Staff Analysis — PCB PEW 23-01, Education (March 29, 2023)
Summary
A House of Representatives staff analysis of PCB PEW 23-01, Education, sponsored by the Postsecondary Education & Workforce Subcommittee and dated March 29, 2023. It states that the bill would expand the REACH Office's authority to develop apprenticeship and other work-based learning models, expand and rename the internship tax credit program, and expand the Pathways to Career Opportunities Grant Program. It would require each district school board to give each student enrolled in grades 9 through 12 access to at least one work-based learning opportunity and to have each high school host an annual career fair. It would also revise the Money-Back Guarantee Program and delay the scheduled repeal of the ABLE Trust from October 1, 2023, to October 1, 2027, with an effective date of July 1, 2023.
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Cite this document
“Staff Analysis — PCB PEW 23-01, Education (March 29, 2023).”
Original at www.flhouse.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/2023-3247-postsecondary-education-workforce-subcommittee-proposed-comm-a4b7f49c2a/
, SHA-256 3048eb59e53e8acfd24eb19fd6662156ec974d7af40bdf1bef999ece73a43e45.Full text
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: PCB PEW 23-01 Education
SPONSOR(S): Postsecondary Education & Workforce Subcommittee
TIED BILLS: None. IDEN./SIM. BILLS:
REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF
Orig. Comm.: Postsecondary Education & 16 Y, 0 N Dixon Kiner
Workforce Subcommittee
SUMMARY ANALYSIS
The bill enhances and streamlines provisions to improve the implementation and expansion of workforce education
programs. The bill also increases access to career and technical education in middle and high school, including
opportunities for work-based learning, such as apprenticeships. Among other things , the bill:
Expands the Reimagining Education and Career Help (REACH) Office’s authority to include facilitation of
cooperation between the Department of Economic Opportunity (DEO), the Department of Education, and
CareerSource Florida, Inc., (CareerSource) to develop and expand apprenticeship, preapprenticeship, and other
work-based learning models.
Expands and renames the internship tax credit program to include businesses that employ student apprentices
and preapprentices.
Expands the Pathways to Career Opportunities Grant Program (PCOG) to facilitate more employers creating,
expanding, and operating apprenticeship programs.
Revises the Workforce Development Capitalization Incentive Grant and the PCOG by removing the requirement
that the grants be administered on a competitive basis.
Requires each district school board to ensure that each student enrolled in grades 9 through 12 has access to at
least one work-based learning opportunity.
Requires each district school board to adopt policies and procedures that require each high school to host an
annual career fair during the school year for students in grades 11 and 12, as well as a process to provide such
students the opportunity to meet or interview 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 may hold a joint career
fair at another location.
Requires a middle school student who completes a career and technical education course or an industry
certification included in the CAPE Industry Certification Funding List be given the opportunity to continue a
sequential program in the same concentration via controlled open enrollment if a high school in the district offers
the program.
Revises the Money-Back Guarantee Program to provide flexibility for institutions to determine the three programs
for which the institution offers a money-back guarantee, by removing the requirement that the programs be linked
to preparing students for in-demand, middle-level to high-level wage occupations identified by the Labor Market
Estimating Conference. The bill also removes the requirement that all programs offered to meet local workforce
demand include a money-back guarantee for employment.
Authorizes state universities to create workforce education partnership programs that facilitate work and learn
opportunities for students and allow them to graduate without student loan debt.
Shifts the administration of reimbursements for workers’ compensation insurance costs of work-based learners
from the Department of Education to the Department of Financial Services.
Requires the ABLE Trust to research, identify, and report on the systems in the state that provide services to
persons with disabilities. The bill also delays the scheduled repeal of the ABLE Trust from October 1, 2023, to
October 1, 2027.
The bill may have a fiscal impact. See fiscal comments.
The bill has an effective date of July 1, 2023.
FULL ANALYSIS
This docum ent does not reflect the intent or official position of the bill sponsor or House of Representatives .
STORAGE NAME: pcb01a.PEW
DATE: 3/29/2023
I. SUBSTANTIVE ANALYSIS
A. EFFECT OF PROPOSED CHANGES:
Florida’s Workforce Development System
Present Situation
The federal Workforce Investment Act of 1998 (WIA) was passed by Congress in an effort to improve
the quality of the nation’s workforce through implementation of a comprehensive workforce investment
system.1 WIA required each state to establish an investment board at the state level and to also
establish workforce investment boards to represent local service areas. 2 WIA also called for the
delivery of workforce development services through a system of “one-stop” centers in local
communities.3 Some key principles of WIA were to better integrate workforce services, empower
individuals, provide universal access to participants, increase accountability, and improve youth
programs.4
In response to WIA, Florida established a workforce development system (WDS) under the Workforce
Investment Act of 2000.5 The act aimed to better connect the state’s economic development strategies
with its WDS and to implement the principles of the federal WIA. 6
Federal Workforce Innovation and Opportunity Act of 2014
In 2014, Congress passed the Workforce Innovation and Opportunity Act (WIOA), which superseded
the Workforce Investment Act of 1998.7 WIOA requires each state to develop a single, unified plan for
aligning workforce services through the identification and evaluation of core workforce programs. 8 In
general, WIOA maintains the one-stop framework of WIA, and encompasses provisions aimed at
streamlining services, easing reporting requirements, and reducing administrative barriers.9 WIOA
officially became effective on July 1, 2015, the first full program year after enactment.
Regional Planning and Local Workforce Development Boards
WIOA requires states to identify regional planning areas for workforce development strategies.10 Within
each area, a local workforce development board (LWBD) must be established. 11 Each LWDB is
required to coordinate planning and service delivery strategies within their area. 12 Formulated
strategies are then used by the LWDB to develop and submit a local plan for the delivery of workforce
services.13
Strengthening Alignment between Industry and Learning to 60 Initiative
In 2019, the Legislature created the Strengthening Alignment between Industry and Learning (SAIL) to
60 Initiative to increase the percentage of working-age adults in Florida with a high-value
postsecondary certificate, degree, or training experience to 60 percent by 2030. 14
1 Workforce Investment Act of 1998, 29 U.S.C. § 2801 (1998), repealed by Workforce Innovation and Opportunity Act, Pub. L. No.
113-128, H.R. 803, 113th Cong. (July 22, 2014)(codified at 29 U.S.C. § 3101, et seq.).
2 See 29 U.S.C. s. 2821 and 29 U.S.C. s. 2832 (1998).
3 See 29 U.S.C. s. 2841 (1998).
4 See 29 U.S.C. s. 2811 (1998).
5 Ch. 2000-165, Laws of Fla.
6 See s. 445.003, F.S.
7 Workforce Innovation and Opportunity Act, 29 U.S.C. § 3101 et seq. (2014).
8 See 29 U.S.C. s. 3112(a).
9 See 29 U.S.C. s. 3111.
10 See 29 U.S.C. s. 3121.
11 Id.
12 See 29 U.S.C. s. 3122.
13 See 29 U.S.C. s. 3123.
14 Section 1004.013, F.S.
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Florida Talent Development Council
The Legislature, in 2019, reconstituted the Higher Education Coordinating Council to create the Florida
Talent Development Council for the purpose of developing a data-driven, statewide approach to
meeting Florida’s need for a 21st century workforce, which utilizes the in-state talent supply system.15
The council, with support from the DEO, is tasked with developing a strategic plan to accomplish the
SAIL to 60 goal.16 The strategic plan must:17
Identify Florida’s fastest-growing industry sectors and the postsecondary credentials required for
employment in those industries.
Assess whether postsecondary degrees, certificates, and other credentials awarded by Florida’s
postsecondary institutions align with high-demand employment needs and job placement rates.
Identify strategies to deepen and expand cross-sector collaborations to align higher education
programs with targeted industry needs.
Establish targeted strategies to increase certification and degrees for all populations with attention
to closing equity gaps for underserved populations and incumbent workers requiring an upgrade of
skills.
Assess the role of apprenticeship programs in meeting targeted workforce needs and identify any
barriers to program expansion.
Identify common metrics and benchmarks to demonstrate progress toward the 60 percent goal and
how the SAIL to 60 Initiative can provide coordinated cross-sector support for the strategic plan.
Recommend improvements to the consistency of data collected and reported by FCS institutions
and school districts, including the establishment of common elements and definitions for any data
that is used for state and federal funding and program accountability.
Establish a timeline for regularly updating the strategic plan and the established goals.
Reimaging Education and Career Help Act (REACH Act)
In 2021, the Legislature passed several initiatives to enhance the SAIL to 60 Initiative and to ensure
that workforce education programs were tailored to Florida’s workforce needs. One initiative was the
Reimagining Education and Career Help Act (REACH Act). The REACH Act serves to address the
evolving needs of Florida’s economy by increasing the level of collaboration and cooperation among
state businesses and education communities while improving training and providing for equity and
access to a more integrated workforce and education system for Florida.18
To facilitate alignment and coordination of entities responsible for Florida’s WDS, the Office of
Reimagining Education and Career Help (REACH Office) was created in the Executive Office of the
Governor. The Director of the REACH Office is appointed by, and serves at the pleasure of, the
Governor.19
REACH Office Duties
The duties of the REACH Office are to:20
Serve as an advisor to the Governor on matters related to the state's WDS.
Establish criteria and goals for workforce development and diversification in Florida’s WDS.
Provide strategies to align and improve efficiency in Florida’s WDS and the delivery of workforce
related programs.
Coordinate state and federal workforce related programs, plans, resources, and activities provided
by CareerSource, the DEO, and the DOE.
15 Section 1004.015(1), F.S.
16 Section 1004.015(4), F.S. See also, Florida Department of Economic Opportunity, Florida Talent Development Council,
https://floridajobs.org/TalentDevelopmentCouncil (last visited Mar. 5, 2023).
17 Section 1004.015(4)(a)-(h), F.S.
18 Section 1, ch. 2021-164, L.O.F. codified at s. 14.36, F.S.
19 Section 14.36(1), F.S.
20 Section 14.36(3)(a)-(j), F.S.
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Oversee the workforce development information system designed by the DOE to verify the validity
of data collected and monitor compliance of workforce related programs and education and training
programs with applicable federal and state requirements as authorized by federal and state law.
Serve on the Credentials Review Committee to identify non-degree and degree credentials of value
and facilitate the collection of data necessary to conduct committee work.
Coordinate and facilitate a memorandum of understanding (MOU) for data sharing agreements of
the state's workforce performance data among state agencies and align, to the greatest extent
possible, adopted performance measures.
Streamline the clinical placement process and increase clinical placement opportunities for
students, hospitals, and other clinical sites by administering, directly or through a contract, a web-
based centralized clinical placement system for use by all nursing education programs subject to
the requirements of nursing education program approval.
Direct the objectives of the Talent Development Council.
The office is required to provide the public with access to available federal, state, and local services
and provide stakeholders with a systemwide, global view of workforce related program data across
various programs through actionable qualitative and quantitative information. 21
CareerSource Florida, Inc. (CareerSource)
Florida’s workforce system is led by the CareerSource state board.22 The members on the state board
represent public and private sectors and consist of business, education, and government leaders. 23 The
state board24 conducts its work through a board of directors, two councils, and an Executive
Committee. The two councils are the Strategic Policy and Performance Council and the Finance
Council.25
The purpose of the state board is to design and implement strategies that help Floridians enter, remain
in, and advance in the workplace, so that they may become more highly skilled and successful, which
benefits these Floridians, Florida businesses, and the entire state, and fosters the development of the
state’s business climate.26
The state board appoints a Credentials Review Committee to identify nondegree credentials and
degree credentials of value for approval by the state board and inclusion on the Master Credentials
List. The credentials must include registered apprenticeship programs, industry certifications, licenses,
advanced technical certificates, college credit certificates, career certificates, applied technology
diplomas, associate degrees, baccalaureate degrees, and graduate degrees. The Credentials Review
Committee must include: 27
The Chancellor of the Division of Public Schools.
The Chancellor of the Division of Career and Adult Education.
The Chancellor the Florida College System.
The Chancellor of the State University System.
The Director of the Office of Reimagining Education and Career Help.
Four members from local workforce development boards, with equal representation from urban and
rural regions.
Two members from nonpublic postsecondary institutions.
21 Section 14.36(5), F.S.
22 See s. 445.004(5), F.S. Workforce Innovation and Opportunity Act (WIOA), State of Florida Unified Plan July 1, 2020-June 30,
2024 (2020), at 58, available at https://careersourceflorida.com/wp-content/uploads/2020/09/2020-2024-WIOA-Unified-Plan.pdf.
23 See s. 445.004(3)(a)-(d), F.S. See also, CareerSource Florida, Boardroom, https://careersourceflorida.com/boardroom/ (last visited
Mar. 16, 2023).
24 Section 445.002, “State board” means the state workforce development board established pursuant to the Workforce Innovation and
Opportunity Act, Pub. L. No. 113-128, Title I, s. 101. The state board is the board of directors of CareerSource Florida, Inc., which
works at the direction of the state board in consultation with the department as required chapter 445 of Florida Statues.
25 WIOA, supra note 22 at 59.
26 Section 445.004(2), F.S.
27 Section 445.004(h)1.a.-k., F.S.
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Two members from industry associations.
Two members from Florida-based businesses.
Two members from the Department of Economic Opportunity.
One member from the Department of Agriculture and Consumer Services.
One of the responsibilities of the Credentials Review Committee is to establish a process for the
following:28
At a minimum, quarterly review and approval of credential applications. Approved credentials of
value shall be used by the committee to develop the Master Credentials List.
Annually review the Master Credentials List.
Phasing out credentials on the Master Credentials List that do not meet the framework of quality.
Designating performance funding eligibility for school district workforce education programs and
Florida College System attainment of industry certifications, based upon the highest available
certification for postsecondary students.
Beginning 2022-2023, submit the Master Credentials 29 List to the State Board of Education (SBE).
The Credentials Review Committee is also required to develop a returned-value funding formula that
rewards student job placements and wages for students earning industry certifications, with a focus on
increasing the economic mobility of underserved populations. The return-value funding formula
determines how school districts and the Florida College System are funded for industry certifications
earned by students.30
The REACH Act requires the state board, beginning July 1, 2022, to assign and make public a letter
grade31 for each LWDB using the criteria established by the REACH Office, based on local workforce
development board performance accountability measures and return on investment.32
In addition, CareerSource, through the DEO, may use funds dedicated for incumbent worker training for
digital media industry. The training may be provided by public or private training providers for
broadband digital media jobs listed on the occupations list developed by the Labor Market Estimating
Conference. Programs that operate outside the normal semester time periods and coordinate the use
of industry and public resources should be given priority status for funding. 33
Florida’s Local Workforce Development Boards (LWDB) and Delivery System
Florida’s local workforce development boards (LWDB) 34 offer resources and programs to assist
individuals with job searches, career development and training. The DEO and CareerSource, in
consultation with the Board of Directors of CareerSource, implemented a training program for the local
workforce development boards to familiarize local board members with the state’s workforce
development goals and strategies.35
The LWDBs deliver workforce development services through over 100 one-stop delivery systems. The
one-stop service providers give Floridians access to available workforce services, including job
28 Section 445.004(4)(h)7., F.S.
29 CareerSource, Florida, Master Credentials List, https://careersourceflorida.com/boardroom/florida-credentials-review-
committee/master-credentials-list/ (last visited Mar. 16, 2023).
30 Sections 445.004(4)(h)10., 1011.80(7)(b), and 1011.81(2)(b), F.S.
31 Section 14.36, F.S. REACH will develop the criteria for assigning a letter grade for each local workforce development board. The
criteria shall, in part, be based on local workforce development board performance accountability measures and return on investment.
The majority of the grade shall be based on the improvement by each local workforce development board in the long -term self-
sufficiency of participants through outcome measures such as reduction in long-term public assistance and the percentage of
participants whose wages were higher after program completion compared to wages before participation in a program.
32 Section 445.004(8), F.S.
33 Section 445.038, F.S.
34 There are 24 local workforce career centers in Florida. See https://careersourceflorida.com/career-services/your-local-team/ (last
visited Mar. 16, 2023).
35 Section 445.007(4)(d) and (5).
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placement, career counseling, and skills training.36 Some LWDBs operate their own one-stop centers,
while others contract for these services.
The one-stop delivery system includes, among other features, an approved training program that
establishes a fair market purchase price to be paid through an individual training account. The DEO
periodically reviews the individual training account pricing schedules developed by local workforce
development boards and presents findings and recommendations for process improvement to the
President of the Senate and the Speaker of the House of Representatives. The training services
provided through the individual training accounts must be performance-based, with successful job
placement triggering final payment of at least 10 percent. 37
Labor Market Estimating Conference
The Florida Talent Development Council noted the importance of identifying high-demand employment
needs in its strategic plan.38 In this regard, the Labor Market Estimating Conference is required to
develop official information with respect to real-time supply and demand in Florida’s statewide, regional,
and local labor markets as the conference determines is needed by the state planning and budgeting
system. Such information must include labor supply by education level, analyses of labor demand by
occupational groups and occupations compared to labor supply, a ranking of critical areas of concern,
and identification of in-demand, high-skill, middle-level to high-level wage occupations prioritized by
level of statewide or regional shortages.39
All state agencies must provide the Office of Economic and Demographic Research with the necessary
data to accomplish the goals of the conference. State agencies are required to ensure that any related
work product regarding labor demand and supply is consistent with the official information developed
by the Labor Market Estimating Conference.40 The labor market demand data informs the development
of a state Master Credentials List. State agencies and the judicial branch are required to use the official
information developed by each of the consensus estimating conferences in carrying out their duties
under the state planning and budgeting system.41
Effect of Proposed Changes
Florida Talent Development Council
The bill requires the Florida Talent Development to identify barriers and best practices in the facilitation
of work-based learning opportunities for students in middle and high school. By December 1, 2023, the
Florida Talent Development Council is required to submit to the Governor, the President of the Senate,
and the Speaker of the House of Representatives recommendations on best practices for collaboration
between district school boards, local workforce development boards, local businesses and business
groups. The recommendations must include any necessary legislative actions to facilitate work-based
learning opportunities for students in middle and high school, including the identification of potential
targeted financial incentives that may help to facilitate work-based learning opportunities for students.
Reimagining Education and Career Help Act (REACH Act)
The bill expands the REACH Office authority to include facilitating coordination among the DEO, DOE,
and CareerSource Florida, Inc., to develop and expand apprenticeship, preapprenticeship, and other
work-based learning models and streamline efforts to recruit and onboard new apprentices,
36 Section 445.009, F.S., see also https://careersourceflorida.com/career-services/ (last visited March 5, 2023).
37 Sections 445.009(8)(b), (c) and (e), F.S.
38 Florida Talent Development Council, Strategic Plan: 2020-2030, at 6, available at https://www.floridajobs.org/docs/default-
source/communicationsfiles/florida-talent-development-council/ftdc-
plan.pdf?sfvrsn=4eae40b0_2#:~:text=GOAL%3A,training%20experience%20to %2060%20percent.&text=Identify%20the%20postsec
ondary%20degrees%2C%20certificates,awarded%20by%20Florida%27s%20postsecondary%20institutions .
39 Section 216.136(7), F.S.
40 Section 216.136(7)(a), F.S.
41 Section 216.135, F.S.
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preapprentices, students, and employers interested in work-based learning opportunities. The
coordination must include, but not be limited to, conducting outreach with business leaders, local
governments, and education providers.
The bill requires the REACH Office to develop criteria and display public information that will assist the
public in making informed decisions when deciding to access the local workforce board or one-stop
career center.
The bill also revises the statutory name of the opportunity portal by renaming it the consumer-first
workforce system.
Additionally, the bill requires the REACH Office to maximize the use of funds appropriated for the
development and initial operation of the consumer-first workforce system rather than maximize the use
of available federal and private funds as under current law.
Labor Market Estimating Conference & DEO’s Labor Market Statistics Center
The bill requires state agencies, including divisions, bureaus, and statutorily created entities, to ensure
that any related work product is consistent with the official information developed by the Economic
Estimating Conference, the Demographic Estimating Conference, and the Labor Market Estimating
Conference.
The bill shifts the focus of the Labor Market Estimating Conference to supply and demand in Florida’s
statewide and regional labor markets, rather than on real-time supply and demand in Florida’s
statewide, regional, and local labor markets. This shift is consistent with the bill’s changes allowing
workforce entities to consider data from the Department of Economic Opportunity’s Labor Market
Statistics Center with respect to local supply and demand. All state agencies are required to provide the
Office of Economic and Demographic Research with the necessary data to accomplish the goals of the
conference.
CareerSource Florida, Inc. (CareerSource)
The bill requires CareerSource, in consultation with the DEO, to assist the state board in developing
and administering streamlined and collaborative approaches to workforce development that results in
cost saving and efficiencies throughout the state.
The bill clarifies existing law that industry certifications for agricultural occupations are eligible for
inclusion on the Master Credentials List.
The bill requires the director of the REACH Office to serve as the chair of the Credentials Review
Committee.
The bill also requires the criteria to determine value for nondegree credentials require, among other
things, evidence that the credential meets labor market demand as identified by the Labor Market
Statistics Center within the DEO or the Labor Market Estimating Conference or meets local demand as
identified in the criteria adopted by the Credentials Review Committee. Evidence to be considered by
the Credentials Review Committee must include employer information on present credential use to
emerging opportunities.
As the Credentials Review Committee must establish the criteria to determine value for degree
programs, the bill requires the criteria to include evidence that the program meets statewide or regional
labor market demand as identified by the Labor Market Statistics Center within the DEO or Labor
Market Estimating Conference or meets local demand as determined by the Credentials Review
Committee.
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In addition, the bill requires a minimum phase-out period of at least one year once credentials have
been identified for removal from the Master Credential’s List. The bill also removes obsolete language
regarding the Master Credentials List for the 2021-2022 school year.
The bill also repeals the requirement the Credentials Review Committee develop a return-value funding
formula for colleges and career center performance funding.
The bill requires the state board, in consultation with the DEO, to:
require administrative cost arrangements among planning regions;
implement consistent contract and procurement policies and procedures;
require the use of a state-established template for contracts or other method for ensuring all
contract mechanisms follow certain standards established by the board, and leveraged buying
power for fringe benefits, such as health insurance, life insurance, and retirement.
Additionally, the bill revises the annual date by which the state board is required to assign and make
public a letter grade for each local workforce development board to October 15, instead of July 1 as
under current law. By October 15 of each year, the public information must be made available and
easily accessible on state board’s website.
For job training for the digital media industry, the bill authorizes the training be provided by public or
private training providers for broadband digital media jobs listed on the occupations list developed by
the Labor Market Estimating conference, the Labor Market Statistics Center within the DEO, and on
other programs recommended and approved by the state board. In addition, the bill requires that
priority status for funding must be given to programs that operate outside the normal semester time
periods.
Florida’s Local Workforce Development Boards (LWDB) and Delivery System
The bill requires each LWDB to create a regional education and industry consortium and requires the
consortium to meet periodically and report to the LWDB. Each consortium must:
Include representatives of educational entities and businesses in the designated service delivery
area appointed to serve two-year terms, beginning on January 1 of the year appointed. Any
vacancy must be filled for the remainder of the unexpired term. A member of a LWDB may not
serve as a member of the consortium.
Must provide quarterly reports to the applicable LWDB which provide community-based information
related to educational programs and industry needs to assist the LWDB in making decisions on
programs, services, and partnerships in the service delivery area.
The LWDB, as required by the bill, must consider the information obtained from the consortium to
determine the most effective ways to grow, retain, and attract talent to the service delivery area. The
chair of each LWDB is required to appoint the consortium members.
The bill authorizes funds in an Individual Training Account to be expending on programs that prepare
people to enter occupations identified by the Labor Market Statistics Center with the DEO.
The bill maintains the requirement that training services provided through WIOA individual training
accounts be performance-based, but removes the specified final payment of at least 10 percent for job
placement.
Florida’s Workforce Education Programs
Present Situation
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Workforce education42 programs in Florida assist individuals in attaining the skills necessary for
economic self-sufficiency and provide training to meet local and state workforce needs. These
programs include both adult general education and career education programs, and may be offered by
both school districts and Florida College System (FCS) institutions. 43 State agency oversight for
workforce education is provided by the Division of Career and Adult Education within Florida’s DOE.44
Work-based Learning
A work-based learning opportunity is an interaction with industry or community professionals that
occurs in a workplace setting, to the extent possible, or a simulated environment at an educational
institution that allows firsthand experience with tasks required in a given career field, is aligned with
curriculum and instruction, and is provided in partnership with an educational institution. 45 Work-based
learning opportunities must meet all of the following criteria:46
Be developmentally appropriate.
Identify learning objectives for the term of experience.
Explore multiple aspects of an industry.
Develop workplace skills and competencies.
Assess performance.
Provide opportunities for work-based reflections.
Link to next steps in career planning and preparation in a student’s chosen career pathway.
Be provided in an equal and fair manner.
Be documented and reported in compliance with state and federal labor laws.
Diversified Education
Diversified education programs offer career guidance, occupational work experience and coursework in
employability skills utilizing cooperative partnerships between schools, businesses, and parents to
prepare students for future employment and careers.47
Apprenticeship and Preapprenticeship Programs
Florida law provides that work-based learning opportunities should prioritize paid experiences, such as
apprenticeship and preapprenticeship48 programs.49
In Florida, the DOE is authorized to implement and oversee apprenticeship and preapprenticeship
programs.50 Currently, Florida has 328 registered apprenticeship and preapprenticeship programs with
17,179 trained apprentices and preappprentices.51
The DOE is charged with establishing uniform minimum standards and policies governing
apprenticeship programs and agreements.52 The registered apprenticeship programs require five core
42 Section 1004.02(25), F.S. “Workforce education” means adult general education or career education and may consist of a
continuing workforce education course or a program of study leading to an occupational completion point, a career certificate , an
applied technology diploma, a career degree, or a registered apprenticeship certificate of completion.
43 Sections 1004.02(3) and (25), 1004.92(1), 1004.93, and 1011.80(1) and (2), F.S.
44 Section 20.15(3)(c), F.S.
45 Section 446.0915(1), F.S.
46 Section 446.0915(2), F.S.
47 See Florida Department of Education webpage on Diversified Education at https://www.fldoe.org/academics/career-adult-
edu/career-tech-edu/additional-cte-programs-courses/diversified-edu.stml.
48 To be eligible for an apprenticeship, an individual must be at least 16 years of age, see s. 446.021(2), F.S.
49 Id. (flush left provision at end of subsection).
50 Section 446.041, F.S.; See also Florida Department of Education, What is Registered Apprenticeship,
http://www.fldoe.org/academics/career-adult-edu/apprenticeship-programs/what-is-apprenticeship.stml (last visited Mar. 4, 2023).
51 Department of Education, GETTHERE, Presentation to the Committee on Education & Employment (Jan. 24, 2023), at 8, available
at
https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?PublicationType=Committees&CommitteeId=3247&Session=20
23&DocumentType=Meeting+Packets&FileName=pew+1-24-23.pdf
52 Section 446.032(1), F.S.
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components: business involvement; structured on-the-job training; related technical instruction; rewards
for skill gains; and a national recognized credential upon completion.53
Based on local demands and current resources, school districts and FCS institutions enter into local
agreements with apprenticeship program sponsors.54 A local apprenticeship sponsor may be a
committee, a group of employers, an employer, or a group of employees, or any combination. 55
Workers’ Compensation for Students in Work-Based Learning Programs
In 2021, the Legislature created a reimbursement program for workers’ compensation insurance
premiums, subject to appropriation, to reimburse employers, including school districts and FCS
institutions, for the proportionate cost of workers’ compensation premiums for students in work-based
learning opportunities.56 Workers’ compensation is a form of insurance designed to provide wage
replacement and medical benefits for employees who are injured in the course of employment, in
exchange for giving up the right to sue the employer for negligence. 57 In Florida, workers’
compensation is governed by ch. 440, F.S., the “Workers’ Compensation Law.” The law prescribes
coverage requirements, medical and indemnity benefits, the rights and responsibilities of employers,
injured employees, medical providers, and carriers, as well as procedures for dispute resolution.
Generally, employers are required to provide medical and indemnity benefits to a worker who is injured
due to an accident arising out of and during the course of employment. 58 For such injuries, an employer
is responsible for providing medical treatment59 and compensation in the event of employee disability60
or death.61 Specific employer coverage requirements are based on the type of industry, number of
employees, and entity organization.62
Tax Credit for Internships
Internships give students the opportunity to gain valuable applied experience and make connections in
professional fields they are considering for career paths. More students are pursuing experiential
learning, particularly internships, and more colleges and universities are promoting student
engagement in experiential learning such as internships, and a greater number and variety of
employers are offering these experiences in the form of internships. 63
The Florida Internship Tax Credit Program provides a tax credit for up to five student interns per
taxable year, per corporation. The credit amount is $2,000 per student intern (maximum of $10,000 for
each taxable year).64
Apprenticeships and preapprenticeships are other examples of experiential learning or work-based
learning experiences; however, a business that employs an apprentice or preapprentice is not currently
53 Florida Department of Education, Florida’s Annual Apprenticeship and Preaprenticeship Report (2021-2022), at 9-10, available at
https://www.fldoe.org/core/fileparse.php/9904/urlt/2122ApprenticeshipReport.pdf.
54 Id., at 40
55 Section 446.071(2), F.S.
56 Section 446.54, F.S. See also rule 6A-6.05732, F.A.C.; A student 18 years of age or younger who is in a paid work-based learning
opportunity shall be covered by the workers’ compensation insurance of his or her employer in accordance with chapter 440. Fo r
purposes of chapter 440, a school district or Florida College System institution is conside red the employer of a student 18 years of age
or younger who is providing unpaid services under a work-based learning opportunity provided by the school district or FCS
institution.
57 See Jones v. Martin Elecs., Inc., 932 So. 2d 1100, 1108 (Fla. 2006).
58 Section 440.09(1), F.S.
59 Section 440.13, F.S.
60 Section 440.15, F.S.
61 Section 440.16, F.S.
62 Florida Department of Financial Services, Division of Workers’ Compensation, Employer Coverage Requirements,
https://myfloridacfo.com/Division/WC/Employer/coverage.htm (last visited Mar. 4, 2023).
63 National Association of Colleges and Employers, Policy Statement: U.S. Internships (2018), https://www.naceweb.org/about-
us/advocacy/position-statements/position-statement-us-internships/ (last visited Mar. 4, 2023).
64 Section 220.198, F.S. See also https://floridarevenue.com/taxes/tips/documents/tip_22c01-01.pdf
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able to use the internship tax credit program to claim a tax credit for employing such apprentice or
preapprentice.
Effect of Proposed Changes
Work-based Learning & Diversified Education
The bill specifies that work-based learning opportunities should prioritize diversified education
programs to the currently prioritized apprenticeship and preapprenticeship programs. The bill also
requires each district school board to ensure that each student enrolled in grades 9 through 12 has
access to at least one work-based learning opportunity.
Apprenticeship and Preapprenticeship Programs
The bill allows education institutions, local workforce boards, community or faith-based organizations,
and associations to also be authorized as apprenticeship sponsors.
Workers’ Compensation for Students in Work-Based Learning Programs
The bill shifts reimbursement for worker’s compensation from the DOE to the Department of Financial
Services. The bill specifies that a student 18 years of age or younger, who is in a paid work-based
learning opportunity, must be covered by the workers’ compensation insurance for his or her employer
in accordance with chapter 440. The bill further states that subject to appropriation, employers,
including school districts and FCS institutions, may apply to the Department of Financial Services for
reimbursement of the proportionate cost of workers' compensation premiums paid during the fiscal year
for students participating in work-based learning opportunities in the previous state fiscal year. The
application for reimbursement must include:
The number of students participating in work-based learning opportunities with the employer,
including the number of students who are participating in paid and unpaid work-based learning
opportunities with the employer.
An attestation that:
o The students were 18 years of age or younger during the time when participating in the work-
based learning opportunity.
o For an employer who paid the students, the employer is seeking reimbursement for the
proportionate cost of workers' compensation premiums related to those students only or, for a
school district or FCS institution that is considered the employer, the employer is seeking
reimbursement for the proportionate cost of workers' compensation premiums related to those
students only.
A description of the method used by the employer to determine the proportionate share of the cost
of workers' compensation premiums attributable to students.
The total amount of reimbursement requested.
The employer’s name, point of contact, and contact information.
A statement by the employer agreeing to maintain documentation supporting the information in the
application for 5 years.
Any other information requested by the department.
o Within 45 days after receipt of a complete application, the Department of Financial Services
must process the application and provide the applicant with notification of approval or denial of
the application. The Department of Financial Services shall coordinate with the educational
institution to verify the information on the application related to the employer and the students
participating in the work-based learning opportunity. Reimbursements must be made on a first-
come, first-served basis.
o The term "educational institution" means a school as defined in s. 1003.01(2) operated by a
district school board, a charter school formed under s. 1002.33, a career center operated by a
district school board under s. 1001.44, a charter technical career center under s. 1002.34, or a
Florida College System institution identified in s. 1000.21.
Tax Credit for Internships
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The bill expands and renames the ‘Internship Tax Credit Program’ the ‘Experimental Learning Credit
Program’. The bill also authorizes businesses to claim a tax credit for employing apprentices and
preapprentices. Consistent with the current program, the tax credit amount remains $2,000 per student
intern, apprentice, or preapprentice (maximum of $10,000/business, inclusive of subsidiaries, for each
taxable year).65
To qualify, a business must employ an apprentice or preapprentice in Florida for at least 500 hours
during the year. Additionally, it must show that at least 20 percent of its full-time employees were
former apprentices or preapprentices. Small businesses (average of 10 or fewer full-time employees for
last three years) must currently employ a former apprentice, preapprentice, or student intern.
The bill specifies that the combined total amount of tax credits is $2.5 million in each of the state fiscal
years 2021-2022, 2022-2023, 2023-2024, and 2024-2025.
Florida’s Funding for Workforce Education
Present Situation
Operation of Workforce Education Programs
Under current law, upon approval by the SBE, both school districts and FCS institutions are authorized
to offer any type of workforce education program; however, only FCS institutions may award college
credit for an associate in applied science or an associate in science degree.66 As a result, workforce
education programming varies throughout the state given that school districts and FCS institutions
determine how to organize program delivery at the local level.
The SBE establishes criteria, based on the framework of quality established by the Credentials Review
Committee,67 for review and approval of new workforce education programs offered by school districts
and FCS institutions that are not included in the statewide curriculum framework. 68 A FCS institution or
school district offering a new workforce education program that is in the statewide curriculum
framework may not receive performance funding and additional full-time equivalent membership
funding until the workforce education program is reviewed, through an expedited review process , and
approved by the SBE.69
Performance funding for industry certifications for school district workforce education programs is
contingent upon specific appropriation in the General Appropriates Act and determined as follows:
Industry certification identified on the (Career and Professional Education) CAPE industry
Certification funding List approved by the SBE are eligible for performance funding. 70
Each school district will be provided $1,000 for each industry certification earned by a workforce
education71 student. If funds are insufficient to fully fund the calculated total award, such funds shall
be prorated.72
Beginning with the 2022-2023 fiscal year, the Credentials Review Committee, established by the
state board, is required to develop a returned-value funding formula to allocate school district
performance funds that rewards student job placements and wages for students earning industry
certifications, with a focus on increasing the economic mobility of underserved populations. One-
third of the performance funds must be allocated based on student job placements. The remaining
65 Section 220.198, F.S. See also https://floridarevenue.com/taxes/tips/documents/tip_22c01-01.pdf
66 Section 1011.80(2), F.S.
67 Section 445.004(4)(h), F.S.
68 Section 1011.80(2)(a), F.S.
69 Section 1011.80(2)(b), F.S.
70 Section 1008.44(1), F.S.
71 Section 1011.80(1)(a)-(e), F.S. Workforce education includes adult general education programs designed to improve employability
skills, career certificate programs, applied technology diploma programs, continuing workforce education courses, degree care er
education programs, and apprenticeship and preapprenticeship programs.
72 Section 1011.80(7)(a)-(c), F.S.
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two-thirds must be allocated using a tiered weighted system based on aggregate student wages
that exceed minimum wage, with the highest weight applied to the highest wage tier, with additional
weight for underserved populations. Student wages above minimum wage are considered to be the
value added by the institution’s training. At a minimum, the formula must take into account variables
such as differences in population and wages across school districts.
Workforce Development Capitalization Incentive Grant Program
The Legislature created the Workforce Development Capitalization Incentive Grant Program to provide
grants to school districts and FCS institutions on a competitive basis to fund73 some or all of the costs
associated with the creation or expansion of workforce development programs that serve specific
employment workforce needs.74
The SBE accepts applications from school districts or FCS institutions for workforce development
capitalization incentive grants. The application from the school district or FCS institutions must contain
the projected enrollments and costs associated for the new or expanded workforce development
program. The SBE, in consultation with CareerSource, must review, rank, and submit to the Legislature
a list in priority order of applications recommended for a grant reward.75
The SBE must give the highest priority to programs that train people to enter high-skill, high-wage
occupations identified by the Labor Market Estimating Conference and other programs approved by the
state board, programs that train people to enter occupations under the welfare transition program, or
programs that train for the workforce adults who are eligible for public assistance, economically
disadvantaged, disabled, not proficient in English, or dislocated workers. The SBE must consider the
statewide geographic dispersion of grant funds in ranking the applications and will give priority to
applications from education agencies that are making maximum use of their workforce development
funding by offering high-performing, high-demand programs.76
Pathways to Career Opportunities Grant Program
The Florida Pathways to Career Opportunities Grant Program was established in 201977 for the DOE to
provide grants on a competitive basis to high schools, career centers, charter technical career centers,
FCS institutions, and other entities authorized to sponsor an apprenticeship or preapprenticeship
program to establish new apprenticeship or preapprenticeship programs and expand existing
apprenticeship or preapprenticeship programs.78 Grant funds may be used for instructional equipment,
supplies, personnel, student services, and other expenses associated with the creation or expansion of
an apprenticeship program. Grant funds may not be used for recurring instructional costs or for indirect
costs.79 Grant applications must include the projected enrollment and projected costs for the new or
expanded apprenticeship program.80
The department must award grants for apprenticeship or preapprenticeship programs that address: 81
A critical statewide or regional shortage as identified by the Labor Market Estimating
Conference and are industry sectors not adequately represented through the state, such as
health care.
A critical statewide or regional shortage as identified by the Labor Market Estimating
Conference
73 Section 1011.801(1), F.S. Funds may be used ford instruction equipment, laboratory equipment, supplies, personnel, student
services, or other expenses associated with the creation or expansion of a workforce development program.
74 Section 1011.801, F.S.
75 Section 1011.801(2), F.S.
76 Section 1011.801(3), F.S.
77 Section 33, ch. 2019-119, L.O.F.
78 Section 1011.802
79 Section 1011.802(3)(b), F.S.
80 Section 1011.802(2), F.S.
81 Section 1011.802(3)1.-3., F.S.
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Expand existing programs that exceed the median completion rate and employment rate one
year after completion of similar programs in the region, or the state if there are no similar
programs in the region.
The amount appropriated by the legislature since fiscal year 2019-2020 is shown in the table.
Opportunity Grant Allocations Fiscal Year
$10 million82 2019-2020
$10 million83 2020-2021
$10 million84 2021-2022
$15 million85 2022-2023
Money-Back Guarantee Program
The Money-Back Guarantee Program 86 was established to help individuals achieve self-sufficiency by
requiring each school district and FCS institution to refund the cost of tuition to students who are not
able to find a job within 6 months of successful completion of select workforce related programs.87
Beginning in 2022-2023, each school district and FCS institution must establish a money-back
guarantee program to:88
Offer a money-back guarantee on at least three programs that prepare individuals to enter in-
demand, middle-level to high-level wage occupations identified by the Labor Market Estimating
Conference. The program requires school districts or FCS institutions to offer a money-back
guarantee on at least 50 percent of workforce education programs if the school district or FCS
institution offers six or fewer programs.
Offer a money-back guarantee for all workforce education programs that are established to meet a
critical local economic industry need, but are not linked to the statewide needs list as identified by
the Labor Market Estimating Conference.
The following school districts and FCS institutions have already implemented or plan to implement
Money Back Guarantee for the 2022 school year: Broward College, Charlotte County Public Schools,
Collier County School Board, Eastern Florida State College, Miami Dade College, Palm Beach State
College, Sarasota County School Board, and Taylor County School Board.
Florida College System Program Fund
Performance funding for industry certifications for FCS institutions is contingent upon specific
appropriations and is determined as follows:89
Postsecondary industry certification identified on the CAPE Postsecondary Industry Certification
Funding List are eligible for performance funding.
Each FCS institution will be provided $1,000 for each industry certification earned by a student. If
funds are insufficient to fully fund the calculated total award, such funds must be prorated.
Beginning with the 2022-2023 fiscal year, the Credentials Review Committee is required to develop
a returned-value funding formula to allocate institution performance funds that rewards student job
placements and wages for students earning industry certifications, with a focus on increasing the
economic mobility of underserved populations. One-third of the performance funds shall be
allocated based on student job placements. The remaining two-thirds shall be allocated using a
tiered, weighted system based on aggregate student wages that exceed minimum wage, with the
82 Specific Appropriation 125A, s. 2, ch. 2019-115, L.O.F.
83 Specific Appropriation 127, s. 2. ch. 2020-111, L.O.F.
84 Specific Appropriation 123, s. 2. ch. 2021-36, L.O.F.
85 Specific Appropriation 119, s. 2, ch. 2022-156, L.O.F.
86 Section 1004.013(3)(c), F.S. See also s. 1011.803, F.S.
87 Id.
88 1011.803(2)(a) and (b), F.S.
89 1011.81(2)(a) and (b), F.S.
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highest weight applied to the highest wage tier, with additional weight for underserved populations.
Student wages above minimum wage are considered to be the value added by the institution’s
training. At a minimum, the formula must take into account variables such as differences in
population and wages across the state.
Effect of Proposed Changes
Operation of Workforce Education Programs
To be responsive to industry needs for skilled workforce, the bill allows for FCS institutions and school
districts to offer continuing workforce education courses or programs without prior SBE approval. Each
FCS institution and school district offering continuing workforce education courses or programs must
maintain adequate and accurate records of instructional activity. For the purpose of measuring program
performance and responsiveness to industry needs, institutions must report continuing workforce
education instructional activity in a format prescribed by the DOE and are ineligible for performance
funding.
The bill shifts the responsibility for approval of new workforce education programs that are in the
statewide curriculum framework from the SBE to the local college board of trustees or district school
board. Performance funding is not associated with approval. The approval will be based on, among
other requirements, an analysis of workforce demand and unmet need consistent with the information
provided by the Labor market Estimating Conference and the Labor Market Statistics Center within the
DEO.
The bill repeals the requirement to develop a returned-value funding formula. As such, each school
district must be provided $1,000 for each industry certificate earned by a workforce education student
and if funds are insufficient to fully fund the calculated total reward, then the funds must be prorated.
Workforce Development Capitalization Incentive Grant Program
The bill revises the grant program by removing the requirement that the grant be administered on a
competitive basis. In addition, the bill shifts the focus of the grant program by providing funding to
workforce development programs that serve secondary students in career and technical education
(CTE) programs, including dual enrollment programs and other programs that lead to industry
certifications included on the CAPE Industry Certification Funding List.
The bill removes priority populations for consideration of grant funds. However, the SBE is still required
to consider the statewide geographic dispersion of grant funds in ranking the application and is required
to give priority to application from education agencies that are making maximum use of their workforce
development funding by offering high-performing, high-demand programs.
The bill authorizes the SBE to adopt rules for the administration of the program.
Pathways to Career Opportunities Grant Program
The bill removes the requirement that the grant be awarded on a competitive basis. Instead, the bill
requires the DOE to administer the grant, identify projects, solicit proposals, and make funding
recommendations to the Commissioner of Education, who is authorized under the bill to approve grant
awards. This change may result in grant awards going to a wider variety of apprenticeship sponsors.
The bill prohibits an individual applicant from receiving more than 10 percent of the total amount
appropriated.
The bill authorizes grant funds to be used to address a critical or regional shortage with consideration
given to information provided by the Labor Market Statistic Center within the DEO and the Credentials
Review Committee, in addition to information provided under current law by the Labor Market
Estimating Conference; and address a critical statewide or regional shortage with consideration given
to the information provided by the Labor Market Statistics Center with the DEO and the Credentials
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Review Committee, in addition to the information provided by the Labor Market Estimating Conference
provided under current law.
The bill also authorizes grants to fund the cost of providing related technical instruction in addition to
costs authorized under current law, such as instructional equipment, supplies, instructional personnel,
student services, and other expenses. However, the bill explicitly prohibits funds from being used for
administrative costs.
In addition, the bill authorizes the department to grant bonuses in the award amount to applicants that
submit a joint application for shared resources.
Money-Back Guarantee Program
The bill revises the Money-Back Guarantee Program to provide flexibility for institutions to determine
the three programs for which the institution offers a money-back guarantee, by removing the
requirement that the programs be linked to preparing students for in-demand, middle-level to high-level
wage occupations identified by the Labor Market Estimating Conference. The bill also removes the
requirement that all programs offered to meet local workforce demand include a money-back guarantee
for employment.
Florida College System Program Fund
The bill removes the requirement for the Credentials Review Committee to develop a returned-value
performance funding formula for college and career performance funding. As such, each FCS
institution will be provided $1,000 for each industry certificate earned by an FCS institution student and
if funds are insufficient to fully fund the calculated total reward, then the funds must be prorated.
Florida’s Healthcare Workforce
Present Situation
Nursing
According to the Bureau of Labor Statistics, Florida ranks third among states to employ nurses. While
Florida ranks as one of the top states for employment of nurses, a report in June 2020, showed 35,000
or 16.3 percent of registered nurses (RN) and 3,700 or 13.4 percent of advanced practice registered
nurses (APRN) are over the age of 60 in Florida and may begin phasing into retirement during the next
5 to 10 years.
The U.S. is projected to experience a shortage of Registered Nurses (RNs) that is expected to intensify
as Baby Boomers age and the need for health care grows, according to the American Association of
Colleges of Nursing. Compounding the problem is the fact that nursing schools across the country are
struggling to expand capacity to meet the rising demand for care. 90
To address the issue of nursing shortage, Florida has established the Florida Center for Nursing (FCN).
The FCN addresses the issues of supply and demand for nursing, including issues of recruitment,
retention, and utilization of nurse workforce resources. The FCN will address these issues through
various goals. Among the goals are to collect analyze data on supply, demand, and retention for
nursing in Florida; increase nurse faculty and clinical preceptors; support nurse faculty development;
and promote advanced nurse education. Demand must align with the Labor Market Estimating
Conference.91
Effect of Proposed Changes
90 American Association of College of Nursing, Nursing Shortage Fact Sheet, (Oct. 2022), available at
https://www.aacnnursing.org/Portals/42/News/Factsheets/Nursing -Shortage-Factsheet.pdf
91 Section 4.64.0195(1) – 2(a)3., F.S.
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The bill requires the FCN to convene various groups representative of nurses, other health care
providers, businesses and industries, consumers, lawmakers, and educators to:
Review and comment on data analysis prepared for the center.
Recommend systemic changes, including strategies for implementation of recommended changes.
Evaluate and report the results of these efforts to the Legislature and others.
Additionally, the bill requires, no later than each January 10, the FCN to submit to the Governor, the
President of the Senate, and the Speaker of the House of Representatives providing details of its
activities during the preceding calendar year in pursuit of its goals, including a nursing education
program report.
When conducting a statistically valid biennial data-driven gap analysis of the supply and demand of the
health work, the bill repeals that the demand must be aligned with the Labor Market Estimating
Conference.
Career and Professional Education
Present Situation
Florida Career and Professional Education Act
The Florida Career and Professional Education (CAPE) Act was created to provide a statewide
partnership between business and education communities to expand and retain high-value industry,
and sustain a vibrant state economy.92
The CAPE Act strategic 3-year plan developed jointly by the local school district, local workforce
development boards, economic development agencies, and state-approved postsecondary institutions
must be constructed and based on:93
Research conducted to objectively determine local and regional workforce needs for the ensuing 3
years, using labor projections as identified by the Labor Market Estimating Conference.
Strategies to develop and implement career academies or career-themed courses based on
occupations identified by the Labor Market Estimating Conference.
CAPE Industry Certification Funding List
The Master Credentials List is submitted to the State Board of Education for the adoption of the CAPE
Industry Certification Funding List. The SBE is required to adopt, at least annually, based on
recommendations by the Commissioner of Education, 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, and courses that lead to such certifications.
Additional full-time equivalent membership funding for regional and local demand certifications and
courses that lead to such certifications may only be earned in those areas with regional or local
demand as identified by the Credentials Review Committee. 94
Industry certification is a process where students demonstrate knowledge, skills, and competencies and
earn a credential that is nationally recognized and is: 95
Within an industry that addresses a critical local or statewide economic need;
Linked to an occupation that is included in the workforce system’s targeted occupation list; or
Linked to an occupation that is identified as emerging.
92 Section 1003.491, F.S.
93 Section 1003.491 (3)(a)-(b), F.S.
94 Section 1088.44, F.S.
95 Section 1003.492(2), F.S.
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The CAPE Industry Certification Funding List may include the following certificates, certifications, and
courses:96
CAPE industry certifications identified as credentials of value that meet the framework of quality.
The CAPE Industry Certification Funding List must incorporate by reference the industry
certifications on the career pathways list approved for the Florida Gold Seal CAPE Scholars award.
CAPE Digital Tool certificates.
CAPE ESE Digital Tool certificates, workplace industry certifications, and OSHA industry
certifications for students with disabilities.
CAPE Innovation Courses that combine academic and career performance outcomes with
embedded industry certifications.
CAPE Acceleration Industry Certifications that articulate for 15 or more college credit hours.
Certifications included on the CAPE Industry Certification Funding List:97
Require at least 150 hours of instruction and
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.
CAPE Digital Tools
Each district school board, in consultation with the district school superintendent, is required to have
available digital materials, Career and Professional Education (CAPE) Digital Tool certificates, and
CAPE industry certifications for students in prekindergarten through grade 12. This will enable students
to attain digital skills and these digital materials, CAPE Digital Tool certificates, and CAPE industry
certifications may be integrated into subject area curricula, offered as a separate course, made
available through open-access options, or deployed through online or digital computer applications. 98
Digital and instructional materials are available to prekindergarten through grade 12 students with
disabilities and these digital materials may include CAPE Digital Tool certificates. 99
To assist the school district in providing digital materials, CAPE Digital Tool certificates, and CAPE
industry certifications, partnerships can made between other school districts, private businesses,
postsecondary institutions, or consultants to offer classes and instruction to teachers and students.
Additional, third-party assessment providers and career and professional academy curricula providers
are encouraged to provide annual training to staff of the DOE, staff of school district offices,
instructional staff of public schools, including charter schools, and other appropriate administrative staff
through face-to-face training models; through online, videoconferencing training models; and through
state, regional, or conference presentations.100
The following CAPE Innovation Courses have been daggered for deletion for the 2022-2023 school
year:101
CAPE Innovation Course Required Industry Certification
Advanced Placement Microeconomics Innovation Microsoft Office Specialist Excel
(2102365)
Advance Placement English Language and Microsoft Office Specialist for Word
Composition Innovation (1001425)
Advance Placement Studio Art 2-D Design Adobe Certified Associate Visual Communication
Portfolio Innovation (0109355) using Adobe Photoshop
96 Section 1008.44(1), F.S.
97 Rule 6A-6.0576(5)-(6), F.S.
98 Section 1003.4203(1), F.S.
99 Section 1003.4203(2), F.S.
100 Section 1003.4203(8), F.S.
101 Florida Department of Education, Memo on Course Daggered for Deletion, (Dec. 10, 2021)
https://www.fldoe.org/core/fileparse.php/8904/urlt/CAPEInnoCourses.pdf
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Advance Placement Computer Science CIW JavaScript Specialist
Innovation (0200325)
Effect of Proposed Changes
CAPE Act
The bills specifies that the strategic 3-year plan must be constructed and based on:
Research conducted to objectively determine local and regional workforce needs for the ensuing 3
years, using labor projections as identified by the Labor Market Statistics Center within the DEO
and the Labor Market Estimating Conference as factors in the criteria for the plan.
Strategies to develop and implement career academies or career-themed courses based on
occupations identified by the Labor Market Statistics Center within the DEO and the Labor Market
Estimating Conference.
CAPE Industry Certification Funding List
The bill removes the requirement that courses that lead to certifications identified in the Master
Credentials List be included in the CAPE Industry Certification Funding List.
In addition, the bill requires the CAPE digital tools certificates be selected by the district school board.
The bill requires DOE to annually review available assessments that meet the requirement for inclusion
on the list.
The bill repeals the CAPE ESE Digital Tool certificates, workplace industry certifications, and OSHA
industry certifications for students with disabilities. Also removed are the CAPE Innovation Courses that
combine academic and career performance outcomes with embedded industry certifications.
The bill authorizes the commissioner to limit CAPE industry certifications and CAPE Digital Tool
certificates to students in certain grades without receiving formal recommendation by providers of
CAPE industry certifications and CAPE digital Tool certificates.
CAPE Digital Tools
The bill repeals the CAPE digital and instructional materials are available to prekindergarten through
grade 12 students with disabilities. The bill removes CAPE Innovation courses.
The bill requires that a provider of classes and instruction within the state for at least 5 years may apply
directly to Credentials Review Committee for the approval of CAPE industry certifications. The request
must be received by the Credentials Review Committee no later than March 15. The request must
include:
The name of the certifying agency, contact information for the agency, and web link for the
certification on a site maintained by the certifying agency.
Information on the requirements to earn the certification.
Information on the test format and test administration policies and procedures.
Information on the occupations demonstrating that the certification addresses a critical local or
statewide economic need.
The bill provides that if an applicant fails to submit the required information to the Credential Review
Committee, the committee will provide a notice of deficiency to the applicant and the provider who
was identified as the point of contact provided on the application by the end of the next quarter after
receipt of the application.
Secondary Instructional Requirements
Present Situation
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Requirements for High School Graduation
Receipt of a standard high school diploma requires successful completion of 24 high school credits
requirements, an International Baccalaureate curriculum, or an Advanced International Certificate of
Education curriculum.102
Of the 24 required credits, eight credits must be in electives. Such electives must include opportunities
for students to earn college credit, including industry-certified career education programs or a series of
career-themed courses that result in industry certification or articulate into the award of college credit,
or career education courses for which there is a statewide or local articulation agreement and which
lead to college credit.103 One of the eight credits for an elective must be in fine or performing arts,
speech and debate, or practical arts. The practical arts course must incorporate artistic content and
techniques of creativity, interpretation, and imagination.104 Eligible practical arts courses are identified
in the Course Code Directory.105
Students are allowed to earn credit in both the career education course and courses required for high
school graduation. The SBE determines, biennially, if sufficient academic standards are covered to
warrant the award of academic credit, including satisfaction of assessment requirements for courses
that satisfy the credit requirement.106
A student who earns credit upon completion of an apprenticeship or preapprenticeship program
registered with DOE may use such credit to satisfy the high school graduation credit requirements for
fine or performing arts, speech and debate or practical arts, or the high school graduation credit
requirements for electives.107
Middle School Promotion Requirements
Before a middle grades student can successfully be promoted to high school, one of the required
courses a student must complete is a career and education planning course during grades 6, 7, or 8. 108
The course in career and education planning must be Internet-based, customizable to each student,
and include research-based assessments to assist students in determining educational and career
options and goals. In addition, the course must result in a completed personalized academic and career
plan for the student that may be revised as the student progresses through middle school and high
school.109
Controlled Open Enrollment
The process to participate in open enrollment must be adopted by rule by each district school board
and be posted on its website. Among some of the requirements are adherence to federal desegregation
requirements, allowing parents to declare school preferences, provide a lottery procedure to determine
102 Section 1003.4282(1)(a), F.S.
103 Section 1003.4282(3)(a)-(g), F.S.
104 Section 1003.4282(3)(e), F.S.
105 Id., see Course Code Directory (2022), available at https://www.fldoe.org/core/fileparse.php/7746/urlt/2122PACourses.pdf.
106 Section 1003.4282(8)(a)1., F.S.
107 Section 1003.4282(8)(a)3., F.S.
108 Section 1003.4156(1)(e), F.S.
109 Id. The course in career and education planning and must emphasize the importance of entrepreneurship and employability skills;
and must include information from the Department of Economic Opportunity’s economic security report under s. 445.07, F.S. and
other state career planning resources. The required personalized academic and career plan must inform students of high school
graduation requirements, including a detailed explanation of the requirements for earning a high school diploma designation under s.
1003.4285, F.S. ; the requirements for each scholarship in the Florida Bright Futures Scholarship Program; state university a nd Florida
College System institution admission requirements; available opportunities to earn college credit in high school, including A dvanced
Placement courses; the International Baccalaureate Program; the Advanced International Certificate of Education Program; dual
enrollment, including career dual enrollment; and career education courses, including career-themed courses, preapprenticeship and
apprenticeship programs, and course sequences that lead to industry certification pursuant to s. 1003.492, F.S. and s. 1008.44, F.S. The
course may be implemented as a stand-alone course or integrated into another course or courses.
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student assignment and establish an appeal process for hardship cases, and afford parents of students
in multiple session schools preferred access to controlled open enrollment.110
Controlled open enrollment is only available if the desired school of attendance has capacity to receive
the student. A middle grades student who desires to continue a CTE pathway only offered in a high
school outside of the student’s zone is not included in the list of students that receive preferential
treatment for enrollment.111
Effect of Proposed Changes
Requirements for High School Graduation
For receiving a standard high school diploma, the bill authorizes a practical arts course that
incorporates artistic content and techniques of creativity, interpretation, and imagination to satisfy the
one credit requirement in fine or performing arts, speech and debate, or CTE.
As students are allowed to earn credit in both the career education course and courses required for
high school graduation, the bill requires the SBE to determine biennially if sufficient academic
standards are covered to warrant the award of academic credit, including satisfaction of graduation and
state university admissions requirements, in addition to the current satisfaction of assessment
requirement.
The bill requires the SBE to establish a process, by rule, that enables a student to receive work-based
learning or credit in electives for completing a threshold level of demonstrable participation in
extracurricular activities associated with career and technical student organizations. The bill prohibits
work-based learning or credit in electives for extracurricular activities or supervised agricultural
experiences to be limited by grade level.
The bill also requires the DOE to convene a workgroup to:
Identify best practices in CTE pathways from middle school to high to aid middle school students in
career planning and facilitate their transition to high school programs. The career pathway must be
linked to postsecondary programs.
Establish three mathematics pathways for students enrolled in secondary grades by aligning
mathematics courses to programs, postsecondary education, and careers. The workgroup is
required to collaborate to identify the three mathematics pathways and the mathematics course
sequence within each pathway which align to the mathematics skills needed for success in the
corresponding academic programs, postsecondary education, and careers.
The bill rebrands the merit designation on a standard high school diploma as the "Industry Scholar"
designation.
Middle School Promotion Requirements
The bill requires that the middle grades course in career and education planning must be revised at
least once before the student’s progression to high school and at least annually as the student
progresses through high school.
The bill further specifies that the required personalized academic and career plan that informs students
of high school graduation requirements, must also include a detailed explanation of the requirements
for a career and technical education pathway to earn a standard high school diploma as well as work-
based learning opportunities, including internships and preapprenticeships and apprenticeships
program.
Controlled Open Enrollment
110 Section 1002.31(3), F.S.
111 Section 1002.31(2)(c), F.S.
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The bill requires the controlled open enrollment process used by district school boards to enable a
student who, in middle school, completed a CTE course or an industry certification included in the
CAPE Industry Certification Funding List to continue a sequential program of CTE in the same
concentration, if a high school in the district offers the program.
Recognition of Academic & Career Achievement
Present Situation
The Legislature recognizes the importance of promoting student academic achievement, motivating
students to attain academic achievement, and providing positive acknowledgment for that achievement
and has encouraged district school boards to adopt policies and procedures to celebrate the academic
and workforce achievement of students by declaring an “Academic Scholarship Signing Day” and a
“College and Career Decision Day”.112
An Academic Scholarship Signing Day is to recognize the outstanding academic achievement of high
school seniors who sign a letter of intent to accept an academic scholarship offered to the student by a
postsecondary education institution.113
A College and Career Decision Day is to recognize high school seniors for their postsecondary
education plans to encourage early preparation for college, and to encourage students to pursue
advanced career pathways through the attainment of industry certifications for which there are
statewide college credit articulation agreements.114
Additionally, district school board policies and procedures may include conducting assemblies or other
appropriate public events in which students sign actual or ceremonial documents accepting
scholarships or enrollment. The district school board may encourage holding such events in an
assembly or gathering of the entire student body as a means of making academic success and
recognition visible to all students.115
Effect of Proposed Changes
Beginning in the 2023-2024 school year, the bill requires each district school board to adopt policies
and procedures to require each high school 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 during the school day. The
career fair must also be held on the campus of the high school, unless the district holds a joint career
fair involving multiple high schools.
Parental Notification
Present Situation
Florida law requires each school district board, in consultation with parents, teachers, and
administrators, to develop and adopt a policy to promote parental involvement in the public school
system. The program will inform and allow for parents to participate in schools, such as parent-teacher
association, and to learn about activities, such as homework or clubs, involving their child. 116
In addition, district school boards are required, at the beginning of each school year, to notify parents of
students in or entering high school of the opportunity and benefits of advanced placement, International
112 Section 1001.43(14), F.S.
113 Section 1001.43(14)(b)1., F.S.
114 Section 1001.43(14)(b)2., F.S.
115 Section 1001.43(14)(b)2., F.S. (flush-left provision at the end of the subparagraph).
116 Section 1014.05, F.S.
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Baccalaureate, Advanced International Certificate of Education, dual enrollment, and Florida Virtual
School courses and options for early graduation.117
Effect of Proposed Changes
The bill revises requirements with respect to the policy each school district board, in consultation with
parents, teachers, and administers, must develop and adopt to promote parental involvement in the
public school system to require each district school board to inform parents of apprenticeships,
diversified education, and CTE activities, such as serving as an advisor for a career and technical
student organization.
The bill requires district school boards, at the beginning of each year, to notify students in or entering
high school, as well as the parents of the students, in a language that is understandable to students
and parents, of the opportunity and benefits and benefits of advanced placement, International
Baccalaureate, Advanced International Certificate of Education, and dual enrollment courses; career
and professional academies; career-themed courses; the career and technical education pathway to
earn a standard high school diploma; work-based learning opportunities, including internships and
apprenticeship and preapprenticeship programs; Florida Virtual School courses; and options for early
graduation. The parents and students are to be provided with the contact information of a certified
school counselor who can advise students on these options.
Vocational Rehabilitation
Present Situation
The Florida Endowment Foundation for Vocational Rehabilitation (The ABLE Trust)
In 1990, the Legislature recognized the need to encourage public and private support to enhance
vocational rehabilitation and employment of Florida’s citizens who are disabled by establishing the
Florida Endowment Foundation for Vocational Rehabilitation, also known as The Able Trust, as a direct
support organization for the Division of Vocational Rehabilitation within the Department of Education.
The Able Trust is approved by the division to be operating for the benefits and best interest of the state
through a contract.118 A board of directors, appointed by the Governor, oversees the operations of The
Able Trust and ensures that funds are provided for programs or initiatives which engage in the
research, promotion, or aid of job training and counseling for Florida’s disabled citizens, and to support
the work of the division.119
Effect of Proposed Changes
The bill delays the October 1, 2023, scheduled repeal of the Florida Endowment Foundation for
Vocational Rehabilitation (The ABLE Trust) as a statutorily-created direct support organization until
October 1, 2027.
The bill requires the Florida Endowment Foundation for Vocational Rehabilitation to conduct research
and issue reports on the systems in Florida that provide services to individual with disabilities, including
autism and intellectual and developmental disabilities. The board is required to submit to the
Legislature a report by December 1, 2023. The report must:
Identify the current systems for service delivery to persons with disabilities, including operations,
services, coordination activities, and structures.
Identify barriers and obstacles in transportation for persons with disabilities living in the home or
receiving community-based services for jobs, medical appointments, and peer-to-peer groups.
117 Section 1003.02(1)(i), F.S.
118 Section 413.615(5)-(6), F.S.
119 Sections 413.615(4), (8), and (10), F.S.
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Identify workforce issues related to direct support professionals, behavioral or mental health
specialists, health care practitioners, and other individuals who assist with the provision of services
to persons with disabilities.
Examine the best practices for uniform and efficient service delivery and the coordination of and
transition among systems, including transitioning out of high school.
Examine federal and state law and rules that impact or limit supports or services for persons with
disabilities.
Identify systemwide incongruency and inefficiencies in service delivery.
Identify opportunities for job coaching and community participation supports, including those
opportunities for individuals who cannot or choose not to go into the community because of
underlying issues.
Florida Workforce Education Financial Assistance Programs
Present Situation
Florida Work Experience Program
Created in 1993, the Florida Work Experience program (FWEP) provides need-based financial
assistance to students as they are employed in occupations complementary to their educational
endeavors and career goals. The 2007 Florida Legislature expanded the FWEP to serve students at
postsecondary institutions by providing additional on-campus employment opportunities, helping to
keep students in school and reducing students' school loans. Additionally, the program’s opportunities
for employment at a student’s school serve as a retention tool because students employed on campus
are more likely to complete their postsecondary education. 120
Eligibility for students to participate must include one of the following criteria: 121
Enrolled at an eligible college or university as no less than a half-time undergraduate student in
good standing;
Enrolled in an eligible postsecondary career certificate program 122 as no less than a half-time
student in good standing; or
Being enrolled as no less than a half-time student in good standing at an eligible educator
preparation institution.
Currently, students pursuing an applied technology diploma are not eligible to participate in the
program. An applied technology diploma is a credential that signifies a student has successfully
completed a (clock hour or college credit) postsecondary education program and is ready for
employment in a field. Examples include medical coding/billing (1110 clock hours), paramedic (1100
clock hours), pharmacy technician (1050 clock hours), and dental assisting technology and
management (1230 clock hours).
Effect of Proposed Changes
Florida Work Experience Program
The bill expands the Florida Work Experience Program to include students who attend charter technical
career centers and students pursuing an applied technology diploma on at least a half-time basis.
Additionally, the bill encourages a participating postsecondary education institution to provide academic
credit to students who participate the program.
Florida Workforce Education Partnership Program
120 Section 1009.77(1), F.S.
121 Section 1009.77(8)(a), F.S.
122 Section 1009.77(8)(a)2. Eligible programs must be approved by the Department of Education and must consist of no less than 450
clock hours of instruction. Such programs Such programs must be offered by a career center operate d by a district school board under
s. 1001.44 or by a Florida College System institution.
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The bill also authorizes a state university to establish a workforce education partnership program.
Pursuant to the bill, the purpose of a workforce education partnership program is to allow a student who
is enrolled at the state university, and employed by a private employer participating in the program, to
graduate from the state university without student loans. The bill requires the Board of Governors to
create a template, in consultation with state and local workforce and economic development agencies,
for a state university to establish the program. The template must include the following:
The process for a private employer to participate in the program.
Student eligibility criteria.
The process for the eligible student to enroll in the program.
Guidance and requirements for the state university and private employer to:
o Each designate a mentor to assist participating students.
o Create a process to make a housing stipend available to participating students
o Create a process to provide life management and professional skills training to participating
students.
The requirement that a private employer establish an education assistance program pursuant to s.
127 of the Internal Revenue Code of 1986 and provide tuition assistance for a student enrolled at
the state university while such student works for the private employer up to the maximum amount
that the employer may exclude from the employer's gross income under that section.
The requirement that the state university work with participating students to ensure that they have
applied for and are receiving the maximum amount of financial aid in the form of scholarships and
grants.
The requirement that the state university and private employer seek out additional sources of
funding to pay for remaining costs for participating students.
The bill requires the Board of Governors to evaluate the effectiveness of the workforce education
partnership programs and determine if additional training and employment programs can use the
template developed.
The bill authorizes the Board of Governors to adopt regulations for the administration of the program.
Career and Technical Education (CTE) Teachers
Part-time and Full-time Nondegreed Teachers
Present Situation
Each district school board is required to establish the minimal qualifications for part-time and full-time
non-degreed teachers of career programs. The qualifications for such teachers must require the filing of
a complete set of fingerprints for background screening and documentation of: 123
A high school diploma or the equivalent.
Completion of 6 years of full-time successful occupational experience or the equivalent of part-time
experience in the teaching specialization area. The district school board may establish alternative
qualifications for teachers with an industry certification in the career area in which they teach.
Completion of career education training conducted through the local school district inservice master
plan or through an educator preparation institute approved by the Department of Education
pursuant to s. 1004.85.
For full-time teachers, completion of professional education training in teaching methods, course
construction, lesson planning and evaluation, and teaching special needs students. This training
may be completed through coursework from an accredited or approved institution or an approved
district teacher education program.
Demonstration of successful teaching performance.
Documentation of industry certification when state or national industry certifications are available
and applicable.
123 Section 1012.39(1)(c), F.S.
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District school boards are required to issue an adjunct teaching certificate to any applicant who meets
background screening requirements and who has expertise in the subject area to be taught as
evidenced by passage of a subject area test.124
Effect of Proposed Changes
The bill modifies the requirement for school boards in hiring nondegree CTE teachers by requiring a
minimum of 3-years’ experience instead of 6-years. As an alternative to the requirement of passing a
subject area exam, the bill authorizes a person who holds an industry certification in a subject matter
area to serve as an adjunct teacher.
The bill removes the requirements for the completion of a career education training conducted through
the local school district inservice master plan or through an educator preparation institute approved by
the DOE. The bill also removes the criteria of the demonstration of successful teaching performance.
The bill adds the requirement that full-time teachers must complete professional education training in
teaching methods, course construction, lesson planning and evaluation, and teaching special needs
students. This training may be completed through coursework from an accredited or approved
institution, an approved district teacher education program, or the local school district inservice master
plan.
Renewal of Professional Certificates
Present Situation
Educators have continuing education requirements to renew their professional certificates .125
Professional certificates, except a nonrenewable professional certificate, are renewable for successive
periods not to exceed five years after the date of submission of documentation of completion of the
specified requires.126 One requirement for renewal includes the completion of a minimum of 6 college
credits or 120 inservice points 127 or a combination of college credits and inservice points. 128 In lieu of
college course credit or inservice points, the state offers many alternative options, such as the applicant
may renew a subject area specialization by passage of a state board approved Florida-developed
subject area examination or, if a Florida subject area examination has not been developed, a
standardized examination specified in state board rule.129
Effect of Proposed Changes
The bill requires school districts to include in their inservice master plan the ability for teachers to
receive inservice points for supporting students in extracurricular CTE activities, such as career and
technical student organization activities outside of regular school hours and training related to
supervising students participating in career and technical student organization.
The Office of Program Policy Analysis and Government Accountability
Present Situation
124 Section 1012.57(1), F.S.
125 Section 1012.585, F.S.
126 Section 1012.585(2)(a), F.S.
127 Florida Department of Education, Florida Educator Certification Renewal Requirements,
https://www.fldoe.org/teaching/certification/renewal-requirements/ (last visited Mar. 6, 2023). Inservice points must be from an
approved Florida master inservice program.
128 Section 1012.585(3)(a), F.S.
129 Section 1012.585(3)(b), F.S.
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The Office of Program Policy Analysis and Government Accountability (OPPAGA) is a research arm of
the Florida Legislature. OPPAGA supports the Florida Legislature by providing data, evaluative
research and objective analysis that assist legislative budget and policy deliberations. 130
Effect of Proposed Changes
The bill requires OPPAGA to conduct a review of approved career statewide articulation agreements.
Such career articulation agreements include industry certification, career certification, and applied
technology diploma programs that articulate to associate in science or associate in applied science
degrees; early childhood education programs; and associate in science to baccalaureate degree
programs.
The review must include, at a minimum, the following:
The number of CAPE industry certifications on the Master Credentials List, which are included in a
statewide articulation agreement.
The number of career programs or degrees offered by career centers and Florida College System
institutions compared to the number of such certifications or programs included in a statewide
articulation agreement.
o The extent to which articulated programs included in a statewide articulation agreement are
offered in a region or service area.
o The number and percentage of students in an articulated career program who transfer to and
then complete the linked program specified in the statewide articulation agreement.
o Recommendations to strengthen the process of developing statewide articulation agreements,
and on the role of such agreements in a Florida stackable credential framework.
The bill requires OPPAGA to report its findings to the President of the Senate and the Speaker of the
House of Representatives by December 31, 2023.
B. SECTION DIRECTORY:
Section 1: Amends s. s. 14.36, F.S.; requiring the Office of Reimagining Education and Career Help
to work with other specified entities to provide certain information relating to workforce
development boards; revising duties of the Office of Reimagining Education and Career
Help.
Section 2: Amends s. 216.135, F.S.; requiring state agencies to ensure certain work product is
consistent with information produced by specified entities.
Section 3: Amends s. 216.136, F.S.; revising a requirement for the provision of certain data to the
Office of Economic and Demographic Research; deleting a provision relating to the
Labor Market Estimating Conference
Section 4: Amends s. 220.198, F.S.; renaming the Internship Tax Credit Program as the
"Experiential Learning Tax Credit Program"; providing and revising definitions; providing
that businesses that hire apprentices or preapprentices are eligible for the tax credit;
providing requirements for such eligibility.
Section 5: Amends s. 413.615, F.S.; revising the requirements for the use of funds by the board of
directors of the Florida Endowment Foundation for the Division of Vocational
Rehabilitation within the Department of Education; extending the scheduled date of
repeal of the Florida Endowment for Vocational Rehabilitation.
Section 6: Amends s 445.004, F.S.; revising the list of credentials that must be included on the
Master Credentials List; revising CareerSource Florida, Inc., responsibilities in providing
administrative support to the state board; requiring the director of the Office of
130 Office of Program Policy Analysis and Government Accountability, About OPPAGA, https://oppaga.fl.gov (last visited Mar. 6,
2023).
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Reimagining Education and Career Help to serve as the chair of the Credentials Review
Committee; requiring that credentials remain on the list for a specified time; deleting the
requirement that the Credentials Review Committee develop a returned-value funding
formula; revising responsibilities of the state board; conforming provisions to changes
made by the act.
Section 7: Amends s. 445.007, F.S.; requiring local workforce development boards to create
specified consortiums; providing requirements for such consortiums; providing for the
appointment and terms of consortium members and the filling of vacancies; prohibiting
local workforce development board members from serving as a consortium member.
Section 8: Amends s. 445.009, F.S.; revising the requirements for training services provided
through the one-stop delivery system.
Section 9: Amends s. 445.038, F.S.; providing requirements for certain jobs to be eligible for job
training.
Section 10: Amends s. 446.071, F.S.; revising the entities that may be a local apprenticeship
sponsor.
Section 11: Amends s. 446.0915, F.S.; requiring diversified education programs be prioritized as
certain paid work-based learning experiences; requiring district school boards to provide
at least one work-based learning opportunity to certain students.
Section 12: Amends s 446.54, F.S.; requiring specified employers to apply to the Department of
Financial Services for reimbursement of workers' compensation premiums paid for
students participating in work-based learning opportunities; providing requirements for
the application for reimbursement and verification of information provided on such
applications; requiring that reimbursements be made on a first-come, first-served basis;
defining the term "educational institution".
Section 13: Amends s. 464.0195, F.S.; revising the primary goals of the Florida Center for Nursing;
requiring the center to submit a specified annual report to the Governor and the
Legislature by a date certain.
Section 14: Amends s. 1001.43, F.S.; requiring school districts to adopt policies and procedures to
celebrate the academic and career achievements of students; beginning in a specified
school year, requiring each high school to host an annual career fair for certain students;
providing requirements for such career fairs.
Section 15: Amends s. 1002.31, F.S.; providing additional requirements for the controlled open
enrollment process used by district school boards relating to the completion of certain
courses or certifications.
Section 16: Amends s. 1003.02, F.S.; modifying requirements for parental notification of acceleration
options for students;
Section 17: Amends s. 1003.4156, F.S.; revising requirements for the revisions of certain
personalized academic and career plans.
Section 18: Amends s. 1003.4203, F.S.; deleting a requirement that each district school board
provide to schools certain digital tools and materials; deleting provisions relating to
CAPE innovation courses; providing for the approval of CAPE industry certifications by
CareerSource; requiring CareerSource to provide a letter of deficiency within a specified
timeframe to applicants who fail to meet certain standards.
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Section 19: Amends s. 1003.4282, F.S.; revising the credit requirements for a high school diploma;
authorizing certain practical arts courses to satisfy the one credit requirement in fine or
performing arts; speech and debate, or career and technical education; requiring the
State Board of Education to collaborate with certain entities to facilitate the award of
such credit; requiring the department to convene a workgroup to review and identify
certain education programs and pathways.
Section 20: Amends s. 1003.4285, F.S.; renaming the Merit designation for standard high school
diplomas as the "Industry Scholar" designation.
Section 21: Amends s. 1003.491, F.S.; revising the data used in creating the strategic 3-year plan
developed by the local school district and specified entities.
Section 22: Amends s. 1003.5716, F.S.; conforming provisions to changes made by the act.
Section 23: Amends s. 1004.013, F.S.; renaming the workforce opportunity portal as the "consumer-
first workforce system"; conforming provisions to changes made by the act.
Section 24: Amends s. 1004.015, F.S.; providing additional duties for the Florida Talent
Development Council; requiring the council to submit recommendations to the Governor
and the Legislature by a specified date.
Section 25: Amends s. 1008.41, F.S.; conforming a provision to changes made by this act.
Section 26: Amends s. 1008.44, F.S.; revising which courses must be included on the CAPE
Industry Certification Funding List; providing the Department of Education with authority
to select certain digital tool certificates; requiring the department to annually review
certain assessments; deleting criteria used by the Commissioner of Education in limiting
certain certifications and certificates; providing requirements for agriculture occupations
to be included on the CAPE Industry Certification Funding List; conforming cross-
references.
Section 27: Amends s. 1009.77, F.S.; revising student eligibility criteria for the Florida Work
Experience Program; providing requirements for participating institutions.
Section 28: Creates s. 1009.771, F.S.; authorizing a state university to establish a workforce
education partnership program for specified purposes; requiring the Board of Governors
to create a template for the establishment of such program; providing board and
template requirements; requiring the board adopt regulations.
Section 29: Amends s. 1011.62, F.S.; conforming cross-references.
Section 30: Reenact and Amends s. 1011.80, F.S.; authorizing certain entities to offer continuing
workforce education courses and programs without prior approval by the State Board of
Education; requiring certain Florida College System institutions and school districts to
maintain certain records and produce certain reports; deleting a requirement that a
workforce education program must be reviewed by the State Board of Education subject
to certain criteria for a Florida College System Institution or school district to receive
certain funding; providing that new workforce education programs must be approved by
the board of trustees of the institution or the district school board; requiring each district
school board to be provided funds for each industry certification earned by a student in
specified areas.
Section 31: Amends s. 1011.801, F.S.; requiring the Department of Education, rather than the State
Board of Education, to administer the Workforce Development Capitalization Incentive
Grant Program; revising the purpose of the program; authorizing the State Board of
Education to adopt rules governing program administration.
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Section 32: Amends s. 1011.802, F.S.; revising requirements for the Florida Pathways to Career
Opportunities Grant Program; limiting the potential grant award for each recipient;
providing duties for the Department of Education regarding the grant program;
authorizing the department to grant a bonus in the award amount to certain applicants.
Section 33: Amends s. 1011.803, F.S.; revising the purpose of and requirements for the Money-back
Guarantee Program.
Section 34: Amends s. 1011.81, F.S.; deleting a requirement for the development of a return-value
formula; deleting requirements for the allocation of specified funds.
Section 35: Amends s. 1012.39, F.S.; revising experience requirements for nondegreed teachers.
Section 36: Amending s. 1012.57, F.S.; revising requirements for the award of an adjunct teaching
certificate.
Section 37: Amends s. 1012.585, F.S.; revising the requirements for district school board inservice
master plans.
Section 38: Requiring the Office of Program Policy Analysis and Government Accountability to
conduct a review of career statewide articulation agreements; providing requirements for
the review; requiring the office to present a report to the Legislature by a specified date.
Section 39: Provides an effective date.
II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT
A. FISCAL IMPACT ON STATE GOVERNMENT:
1. Revenues:
See fiscal comments.
2. Expenditures:
See fiscal comments.
B. FISCAL IMPACT ON LOCAL GOVERNMENTS:
1. Revenues:
See fiscal comments.
2. Expenditures:
See fiscal comments.
C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
See fiscal comments.
D. FISCAL COMMENTS:
Section 4 – Experiential Learning Tax Credit.—
The bill expands and renames the ‘Internship Tax Credit Program’ the ‘Experimental Learning Credit
Program’. The bill also authorizes businesses to claim a tax credit for employing apprentices and
preapprentices. Consistent with the current program, the tax credit amount remains $2,000 per student
intern, apprentice, or preapprentice (maximum of $10,000/business for each taxable year).
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The bill specifies that the combined total amount of tax credits is $2.5 million in each of the state fiscal
years 2021-2022, 2022-2023, 2023-2024, and 2024-2025.
Section 12 - Reimbursement for workers' compensation insurance premiums.—
The House Proposed General Appropriations Act for Fiscal Year (FY) 2023-2024 includes $2 million in
recurring general revenue funds provided to the Department of Education for reimbursement of
workers’ compensation insurance premiums. These funds would be available to be transferred to the
Department of Financial Services.
Section 26 - CAPE Industry Certification Funding List.—
The House Proposed General Appropriations Act for FY 2023-2024 includes $6.5 million for District
Workforce Education and $20 million for the Florida College System to provide $1,000 for each industry
certification earned by students on the CAPE Industry Certification Funding List.
Section 27 – Florida Work Experience Program.—
The bill adds applied technology diplomas as eligible programs for the FL Work Experience Program,
which provides funding, subject to appropriation, to postsecondary institutions to provide eligible
students with paid internships offered by employers in partnership with school districts, career technical
centers, public colleges and universities, and non-profit postsecondary institutions eligible to participate
in FSAG. The House Proposed General Appropriations Act for FY 2023-2024 includes $1.6 million for
the Florida Work Experience Program.
Section 28. Workforce education partnership programs.—
The bill provides a framework for a state university to establish a workforce education partnership
program that would help students to graduate without student loans. Institutions are not required to
establish these partnerships, but if they chose to do so, costs may be absorbed within existing
resources.
Section 31. Workforce Development Capitalization Incentive Grant Program.—
The bill adds additional criteria for which workforce development programs may be funded by the
Workforce Development Capitalization Incentive Grant Program. The House Proposed General
Appropriations Act for FY 2023-2024 does not include funding for this grant program.
Section 32. Florida Pathways to Career Opportunities Grant Program.—
Currently, allowable expenditures under the Pathways to Career Opportunities Grant Program are
limited to the creation or expansion of apprenticeship or preapprenticeship programs. The bill specifies
that grant funds may also be used to operate such programs and to fund the cost of providing related
technical instruction. The bill also authorizes the department to grant a bonus in the award amount to
applicants that submit a joint application for shared resources.
The House Proposed General Appropriations Act for FY 2023-2024 includes $15 million and reverts
and reappropriates the unexpended balance from FY 2022-2023 for the Pathways to Career
Opportunities Grant Program.
Section 33. Money-back Guarantee Program.—
Current law provides guidelines on which programs an institution may choose to offer a money-back
guarantee on. The bill provides additional flexibility by removing certain criteria and allowing institutions
to select any three programs of their choosing. This may save students completing such programs an
indeterminate, but significant amount of money.
III. COMMENTS
A. CONSTITUTIONAL ISSUES:
1. Applicability of Municipality/County Mandates Provision:
None.
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2. Other:
None.
B. RULE-MAKING AUTHORITY:
Section 4. Experiential Learning Tax Credit.—
The bill authorizes the Department of Revenue to adopt rules, including emergency rules, governing
the manner and form of applications for the tax credit and establishing qualification requirements for the
tax credit.
Section 14. Supplemental Powers and Duties of District School Boards.—
The bill requires each district school board to adopt policies and procedures requiring high schools to
hold annual career fairs and academic scholarship signing and college and career decision days.
Section 15. Controlled Open Enrollment.—
The bill requires each district school board to adopt a rule that enables a student who, in middle school,
completed a career and technical education course or an industry certification included in the CAPE
Industry Certification Funding List to continue a sequential program of career and technical education in
the same concentration, if a high school in the district offers the program.
Section 28. Workforce Education Partnership Programs.—
The bill requires the Board of Governors to adopt regulations for the workforce education partnership
program.
Section 31. Workforce Development Capitalization Incentive Grant Program.—
The bill authorizes the State Board of Education to adopt rules to facilitate the Department of
Education’s administration of the program.
C. DRAFTING ISSUES OR OTHER COMMENTS:
None.
IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
None.
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