Education - The Blueprint for Maryland's Future - Revisions

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[Brackets] indicate matter deleted from existing law.
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*hb0490*

HOUSE BILL 490
F1 6lr2988
CF SB 311
By: The Speaker (By Request – Accountability and Implementation Board)
Introduced and read first time: January 27, 2026
Assigned to: Ways and Means
Reassigned: Appropriations and Ways and Means, January 30, 2026
Committee Report: Favorable with amendments
House action: Adopted
Read second time: March 4, 2026

CHAPTER ______

AN ACT concerning 1

Education – The Blueprint for Maryland’s Future – Revisions 2

FOR the purpose of repealing a requirement that county boards of education submit a 3
certain technology report each year; extending the time period during which a 4
certain method is used to calculate compensatory education enrollment; repealing a 5
termination date for the use of funds under the Concentration of Poverty Grant 6
Program for the purpose of providing certain programs; altering the qualifications 7
for an initial teacher certificate; extending the date by which a teacher must be a 8
National Board Certified teacher before becoming a licensed principal on the 9
administrator track of the career ladder; extending the time period during which the 10
State Board of Education and Accountability and Implementation Board may limit 11
the number and types of dual enrollment for certain purposes; altering the definition 12
of “wraparound services” as it applies to community schools to include the offering 13
of certain academic interventions; altering the purpose, composition, and d uties of 14
the Career and Technical Education (CTE) Committee; repealing the CTE Skills 15
Standards Advisory Committee; requiring certain State agencies and certain 16
workforce development and education programs to use a certain list of occupations 17
for certain p urposes; requiring the State Department of Education to suspend 18
operation of the Expert Review Team Program during a certain school year; 19
requiring the Accountability and Implementation Board and the Department to 20
identify a methodology for counting low –income students for purposes of certain 21
funding formulas; providing for the process of the Accountability and 22
Implementation Board and the Department’s identification of the methodology; and 23
generally relating to revisions to the Blueprint for Maryland’s Future. 24
2 HOUSE BILL 490

BY repealing and reenacting, with amendments, 1
Article – Education 2
Section 5–212, 5–222(a)(2), 5–223(c)(9), 6–126, and 6–1006(b)(2), and 7–205.1(g)(1) 3
and (4) 4
Annotated Code of Maryland 5
(2025 Replacement Volume and 2025 Supplement) 6

BY repealing and reenacting, without amendments, 7
Article – Education 8
Section 5–222(a)(1), 5–223(b) and (c)(4), and 6–1006(a)(1) and (b)(1) 9
Annotated Code of Maryland 10
(2025 Replacement Volume and 2025 Supplement) 11

BY repealing and reenacting, without amendments, 12
Article – Education 13
Section 9.9–101(a) 14
Annotated Code of Maryland 15
(2022 Replacement Volume and 2025 Supplement) 16

BY repealing and reenacting, with amendments, 17
Article – Education 18
Section 9.9–101(e) and 21–209 19
Annotated Code of Maryland 20
(2022 Replacement Volume and 2025 Supplement) 21

BY repealing 22
Article – Education 23
Section 21–210 24
Annotated Code of Maryland 25
(2022 Replacement Volume and 2025 Supplement) 26

BY adding to 27
Article – Education 28
Section 21–210 and 21–211 29
Annotated Code of Maryland 30
(2022 Replacement Volume and 2025 Supplement) 31

SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 32
That the Laws of Maryland read as follows: 33

Article – Education 34

5–212. 35

(a) The target per pupil foundation amount includes costs associated with 36
implementing the Blueprint for Maryland’s Future including: 37
HOUSE BILL 490 3

(1) Increasing salaries; 1

(2) Additional teachers to provide professional learning and collaborative 2
time for teachers; 3

(3) Career counseling; 4

(4) Behavioral health; 5

(5) Instructional opportunities for students who are college and career 6
ready and those who are not; 7

(6) Maintenance and operation of schools; 8

(7) Supplies and materials for teachers; and 9

(8) Educational technology including digital devices, broadband 10
connectivity, and information technology staff. 11

(b) Schools may use funds provided under this section to provide the programs 12
required under COMAR 13A.04.16.01. 13

(c) (1) County boards of education and schools shall prioritize the purchase of 14
digital devices for using funds under subsection (a)(8) of this section. 15

(2) Additional funds provided in the target per pupil foundation amount for 16
educational technology are intended to supplement and not supplant existing funding 17
provided for educational technology. 18

[(3) (i) On or before November 15 each year, each county board shall 19
submit a report to the Department detailing, for the previous fiscal year: 20

1. The amount spent by the local school system on technology 21
disaggregated by digital devices, connectivity, and information technology staff; and 22

2. The percentage of students, teachers, and staff with 23
digital devices and adequate connectivity in their homes in accordance with the Federal 24
Communications Commission standards for broadband. 25

(ii) On or b efore December 15 each year, the Department shall 26
submit to the General Assembly, in accordance with § 2 –1257 of the State Government 27
Article, a compilation of the reports submitted to the Department under subparagraph (i) 28
of this paragraph. 29

4 HOUSE BILL 490

(iii) On or before September 1, 2021, the Department shall establish 1
uniform reporting requirements, including definitions to ensure that consistent and 2
comparable reports are submitted under subparagraph (i) of this paragraph.] 3

5–222. 4

(a) (1) In this section the following words have the meanings indicated. 5

(2) (i) “Compensatory education enrollment” means: 6

1. Except as provided in subparagraph (iii) of this paragraph, 7
for fiscal years 2017 through [2026] 2027 2029, the greater of: 8

A. The number of students eligible for free or reduced price 9
meals for the prior fiscal year; 10

B. For county boards that participate, in whole or in part, in 11
the United States Department of Agriculture community eligibility provision, the number 12
of students equal to the greater of: 13

I. The sum of the number of students in participating schools 14
identified by direct certification for the prior fiscal year, plus the number of students 15
identified by the income information provided by the family to the school system on an 16
alternative form developed by the Department for the prior fiscal year, plus the number of 17
students eligible for free and reduced price meals from any schools not participating in the 18
community eligibility provision for the prior fiscal year; or 19

II. Subject to paragraph (3) of this subsection, the number of 20
students eligible for free and reduced price meals at schools not participating in the 21
community eligibility provision for the prior fiscal year, plus the product of the percentage 22
of students eligible for free and reduced price meals at participating schools for the fiscal 23
year prior to opting into the community eligibility provision multiplied by the prior fiscal 24
year enrollment; or 25

C. The number of students directly certified and who are 26
enrolled in a public school in the county in the prior fiscal year; and 27

2. For fiscal year [2027] 2028 2030 and each fiscal year 28
thereafter, the greater of: 29

A. The number of students eligible for free or reduced price 30
meals using the United States Department of Agriculture count or the alternative State 31
form for the prior fiscal year; or 32

B. The number of direct certification students who are 33
enrolled in a public school in the county in the prior fiscal year. 34

HOUSE BILL 490 5

(ii) For the purpose of the calculation under subparagraph (i)1BII of 1
this paragraph, the schools participating in the community eligibility provision during the 2
pilot year may use the percentage of students identified for free and reduced price meals 3
during the pilot year. 4

(iii) For the purpose of the calculation under subparagraph (i)1 of this 5
paragraph, direct certification multiplied by the multiplier may be used only for schools 6
that did not exist prior to the year the school system opted into the United States 7
Department of Agriculture community eligibility provision. 8

5–223. 9

(b) (1) There is a Concentration of Poverty School Grant Program in the State. 10

(2) The purpose of the Program is to provide grants to eligible schools with 11
a high concentration of eligible students. 12

(3) The Program consists of the: 13

(i) Personnel grant; and 14

(ii) Per pupil grant. 15

(c) (4) If the personnel grant provided to an eligible school exceeds the cost to 16
employ the positions and provide the coverage required under paragraph (2) of this 17
subsection, the eligible school may only use the excess funds to: 18

(i) Provide wraparound services to the students enrolled in the 19
eligible school; 20

(ii) Complete the needs assessment; and 21

(iii) In fiscal years 2021 through 2025, provide the requ irements 22
under COMAR Title 13A, Subtitle 04, including 13A.04.16.01. 23

(9) The personnel and per pupil grant may be used [through fiscal year 24
2027] to provide the programs required under COMAR Title 13A, Subtitle 04 , including 25
13A.04.16.01. 26

6–126. 27

(a) (1) This subsection applies to individuals who have graduated from a 28
teacher preparation program or an alternative teacher preparation program. 29

(2) Beginning on July 1, 2025, to qualify for an initial certificate an 30
individual shall: 31

6 HOUSE BILL 490

(i) Pass the su bject–specific examinations under § 6 –125 of this 1
subtitle; 2

(ii) Meet one of the following qualifications: 3

1. Subject to paragraph (3) of this subsection, pass: 4

A. A nationally recognized, portfolio –based assessment of 5
teaching ability; or 6

B. A portfolio–based assessment of a [nationally accredited] 7
teacher preparation program THAT HAS NATIONAL AC CREDITATION OR HAS B EEN 8
APPROVED BY THE DEPARTMENT; or 9

2. Subject to paragraph (4) of this subsection, complete a 10
rigorous local school system teacher induction program that lasts for the lesser of: 11

A. 3 years; or 12

B. The amount of time a teacher may hold a conditional 13
teacher certificate; 14

(iii) Meet one of the following qualifications: 15

1. Pass a basic literacy skills ass essment approved by the 16
Department under § 6–125 of this subtitle; 17

2. Hold a degree from a regionally accredited educational 18
institution and have earned a minimum overall cumulative grade point average of 3.0 on a 19
4.0 scale or its equivalent on the most recently earned degree; or 20

3. Submit documentation to the Department of having 21
received effective evaluations from a local school system for 3 years; 22

(iv) Pass a rigorous State–specific examination of mastery of reading 23
instruction and content for the grade level the individual will be teaching; and 24

(v) Satisfactorily complete any other requirements established by 25
the State Board. 26

(3) (I) An individual who graduates from a teacher preparation 27
program in the State who passed a nationally r ecognized, portfolio–based assessment 28
DESCRIBED UNDER PARAGRAPH (2)(II) OF THIS SUBSECTION may not be required to 29
take the assessment more than one time. 30

HOUSE BILL 490 7

(II) AN INDIVIDUAL WHO SUC CESSFULLY COMPLETES A 1
DEPARTMENT–SPONSORED REGISTERED APPRENTICESHIP PROGR AM FOR 2
TEACHING MAY SUBMIT THE APPRENTICESHIP CERTIFICATE IN LIEU OF PASSAGE OF 3
AN ASSESSMENT OF TEACHING ABILITY UNDER PARAGRAPH (2)(II)1A (2)(II) OF THIS 4
SUBSECTION. 5

(4) (i) In order to satisfy the requirements of paragraph (2)(ii)2 of this 6
subsection, a candidate for an initial teacher certificate shall submit documentation to the 7
Department that the candidate has completed a rigorous comprehensive inductio n 8
program, established in accordance with § 6 –117 of this subtitle, that meets the 9
requirements of this paragraph. 10

(ii) The comprehensive induction program shall be developed by a 11
local school system, either independently or collaboratively with other local school systems. 12

(iii) Before establishing a comprehensive induction program, one or 13
more local school systems shall submit a plan for the program to the Department and the 14
Accountability and Implementation Board. 15

(iv) The comprehensive induction program shall include a locally 16
developed portfolio component that is aligned with the Interstate Teacher Assessment and 17
Support Consortium Standards. 18

(v) A teacher preparation program or an alternative teacher 19
preparation program may use the locally developed portfolio component under 20
subparagraph (iv) of this paragraph as meeting a portion of the coursework requirements 21
of the program. 22

(vi) A candidate who satisfactorily completes a comprehensive 23
induction program established in accordan ce with this paragraph may not be required to 24
pass a nationally recognized, portfolio–based assessment of teaching ability. 25

(b) In addition to any other requirements established by the State Board, to 26
qualify for a certificate in the State, a teacher who graduated from an institution of higher 27
education A TEACHER PREPARATION PROGRAM in another state or holds a professional 28
license or certificate from another state shall: 29

(1) Pass an examination of teaching ability within 18 months of being hired 30
by a local school system; 31

(2) Hold an active National Board Certification from the National Board 32
for Professional Teaching Standards; [or] 33

(3) Complete a comprehensive induction program in accordance with 34
subsection (a)(4) of this section; OR 35

8 HOUSE BILL 490

(4) SUBMIT DOCUMENTATION TO T HE DEPARTMENT OF HAVING 1
RECEIVED EFFECTIVE EVALUATIONS FROM A SCHOOL OR SCHOOL SYSTEM FOR 2 3 2
YEARS. 3

(c) (1) The Department, after a reasonable period of review and assessment, 4
shall determine whether one of the assessments of teaching skill approved for initial 5
teacher certification under this section more adequately measures the skills and knowledge 6
required of a highly qualified teacher. 7

(2) If the Department makes a determination under paragraph (1) of this 8
subsection tha t requires a revision to the statutory requirements for initial teacher 9
certification, the Department shall, in accordance with § 2 –1257 of the State Government 10
Article, submit a report to the General Assembly on or before the next September 1 on its 11
recommendations for revising the qualifications for initial teacher certification. 12

(d) (1) The Department shall actively monitor and assess, during their 13
implementation and development, new teacher standards and assessments produced under 14
this section for any negative impact on the diversity of teacher candidates passing the 15
initial teacher certification assessments. 16

(2) The Department shall report the results of its monitoring and 17
assessment to the Accountability and Implementation Board established under § 5–402 of 18
this article. 19

6–1006. 20

(a) (1) There is an administrator track on level four of the career ladder. 21

(b) (1) The first tier of the administrator track is a licensed principal. 22

(2) (i) The State Board, in consultation with the Professional Standards 23
and Teacher Education Board, shall establish the criteria that a teacher shall meet to 24
achieve the licensed principal tier. 25

(ii) The criteria under subparagraph (i) of this paragraph: 26

1. Except as provided in subparagraph (iii) of this paragraph 27
and beginning on July 1, [2029] 2034, shall include a requirement that a teacher be an 28
NBC teacher before the teacher may be a licensed principal; and 29

2. May include a requirement that a teacher shall complete 30
an induction or training program for new principals. 31

(iii) The State Board, in consultation with the Professional Standards 32
and Teacher Education Board, shall establish a process through which an individual may 33
receive a waiver to serve as a licensed principal if the individual: 34

HOUSE BILL 490 9

1. Is not an NBC teacher; but 1

2. Meets other qualifying criteria, as determined by the State 2
Board, in consultation with the Professional Standards and Education Board. 3

7–205.1. 4

(g) (1) Subject to paragraph (4) of this subsection, beginning in the 2023–2024 5
school year, each county board shall provide all students who meet the CCR standard 6
required under subsection (c) of this section with access to the following post college and 7
career readiness (post–CCR) pathways, at no cost to the student or th e student’s parents, 8
including the cost of any fees: 9

(i) A competitive entry college preparatory program, chosen by the 10
county board, consisting of: 11

1. The International Baccalaureate Diploma Program; 12

2. The Cambridge AICE Diploma Program; or 13

3. A comparable program consisting of Advanced Placement 14
courses specified by the College Board; 15

(ii) A program that allows a student, through an early college 16
program or dual enrollment at a student’s high school and an institution of higher 17
education to earn: 18

1. An associate degree; or 19

2. At least 60 credits toward a bachelor’s degree; and 20

(iii) A robust set of career and technology education programs that 21
are [recommended by the CTE Skills Standards Advisory Committee and appro ved] 22
ADOPTED by the CTE Committee and that allow students to complete: 23

1. A credit or noncredit certificate or license program, course, 24
or sequence of courses, including a program, course, or courses taken through dual 25
enrollment under § 15 –127 of thi s article, at a secondary or postsecondary institution, 26
through an Advanced Placement course at a secondary institution, or through an 27
apprenticeship sponsor that leads to an industry recognized occupational –credential or 28
postsecondary certificate; 29

2. A registered apprenticeship program approved by the 30
Division of Workforce Development and Adult Learning within the Maryland Department 31
of Labor; or 32

10 HOUSE BILL 490

3. A youth apprenticeship program, under Title 18, Subtitle 1
18 of this article. 2

(4) To phase in expansion of dual enrollment to maximize the number of 3
students who can earn the maximum number of dual enrollment credits consistent with 4
the phased increases in school funding, for fiscal years 2025 through [2027] 2030, the State 5
Board and the Accountability and Implementation Board, in consultation with each local 6
school system, may limit the number and types of courses that a student dually enrolled at 7
the student’s public high school and at an institution of higher education may enroll in 8
during the school year at the institution of higher education as part of the post –CCR 9
pathway in accordance with paragraph (1) of this subsection and § 15–127 of this article. 10

9.9–101. 11

(a) In this title the following words have the meanings indicated. 12

(e) “Wraparound services” means: 13

(1) Extended learning time, including before and after school, weekends, 14
summer school, and an extended school year; 15

(2) Safe transportation to and from school and off –site learning 16
opportunities, including apprenticeship programs; 17

(3) Vision, hearing, and dental care services; 18

(4) Establishing or expanding school–based health center services; 19

(5) Additional social workers, mentors, counselors, therapists, 20
psychologists, and restorative practice coaches; 21

(6) Enhancing physical wellness, including providing healthy food for 22
in–school and out–of–school time and linkages to community providers; 23

(7) Enhancing behavioral health services, including access to mental 24
health practitioners and providing professional development to school staff to provide 25
trauma–informed interventions; 26

(8) Providing family and community engagement and supports, including 27
informing parents of academic course offerings, language classes, workforce development 28
training, op portunities for children, and available social services as well as educating 29
families on how to monitor a child’s learning; 30

(9) Establishing and enhancing linkages to Judy Centers and other early 31
education programs that feed into the school; 32

HOUSE BILL 490 11

(10) Enhancing student enrichment experiences, including educational field 1
trips, partnerships, and programs with museums, arts organizations, and cultural 2
institutions; 3

(11) Offering evidence –based in –school and in –person tutoring , AND 4
OTHER OBJECTIVE–FOCUSED SMALL GROUP INSTRUCTION, provided during the school 5
day, AND OTHER EVIDENCE –BASED ACADEMIC INTER VENTIONS; DURING THE 6
SCHOOL DAY; 7

(12) Improving student attendance and chronic absenteeism; 8

(13) Improving the learning environment at the school; and 9

(14) Any professional development for teachers and school staff to quickly 10
identify students who are in need of these resources. 11

21–209. 12

(a) There is a Career and Technical Education (CTE) Committee. 13

(b) (1) The CTE Committee is a unit within the Governor’s Workforce 14
Development Board ESTABLISHED UNDER TITLE 11, SUBTITLE 5 OF THE LABOR AND 15
EMPLOYMENT ARTICLE. 16

(2) The CTE Committee shall operate under the oversight of the 17
Accountability and Implementation Bo ard, established under Title 5, Subtitle 4 of this 18
article. 19

(c) (1) The purpose of the CTE Committee is to [build] DIRECT AND 20
COORDINATE THE DEVELOPMENT OF an integrated, globally competitive [framework] 21
AND ALIGNED SYSTEM for providing CTE to Maryland s tudents in public schools, 22
institutions of postsecondary education, and the workforce. 23

(2) The CTE Committee shall strive to integrate CTE in secondary and 24
postsecondary institutions in the State. 25

(3) The CTE Committee shall consist of individuals who collectively reflect, 26
to the extent practicable, the INDUSTRIAL, geographical, racial, ethnic, cultural, and 27
gender diversity of the State. 28

(d) The CTE Committee is composed of the following members of t he Governor’s 29
Workforce Development Board: 30

(1) The State Superintendent; 31

(2) The Secretary of Higher Education; 32
12 HOUSE BILL 490

(3) The Secretary of Labor; 1

(4) The Secretary of Commerce; AND 2

(5) [The chair of the Skills Standards Advisory Committee, establi shed 3
under § 21–208 of this subtitle; and 4

(6) The following six ] SEVEN members, jointly selected by the Governor, 5
the President of the Senate, and the Speaker of the House of Delegates, who collectively 6
represent: 7

(i) Employers; 8

(ii) Industry or trade associations; 9

(iii) Labor organizations; 10

(iv) Community colleges; 11

(v) The agricultural community; and 12

(vi) Experts in CTE programming. 13

(e) The Governor, the President of the Senate, and the Speaker of the House of 14
Delegates jointly shall appoint a chair of the CTE Committee from among the [committee’s 15
members] COMMITTEE MEMBERS WHO ARE EMPLOYER REPRESENTATIVES. 16

(f) A member of the CTE Committee: 17

(1) May not receive compensation as a member of the CTE Committee; and 18

(2) Is not entitled to reimbursement for expenses under the Standard State 19
Travel Regulations for duties performed under this section. 20

(g) The CTE Committee may employ additional staff necessary to carry out the 21
committee’s functions as provided in the State budget. 22

(h) The CTE Committee shall perform the following duties: 23

(1) Develop a statewide framework for CTE that prepares students for 24
employment in a diverse, modern economy; 25

(2) Allocate roles and responsibilities to State agencies for the 26
credentialing of students, INCLUDING THOSE engaged in CTE programs; 27

HOUSE BILL 490 13

(3) Adopt and, where appropriate, develop and regularly update , IN 1
ACCORDANCE WITH § 21–210 OF THIS SUBTITLE, a comprehensive and cohesive system 2
of [occupational skills ] CAREER PATHWAY INFOR MATION, INCLUDING NECESSARY 3
SKILLS, KNOWLEDGE, COMPETENCIES, AND CREDENTIALING standards to drive the 4
State’s WORKFORCE DEVELOPMENT AND CTE [system] SYSTEMS; 5

(4) Work with the business community, including nonprofit entities and 6
apprenticeship sponsors, to develop CTE learning opportunities; 7

(5) Bring together representatives from public schools, institutions of 8
postsecondary education, and the business community, including nonprofit entities and 9
apprenticeship sponsors, to ensure that CTE programs are aligned with the State’s 10
economic development and workforce goals and operate with best global practices; 11

(6) Set content qualification and recruitment standards for CTE 12
instructors; 13

(7) Determine which programs should be approved for credit towards high 14
school graduation requirements; 15

(8) [Approve, reject, or modify the proposals made by the CTE Skills 16
Standards Advisory Committee established under § 21–208 of this subtitle to establish CTE 17
programs for public school students; 18

(9)] Address operational issues associated with delivering CTE programs to 19
students, including transportation to and from job sites; 20

[(10)] (9) Review agency budget proposals involving CTE and make 21
recommendations to the Governor and, in accordance with § 2 –1257 of the State 22
Government Article, the General Assembly on or before December 15 each year; 23

[(11)] (10) Monitor the progress of CTE in the State, including progress on 24
implementing the CTE goals in the Blueprint for Maryland’s Future; 25

[(12)] (11) Develop yearly goals for each county board to reach the statewide 26
goal under § 21–204 of this subtitle that 45% of public HIGH school students [achieve an] 27
COMPLETE THE HIGH SC HOOL LEVEL OF A REGI STERED APPRENTICESHI P OR 28
ANOTHER industry–recognized [occupational] credential before they graduate; 29

[(13)] (12) Track progress toward and perform any tasks necessary to 30
achieve the statewide goal under § 21 –204 of this subtitle that 45% of public high school 31
students [achieve a youth apprent iceship or any other ] COMPLETE THE HIGH SC HOOL 32
LEVEL OF A REGISTERE D APPRENTICESHIP OR ANOTHER industry–recognized 33
[occupational] credential, AS DEFINED BY THE CTE COMMITTEE, before they graduate; 34

14 HOUSE BILL 490

[(14)] (13) Establish, administer, and supervise the CTE Expert Review 1
Teams established under § 5–412 of this article; 2

[(15)] (14) Using State accountability data, identify schools to be 3
[investigated] REVIEWED by CTE Expert Review Teams in which sufficient numbers of 4
students or groups of demographically distinct students are not making adequate progress 5
towards the completion of the CTE pathway; 6

[(16)] (15) Submit to the Accountability and Implementation Board plans 7
for deploying CTE Expert Review Teams, and deploy the teams in accordance with 8
approved plans; 9

[(17)] (16) Share information on CTE education with the Accountability and 10
Implementation Board; [and] 11

(17) MAKE RECOMMENDATIONS AND PROVIDE GUIDANCE ON SETTING 12
THE OCCUPATIONAL STA NDARDS NECESSARY FOR A STRONG CTE SYSTEM THAT 13
SHALL FORM THE BASIS FOR THE POST –CCR CTE PATHWAY REQUIRED UND ER § 14
7–205.1(G)(3) OF THIS ARTICLE; 15

(18) IN COLLABORATION WITH AND SUBJECT TO THE A PPROVAL OF 16
THE GOVERNOR’S WORKFORCE DEVELOPMENT BOARD AND IN CONSULTA TION 17
WITH OTHER INDUSTRY REPRESENTATIVES, DEVELOP AND MAINTAIN A LIST OF 18
HIGH–SKILL, HIGH–WAGE, OR IN–DEMAND PRIORITY OCCUPATIONS FOR THE STATE; 19

(19) IN ACCORDANCE WITH § 21–211 OF THIS SUBTITLE , MAKE 20
RECOMMENDATIONS TO STATE AGENCIES AND OF FICES, INCLUDING TO THE 21
DEPARTMENT, THE MARYLAND DEPARTMENT OF LABOR, THE MARYLAND HIGHER 22
EDUCATION COMMISSION, AND THE ACCOUNTABILITY AND IMPLEMENTATION 23
BOARD, ON ADJUSTMENTS TO THE STATE’S CTE SYSTEM TO ENSURE THE SYSTEM: 24

(I) REMAINS GLOBALLY COMPETITIVE; 25

(II) IS ADMINISTERED ACCOR DING TO BEST GLOBAL 26
PRACTICES; AND 27

(III) WHEN INFORMING THE DE SIGN OF COURSES AND 28
PROGRAMS OF STUDY , LEVERAGES THE CAREER PATHWAY AND OCCUPATI ONAL 29
STANDARDS DEVELOPED UNDER § 21–210 OF THIS SUBTITLE; AND 30

[(18)] (20) Perform any other duties assigned by the Governor’s Workforce 31
Development Board. 32

(i) The CTE Committee may: 33
HOUSE BILL 490 15

(1) Make grants to innovative programs developed by public schools, 1
institutions of postsecondary educati on, apprenticeship sponsors, nonprofits, and other 2
persons that help further the CTE Committee’s purpose; 3

(2) Contract with a public or private entity to research and analyze the 4
provision of CTE to students; 5

(3) Create advisory structures necessary to ensure essential input from 6
educators, parents, unions, employers, apprenticeship sponsors, community organizers, 7
local workforce boards, and other key stakeholders; and 8

(4) Adopt any regulations necessary to carry out the committee’s duties and 9
administer CTE in the State. 10

(j) (1) A majority of CTE Committee members constitutes a quorum. 11

(2) Action by the CTE Committee requires the affirmative vote of a 12
majority of the committee members present. 13

(k) (1) Each year, the CTE Committee shall report to the Governor and, in 14
accordance with § 2–1257 of the State Government Article, the General Assembly, and the 15
Accountability and Implementation Board. 16

(2) The CTE Committee’s report shall include: 17

(i) An annual assessment of the state of CTE within the State; and 18

(ii) Statutory, regulatory, budgetary, and structural changes needed 19
to address the challenges of the evolving CTE system. 20

(3) Any student–level information in the CTE Committee’s report shall be 21
disaggregated by race, ethnic ity, gender, family income level, linguistic status, and 22
disability status. 23

[21–210. 24

(a) In this section, “Advisory Committee” means the CTE Skills Standards 25
Advisory Committee. 26

(b) The CTE Committee shall create a CTE Skills Standards Advisory 27
Committee. 28

(c) (1) The purpose of the Advisory Committee is to make recommendations 29
and provide advice to the CTE Committee on setting the occupational standards necessary 30
for a strong CTE system. 31

16 HOUSE BILL 490

(2) The recommendations made by the Advisory Committee shall form the 1
basis for the post–CCR CTE pathway required under § 7–205.1 of this article. 2

(d) (1) The Advisory Committee shall be composed of members appointed by 3
the chair of the CTE Committee that include employers, unions, apprenticeship sponsors, 4
and other experts on occupational skills, including agricultural skills. 5

(2) To the extent practicable, the Advisory Committee shall be composed of 6
members of the Governor’s Workforce Development Board who do not serve on the CTE 7
Committee. 8

(e) A member of the Advisory Committee: 9

(1) May not receive compensation as a member of the Advisory Committee; 10
and 11

(2) Is not entitled to reimbursement for expenses under the Standard State 12
Travel Regulations for duties performed under this section. 13

(f) (1) The Advisory Committee shall make recommendations to the CTE 14
Committee concerning: 15

(i) A comprehensive array of career advancement guidelines, 16
including standards for each occupation in a profession and concrete steps and 17
accomplishments needed to progress to a greater skilled occupation in a given field; 18

(ii) Credentials to be issued at each stage of advancement and 19
criteria necessary to be awarded a particular credential; and 20

(iii) Necessary adjustments to ensure that the State’s CTE system 21
remains globally competitive and administered according to best global practices. 22

(2) In making recommendations under this subsection, the Advisory 23
Committee shall strive to create a comprehensive, unified system of career progression 24
that: 25

(i) Is attuned to the State’s workforce needs; 26

(ii) Features integration among as many industries as possible; 27

(iii) Features performance assessments administered by industry 28
practitioners whenever possible; 29

(iv) Allows a student trained in one career to seamlessly transfer the 30
student’s skills and education to a new career in a different field; 31

HOUSE BILL 490 17

(v) Seeks to incorporate as much education in a job setting as is 1
practicable; 2

(vi) Incorporates professional workplace soft skills, including 3
interpersonal and communication skills, time management, business etiquette, and use of 4
common business tools; and 5

(vii) Incorporates education in high school, community college, and 6
other postsecondary occupation programs into a seamless whole that will provide students 7
with credentials at various points that build on previous credentials. 8

(g) The terms, meeting times, procedures, and policies guiding removal of 9
members for the Advisory Committee shall be determined by the CTE Committee.] 10

21–210. 11

(A) (1) FOR EACH OCCUPATION O N THE LIST DEVELOPED UNDER § 12
21–209(H) OF THIS SUBTITLE , THE CTE COMMITTEE SHALL DEVEL OP, IN 13
COLLABORATION WITH T HE GOVERNOR’S WORKFORCE DEVELOPMENT BOARD, 14
COMPREHENSIVE, PUBLICLY ACCESSIBLE CAREER PATHWAY INFORMATION. 15

(2) THE CARE ER PATHWAY INFORMATI ON SHALL INCLUDE 16
INFORMATION ON: 17

(I) SKILLS, KNOWLEDGE, COMPETENCIES, EXPERIENCE, OR 18
CREDENTIAL STANDARDS FOR EACH OCCUPATION; 19

(II) CONCRETE STEPS TO OBTAIN THE SKILLS, COMPETENCIES, 20
EXPERIENCES, OR CREDENTIALS NECESSARY TO ADVANCE ON A CAREER PATHWAY 21
OR TO HIGHER–PAYING ROLES IN A PROFESSION; 22

(III) CREDENTIALS TO BE ISS UED AT EACH STAGE OF CAREER 23
PATHWAY ADVANCEMENT; AND 24

(IV) NECESSARY CRITERIA TO BE AWARDED A CREDENTIAL. 25

(3) THE CAREER PATHWAY INFORMATION SHALL BE ADOPTED BY THE 26
GOVERNOR’S WORKFORCE DEVELOPMENT BOARD. 27

(B) ALL STATE AGENCIES AND RELEVANT WORKFORCE DEVELOPMENT AND 28
EDUCATION PROGRAMS SHALL USE THE LIST OF OCCUPATIONS DEVELOPED UNDER 29
§ 21–209(H) OF THIS SUBTITLE AND CAREER PATHWAY INFORMATION DEVELOPED 30
UNDER THIS SECTION A S A GUIDELINE FOR CU RRICULUM ALIGNMENT , 31
CREDENTIALING, AND CAREER ADVANCEMENT. 32
18 HOUSE BILL 490

21–211. 1

IN MAKING THE RECOMMENDATIONS REQUIRED UNDER § 21–209(H) OF THIS 2
SUBTITLE REGARDING A DJUSTMENTS TO THE STATE’S CTE SYSTEM, THE CTE 3
COMMITTEE SHALL STRIV E TO CREATE A COMPRE HENSIVE, UNIFIED SYSTEM OF 4
CAREER PROGRESSION THAT: 5

(1) IS ATTUNED TO THE STATE’S WORKFORCE NEEDS; 6

(2) FEATURES INTEGRATION AMONG AS MANY INDUST RIES AS 7
POSSIBLE; 8

(3) FEATURES PERFORMANCE ASSESSMENTS ADMINIST ERED BY 9
INDUSTRY PRACTITIONERS WHENEVER POSSIBLE; 10

(4) ALLOWS A STUDENT TRAI NED IN ONE CAREER TO SEAMLESSLY 11
TRANSFER THE STUDENT ’S SKILLS AND EDUCATI ON TO A NEW CAREER I N A 12
DIFFERENT FIELD; 13

(5) INCORPORATES PROFESSI ONAL WORKPLACE SOFT SKILLS, 14
INCLUDING INTERPERSO NAL AND COMMUNICATIO N SKILLS , TIME MANAGEMENT , 15
BUSINESS ETIQUETTE, AND USE OF COMMON BUSINESS TOOLS; AND 16

(6) INCORPORATES EDUCATIO N IN HIGH SCHOOL , COMMUNITY 17
COLLEGE, AND OTHER POSTSECOND ARY OCCUPATIONAL TRA INING PROGRAMS 18
INTO A UNIFIED SYSTE M THAT WILL PROVIDE STUDENTS WITH CREDEN TIALS AT 19
VARIOUS POINTS THAT BUILD ON PREVIOUS CREDENTIALS. 20

SECTION 2. AND BE IT FURTHER ENACTED, That: 21

(a) Notwithstanding the provisions of §§ 5 –206 and 5 –411 of the Education 22
Article: 23

(1) the State Department of Education shall suspend operation of the 24
Expert Review Team Program during the 2026–2027 school year; and 25

(2) the funding allocated for the Expert Review Team Program in the fiscal 26
year 2027 operating budget shall be used for other eligible purposes for the Blueprint for 27
Maryland’s Future Fund described under § 5–206(g) of the Education Article. 28

(b) On or before November 1, 2026, the State Department of Education and the 29
Accountability and Implementation Board jointly shall submit a report to the Governor 30
and, in accordance with § 2–1257 of the State Government Article, the Senate Budget and 31
Taxation Committee, the Senate Education, Energy, and the Environment Committee, the 32
HOUSE BILL 490 19

House Appropriations Committee, and the House Ways and Means Committee on plans for 1
future implementation of the Expert Review Team Program under § 5–411 of the Education 2
Article. 3

SECTION 3. AND BE IT FURTHER ENACTED, That: 4

(a) The Accountability and Implementation Board and the State Department of 5
Education shall identify a methodology for counting students from low–income households 6
in order to accurately calculate compensatory education enrollment for the purpose of the 7
funding formulas under §§ 5–222 and 5–223 of the Education Article. 8

(b) (1) In the process of identifying a methodology in accordance with 9
subsection (a) of this section, the Accountability and Implementation Board and the State 10
Department of Education shall engage in a transparent and collaborative process in which 11
at least the following entities are consulted: 12

(i) county boards of education, including the Baltimore City Board 13
of School Commissioners; 14

(ii) the Department of Budget and Management; 15

(iii) the Department of Legislative Services; and 16

(iv) education stakeholders, including educators, students, parents, 17
and community–based advocacy organizations. 18

(2) The Accountability and Implement ation Board and the State 19
Department of Education shall ensure that the process is public by: 20

(i) making a description and summary of the process publicly 21
available on the websites of the Board and the Department; and 22

(ii) providing for at least one open meeting, with notice to the public, 23
to solicit public input. 24

(c) On or before October 1, 2027, the Accountability and Implementation Board 25
and the State Department of Education jointly shall submit a report on their findings and 26
recommendations r egarding the methodology identified for counting students from 27
low–income households under this section to the Governor and, in accordance with § 28
2–1257 of the State Government Article, the General Assembly. 29

(d) The Accountability and Implementation Bo ard and the State Department of 30
Education are jointly authorized to use up to $100,000 from the Blueprint for Maryland’s 31
Future Fund, established under § 5 –206 of the Education Article, to carry out the 32
requirements of this section. 33

20 HOUSE BILL 490

SECTION 2. 4. AND BE IT FURTHER ENACTED, That this Act shall take effect 1
July 1, 2026. 2

Approved:
________________________________________________________________________________
Governor.
________________________________________________________________________________
Speaker of the House of Delegates.
________________________________________________________________________________
President of the Senate.