employment in a diverse, modern economy; 9
(2) Allocate roles and responsibilities to State agencies for the 10
credentialing of students, INCLUDING THOSE engaged in CTE programs; 11
(3) Adopt and, where appropriate, develop and regularly update , IN 12
ACCORDANCE WITH § 21–211 OF THIS SUBTITLE, a comprehensive and cohesive system 13
of [occupational skills ] CAREER PATHWAY INFOR MATION, INCLUDING NECESSARY 14
SKILLS, KNOWLEDGE, COMPETENCIES, AND CREDENTIALING standards to drive the 15
State’s WORKFORCE DEVELOPMENT AND CTE [system] SYSTEMS; 16
(4) Work with the business community, including nonprofit entities and 17
apprenticeship sponsors, to develop CTE learning opportunities; 18
(5) Bring together representatives from public schools, institutions of 19
postsecondary education, and the business communit y, including nonprofit entities and 20
apprenticeship sponsors, to ensure that CTE programs are aligned with the State’s 21
economic development and workforce goals and operate with best global practices; 22
(6) Set content qualification and recruitment standard s for CTE 23
instructors; 24
(7) Determine which programs should be approved for credit towards high 25
school graduation requirements; 26
(8) [Approve, reject, or modify the proposals made by the CTE Skills 27
Standards Advisory Committee established under § 21–208 of this subtitle to establish CTE 28
programs for public school students; 29
(9)] Address operational issues associated with delivering CTE programs to 30
students, including transportation to and from job sites; 31
8 HOUSE BILL 29
[(10)] (9) Review agency budget proposals involving CTE and make 1
recommendations to the Governor and, in accordance with § 2 –1257 of the State 2
Government Article, the General Assembly on or before December 15 each year; 3
[(11)] (10) Monitor the progress of CTE in the State, including progress on 4
implementing the CTE goals in the Blueprint for Maryland’s Future; 5
[(12)] (11) Develop yearly goals for each county board to reach the statewide 6
goal under § 21–204 of this subtitle that 45% o f public HIGH school students [achieve an] 7
COMPLETE THE HIGH SC HOOL LEVEL OF A REGI STERED APPRENTICESHI P OR 8
ANOTHER industry–recognized [occupational] credential before they graduate; 9
[(13)] (12) Track progress toward and perform any tasks necessary to 10
achieve the statewide goal under § 21 –204 of this subtitle that 45% of public high school 11
students [achieve a youth apprenticeship or any other ] COMPLETE THE HIGH SC HOOL 12
LEVEL OF A REGISTERE D APPRENT ICESHIP OR ANOTHER industry–recognized 13
[occupational] credential, AS DEFINED BY THE CTE COMMITTEE, before they graduate; 14
[(14)] (13) Establish, administer, and supervise the CTE Expert Review 15
Teams established under § 5–412 of this article; 16
[(15)] (14) Using State accountability data, identify schools to be 17
[investigated] REVIEWED by CTE Expert Review Teams in which sufficient numbers of 18
students or groups of demographically distinct students are not making adequate progress 19
towards the completion of the CTE pathway; 20
[(16)] (15) Submit to the Accountability and Implementation Board plans 21
for deploying CTE Expert Review Teams, and deploy the teams in accordance with 22
approved plans; 23
[(17)] (16) Share information on CTE education with the Accountability and 24
Implementation Board; [and] 25
(17) MAKE RECOMMENDATIONS AND PROVIDE GUIDANCE ON SETTING 26
THE OCCUPATIONAL STA NDARDS NECESSARY FOR A STRONG CTE SYSTEM THAT 27
SHALL FORM THE BASIS FOR THE POST –CCR CTE PATHWAY REQUIRED UND ER § 28
7–205.1(G)(3) OF THIS ARTICLE; 29
(18) IN COLLABORATION WITH AND SUBJECT TO THE A PPROVAL OF 30
THE GOVERNOR’S WORKFORCE DEVELOPMENT BOARD AND IN CONSULTA TION 31
WITH OTHER INDUSTRY REPRESENTATIVES, DEVELOP AND MAINTAIN A LIST OF 32
HIGH–SKILL, HIGH–WAGE, OR IN–DEMAND PRIORITY OCCUPATIONS FOR THE STATE; 33
(19) IN ACCORDANCE WITH § 21–211 OF THIS SUBTITLE , MAKE 34
RECOMMENDATIONS TO STATE AGENCIES AND OF FICES, INCLUDING TO THE 35
HOUSE BILL 29 9
DEPARTMENT, THE MARYLAND DEPARTMENT OF LABOR, THE MARYLAND HIGHER 1
EDUCATION COMMISSION, AND THE ACCOUNTABILITY AND IMPLEMENTATION 2
BOARD, ON ADJUSTMENTS TO THE STATE’S CTE SYSTEM TO ENSURE THE SYSTEM: 3
(I) REMAINS GLOBALLY COMPETITIVE; 4
(II) IS ADMINI STERED ACCORDING TO BEST GLOBAL 5
PRACTICES; AND 6
(III) WHEN INFORMING THE DE SIGN OF COURSES AND 7
PROGRAMS OF STUDY , LEVERAGES THE CAREER PATHWAY AND OCCUPATI ONAL 8
STANDARDS DEVELOPED UNDER § 21–210 OF THIS SUBTITLE; AND 9
[(18)] (20) Perform any other duties assigned by the Governor’s Workforce 10
Development Board. 11
(i) The CTE Committee may: 12
(1) Make grants to innovative programs developed by public schools, 13
institutions of postsecondary education, apprenticeship sponsors, nonprofits, and other 14
persons that help further the CTE Committee’s purpose; 15
(2) Contract with a public or private entity to research and analyze the 16
provision of CTE to students; 17
(3) Create advisory structures necessary to ensure essential input from 18
educators, parents, union s, employers, apprenticeship sponsors, community organizers, 19
local workforce boards, and other key stakeholders; and 20
(4) Adopt any regulations necessary to carry out the committee’s duties and 21
administer CTE in the State. 22
(j) (1) A majority of CTE Committee members constitutes a quorum. 23
(2) Action by the CTE Committee requires the affirmative vote of a 24
majority of the committee members present. 25
(k) (1) Each year, the CTE Committee shall report to the Governor and, in 26
accordance with § 2–1257 of the State Government Article, the General Assembly, and the 27
Accountability and Implementation Board. 28
(2) The CTE Committee’s report shall include: 29
(i) An annual assessment of the state of CTE within the State; and 30
10 HOUSE BILL 29
(ii) Statutory, regulatory, budgetary, and structural changes needed 1
to address the challenges of the evolving CTE system. 2
(3) Any student–level information in the CTE Committee’s report shall be 3
disaggregated by race, ethnicity, gender, family income level, linguistic status, and 4
disability status. 5
[21–210. 6
(a) In this section, “Advisory Committee” means the CTE Skills Standards 7
Advisory Committee. 8
(b) The CTE Committee shall create a CTE Skills Standards Advisory 9
Committee. 10
(c) (1) The purpose of the Advisory Committee is to make recommendations 11
and provide advice to the CTE Committee on setting the occupational standards necessary 12
for a strong CTE system. 13
(2) The recommendations made by the Advisory Committee shall form the 14
basis for the post–CCR CTE pathway required under § 7–205.1 of this article. 15
(d) (1) The Advisory Committee shall be composed of members appointed by 16
the chair of the CTE Committee that include employers, unions, apprenticeship sponsors, 17
and other experts on occupational skills, including agricultural skills. 18
(2) To the extent practicable, the Advisory Committee shall be composed of 19
members of the Governor’s Workforce Development Board who do not serve on the CTE 20
Committee. 21
(e) A member of the Advisory Committee: 22
(1) May not receive compensation as a member of the Advisory Committee; 23
and 24
(2) Is not entitled to reimbursement for expenses under the Standard State 25
Travel Regulations for duties performed under this section. 26
(f) (1) The Advisory Committee shall make recommendations to the CTE 27
Committee concerning: 28
(i) A comprehensive array of career advancement guidelines, 29
including standards for each occupation in a profession and concrete steps and 30
accomplishments needed to progress to a greater skilled occupation in a given field; 31
(ii) Credentials to be issued at each stage of advancement and 32
criteria necessary to be awarded a particular credential; and 33
HOUSE BILL 29 11
(iii) Necessary adjustments to ensure that the State’s CTE system 1
remains globally competitive and administered according to best global practices. 2
(2) In making recommendations under this subsection, the Advisory 3
Committee shall strive to create a comprehensive, unified system of career progression 4
that: 5
(i) Is attuned to the State’s workforce needs; 6
(ii) Features integration among as many industries as possible; 7
(iii) Features performance assessments administered by industry 8
practitioners whenever possible; 9
(iv) Allows a student trained in one career to seamlessly transfer the 10
student’s skills and education to a new career in a different field; 11
(v) Seeks to incorporate as much education in a job setting as is 12
practicable; 13
(vi) Incorporates professional workplace soft skills, including 14
interpersonal and communication skills, time management, business etiquette, and use of 15
common business tools; and 16
(vii) Incorporates education in high school, community college, and 17
other postsecondary occupation programs into a seamless whole that will provide students 18
with credentials at various points that build on previous credentials. 19
(g) The terms, meeting times, procedures, and policies guiding removal of 20
members for the Advisory Committee shall be determined by the CTE Committee.] 21
21–210. 22
(A) (1) FOR EACH OCCUPATION O N THE LIST DEVELOPED UNDER § 23
21–209(H) OF THIS SUBTITLE , THE CTE COMMITTEE SHALL DEVEL OP, IN 24
COLLABORATION WITH T HE GOVERNOR’S WORKFORCE DEVELOPMENT BOARD, 25
COMPREHENSIVE, PUBLICLY ACCESSIBLE CAREER PATHWAY INFORMATION. 26
(2) THE CARE ER PATHWAY INFORMATI ON SHALL INCLUDE 27
INFORMATION ON: 28
(I) SKILLS, KNOWLEDGE, COMPETENCIES, EXPERIENCE, OR 29
CREDENTIAL STANDARDS FOR EACH OCCUPATION; 30
12 HOUSE BILL 29
(II) CONCRETE STEPS TO OBTAIN THE SKILLS, COMPETENCIES, 1
EXPERIENCES, OR CREDENTIALS NECESSARY TO ADVANCE ON A CAREER PATHWAY 2
OR TO HIGHER–PAYING ROLES IN A PROFESSION; 3
(III) CREDENTIALS TO BE ISS UED AT EACH STAGE OF CAREER 4
PATHWAY ADVANCEMENT; AND 5
(IV) NECESSARY CRITERIA TO BE AWARDED A CREDENTIAL. 6
(3) THE CAREER PATHWAY INFORMATION SHALL BE ADOPTED BY THE 7
GOVERNOR’S WORKFORCE DEVELOPMENT BOARD. 8
(B) ALL STATE AGENCIES AND RELEVANT WORKFORCE DEVELOPMENT AND 9
EDUCATION PROGRAMS SHALL USE THE LIST OF OCCUPATIONS DEVELOPED UNDER 10
§ 21–209(H) OF THIS SUBTITLE AND CAREER PATHWAY INFORMATION DEVELOPED 11
UNDER THIS SECTION A S A GUIDELINE FOR CU RRICULUM ALIGNMENT , 12
CREDENTIALING, AND CAREER ADVANCEMENT. 13
21–211. 14
IN MAKING THE RECOMMENDATIONS REQUIRED UNDER § 21–209(H) OF THIS 15
SUBTITLE REGARDING A DJUSTMENTS TO THE STATE’S CTE SYSTEM, THE CTE 16
COMMITTEE SHALL STRIV E TO CREATE A COMPRE HENSIVE, UNIFIED SYSTEM OF 17
CAREER PROGRESSION THAT: 18
(1) IS ATTUNED TO THE STATE’S WORKFORCE NEEDS; 19
(2) FEATURES INTEGRATION AMONG AS MANY INDUST RIES AS 20
POSSIBLE; 21
(3) FEATURES PERFORMANCE ASSESSMENTS ADMINI STERED BY 22
INDUSTRY PRACTITIONERS WHENEVER POSSIBLE; 23
(4) ALLOWS A STUDENT TRAI NED IN ONE CAREER TO SEAMLESSLY 24
TRANSFER THE STUDENT ’S SKILLS AND EDUCATI ON TO A NEW CAREER I N A 25
DIFFERENT FIELD; 26
(5) INCORPORATES PROFESSI ONAL WORKPLACE SOFT SKILLS, 27
INCLUDING INTERPERSO NAL AND COMMUNICATIO N SKILLS , TIME MANAGEMENT , 28
BUSINESS ETIQUETTE, AND USE OF COMMON BUSINESS TOOLS; AND 29
(6) INCORPORATES EDUCATIO N IN HIGH SCHOOL , COMMUNITY 30
COLLEGE, AND OTHER POSTSECOND ARY OCCUPATIONAL TRA INING PROGRAMS 31
HOUSE BILL 29 13
INTO A UNIF IED SYSTEM THAT WILL PROVIDE STUDENTS WIT H CREDENTIALS AT 1
VARIOUS POINTS THAT BUILD ON PREVIOUS CREDENTIALS. 2
SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect July 3
1, 2026. 4
Approved:
________________________________________________________________________________
Governor.
________________________________________________________________________________
Speaker of the House of Delegates.
________________________________________________________________________________
President of the Senate.