Meeting Packet — Careers & Workforce Subcommittee, House of Representatives (March 12, 2025)
Summary
Meeting packet for the Careers & Workforce Subcommittee of the House of Representatives, for Wednesday, March 12, 2025, 10:15 AM in Morris Hall. The notice lists HB 127 on exceptional student education, HB 571 on career planning opportunities for students and HB 1145 on workforce education. The bill analysis for HB 127 states that the bill creates a workforce credential program for students with autism spectrum disorder, to be developed and implemented by the Florida Department of Education by January 31, 2026, with an annual report from 2026 through 2030. It states an effective date of July 1, 2025.
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“Meeting Packet — Careers & Workforce Subcommittee, House of Representatives (March 12, 2025).”
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Careers & Workforce
Subcommittee
March 12th, 2025
10:15 AM
Morris Hall (17 HOB)
Meeting Packet
Daniel Perez Berny Jacques
Speaker Chair
Committee Meeting Notice
HOUSE OF REPRESENTATIVES
Careers & Workforce Subcommittee
Start Date and Time: Wednesday, March 12, 2025 10:15 AM
End Date and Time: Wednesday, March 12, 2025 12:15 PM
Location: Morris Hall (17 HOB)
Duration: 2.00 hrs
Consideration of the following bill(s):
HB 127 Exceptional Student Education by Kendall
HB 571 Career Planning Opportunities for Students by Kendall
HB 1145 Workforce Education by Shoaf
NOTICE FINALIZED on 03/10/2025 4:39PM by Vernon.Andrea
03/10/2025 04:39:26PM Leagis ® Page 1 of 1
HB 127
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: HB 127 COMPANION BILL: CS/SB 102 (Gaetz)
TITLE: Exceptional Student Education LINKED BILLS: None
SPONSOR(S): Kendall RELATED BILLS: None
Committee References
Careers & Workforce Human Services PreK-12 Budget Education & Employment
SUMMARY
Effect of the Bill:
The bill seeks to enhance the employment opportunities for students with Autism Spectrum Disorder (ASD) by
establishing a workforce credential program. The program must be developed and implemented by the Florida
Department of Education (DOE) by January 31, 2026. To evaluate the program's effectiveness, the bill requires that
the DOE submit an annual report from 2026 through 2030 with participation and outcomes data.
Fiscal or Economic Impact:
The bill requires DOE to develop and implement a workforce credential program for students with ASD. A
curriculum framework for students with disabilities already exists. As such, it is unclear if the bill requires DOE to
leverage this existing framework or create a brand-new framework. Additionally, adoption and implementation of
the workforce credential program is at the discretion of school districts. Therefore, the bill will have an
indeterminate fiscal impact on state and local expenditures.
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ANALYSIS
EFFECT OF THE BILL:
The bill creates a workforce credential program for students with autism spectrum disorder (ASD) with the goal of
assisting students within securing employment upon graduation. The bill requires the Florida Department of
Education (DOE) to develop and implement this program by January 31, 2026. Adoption and implementation of the
workforce credential program is at the discretion of school districts.
The program must allow students to earn workforce certificates that indicate they have acquired specific skills that
meet employer needs. Each workforce certificate must require the student to demonstrate five discrete skills or
behaviors, including, but not limited to, workplace safety. Additionally, the student’s demonstration of the required
skills for each workforce certificate must be validated by two instructional staff members who specialize in
exceptional student education.
Beginning in 2026 and continuing through 2030, the bill requires the DOE to prepare an annual report by January
31 of the following year detailing the program’s operations. At a minimum, the report must include:
• The workforce certificates offered by the program;
• Data on post-graduation student employment;
• Student participation rates; and
• Any other outcome data deemed necessary by the DOE. (Section 1)
The bill takes effect on July 1, 2025. (Section 2)
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FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
The bill requires DOE to develop and implement a workforce credential program for students with autism
spectrum disorder. A curriculum framework for students with disabilities already exists. As such, it is unclear if the
bill requires DOE to leverage this existing framework or create a brand-new framework. For this reason, the bill
will have an indeterminate impact to state expenditures.
LOCAL GOVERNMENT:
Adoption and implementation of the workforce credential program is at the discretion of school districts.
Therefore, the bill will have an indeterminate impact on local government expenditures.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Exceptional Student Education
The Individuals with Disabilities in Education Act (IDEA)1 and Florida law2 mandate that all students who are
between the ages of 3 to 21 and have a disability have the right to a free, appropriate public education (FAPE).
School districts have the responsibility to ensure that students suspected of having a disability are subject to
general education intervention procedures.3 Each district school board is required to provide for an appropriate
program of special instruction, facilities, and services for exceptional students. Each district program must:4
• Provide the necessary professional services for diagnosis and evaluation of exceptional students.
• Provide the special instruction, classes, and services, either within the district school system, in
cooperation with other district school systems, or through contractual arrangements with approved
private schools or community facilities.
Once a child meets IDEA’s eligibility criteria, FAPE is implemented through the Individualized Education Program
(IEP), which is the plan for providing special education and related services by the local education agency. The IEP
is the primary tool for outlining a student’s specialized education needs.5 The IEP is developed by an IEP team
composed of school personnel and the child’s parents or guardian.6 A student must be properly evaluated and
found eligible as an exceptional student before receiving special instruction or services as follows: 7
• A school district must evaluate a student within 60 days after receiving signed parental consent. 8
• An IEP team, to include the parents of the affected student, must then review the evaluation and determine
the educational needs of the student.9
Autism Spectrum Disorder and Workforce Challenges
ASD is a developmental disability caused by differences in the brain.10 As individuals with ASD transition to
adolescence and adulthood, they may face challenges in developing and maintaining friendships, communicating
1 34 C.F.R. Part 300.
2 Section 1003.5716, F.S.
3 Rule 6A-6.0331, F.A.C.
4 Section 1003.57(1)(b), F.S.
5 Florida Department of Education, Developing Quality Individual Education Plans (2015), p. 9, available at
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf.
6 Congressional Research Service, The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory
Provisions (August 20, 2024), p. 2, available at https://crsreports.congress.gov/product/pdf/R/R41833.
7 Section 1003.57(1)(c), F.S.
8 Rule 6A-6.0331(3)(f), F.A.C.
9 Rule 6A-6.0331(6)(a), F.A.C.
10 Centers for Disease Control and Prevention, About Autism Spectrum Disorder,
https://www.cdc.gov/autism/about/index.html (last visited Feb. 28, 2025).
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2
with peers and adults, or understanding what behaviors are expected in school or on the job.11 These challenges
can make it difficult to secure and sustain competitive employment, even for those with strong technical skills. 12
Research indicates that employees with ASD have many skills that can contribute a great deal to the workforce.
Despite possessing valuable skill sets, individuals with ASD face higher unemployment and underemployment
rates compared to the general population. 13 Research suggests that targeted training, employer-recognized
credentials, and structured workforce support can significantly enhance employment outcomes for individuals
with disabilities, including ASD.14
Career Education Services for Students with Disabilities
The DOE has adopted a curriculum framework specifically for career education services for students with
disabilities through a structured sequence of courses designed to develop employability skills, technical training,
and industry certification opportunities. This program is individualized for each student through that student’s IEP
or other accommodations plan and allows students to gain the skills necessary for competitive employment in
their desired occupation.15
The curriculum framework integrates competency-based applied learning, including instruction in:16
• Career Ready Practices;17
• Workplace safety;
• Job-seeking and employability skills;
• Self-advocacy and career planning; and
• Technical skills in industry-specific fields.
Students may earn multiple credits as they progress through career education courses, with their achievements
documented through the Occupational Completion Point system. Some students may also participate in on-the-job
training opportunities.18
11 Id.
12 Kate Jackson, Autism in the Technology Workplace, Social Work Today, Vol. 13, No. 6, p. 8 (Nov./Dec. 2013), available at
https://www.socialworktoday.com/archive/111113p8.shtml.
13 A.J. Griffiths et al., Developing Employment Environments Where Individuals with ASD Thrive: Using Machine Learning to
Explore Employer Policies and Practices, Brain Sci., Vol. 10, No. 9, p. 632 (Sept. 11, 2020), available at
https://pmc.ncbi.nlm.nih.gov/articles/PMC7564237/.
14 Florida Department of Education, Florida Department of Economic Opportunity, and CareerSource Florida, 2024-2028 WIOA
Combined Plan, pp. 426-507, available at https://careersourceflorida.com/wp-content/uploads/2024/02/2024-2028-WIOA-
Combined-Plan.pdf.
15 Florida Department of Education, 2024-25 CTE Curriculum Frameworks, available at
https://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks/2024-25-
frameworks/additional-cte-programs-courses.stml, download “Career Education Services for Students with Disabilities
(9603100) (RTF).”
16 Id.
17 Career Ready Practices include, but are not limited to, acting as a responsible and contributing citizen and employee,
applying appropriate academic and technical skills, communicating clearly, and using technology to enhance productivity. Id.
18 Id.
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3
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Careers & Workforce Kiner Wolff
Subcommittee
Human Services Subcommittee
PreK-12 Budget Subcommittee
Education & Employment
Committee
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4
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
HB 127 2025
1 A bill to be entitled
2 An act relating to exceptional student education;
3 creating s. 1003.5717, F.S.; requiring the Department
4 of Education to develop and implement, by a specified
5 date, a workforce credential program for students with
6 an autism spectrum disorder; providing the purpose of
7 the program; providing requirements for the program;
8 requiring the department to produce an annual report
9 during a specified timeframe; providing requirements
10 for the report; providing an effective date.
11
12 Be It Enacted by the Legislature of the State of Florida:
13
14 Section 1. Section 1003.5717, Florida Statutes, is created
15 to read:
16 1003.5717 Workforce credential program for students with
17 autism spectrum disorder.—The Department of Education shall
18 develop and implement by January 31, 2026, a workforce
19 credential program for students with an autism spectrum
20 disorder. The purpose of the program is to assist such students
21 in securing employment upon graduation. The program must allow
22 for such students to earn workforce certificates that designate
23 that the students have acquired specific skills that meet
24 employer needs.
25 (1) Each workforce certificate must require the student to
Page 1 of 2
CODING: Words stricken are deletions; words underlined are additions.
hb127-00
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
HB 127 2025
26 demonstrate five discrete skills or behaviors, including, but
27 not limited to, workplace safety.
28 (2) The workforce certificate must be validated by two
29 members of instructional staff who specialize in exceptional
30 student education.
31 (3) Beginning with the 2026 calendar year through the 2030
32 calendar year, the department shall prepare an annual report by
33 January 31 of the following year detailing the operations of the
34 program. At a minimum, the report must include the workforce
35 certificates offered by the program, data on postgraduation
36 student employment, data on student participation rates in the
37 program, and any other outcome data deemed necessary by the
38 department to be included.
39 Section 2. This act shall take effect July 1, 2025.
Page 2 of 2
CODING: Words stricken are deletions; words underlined are additions.
hb127-00
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 127 (2025)
Amendment No. 1
COMMITTEE/SUBCOMMITTEE ACTION
ADOPTED (Y/N)
ADOPTED AS AMENDED (Y/N)
ADOPTED W/O OBJECTION (Y/N)
FAILED TO ADOPT (Y/N)
WITHDRAWN (Y/N)
OTHER
1 Committee/Subcommittee hearing bill: Careers & Workforce
2 Subcommittee
3 Representative Kendall offered the following:
4
5 Amendment (with title amendment)
6 Remove everything after the enacting clause and insert:
7 Section 1. Section 1003.5717, Florida Statutes, is created to
8 read:
9 1003.5717 Workforce micro-credential program for students
10 with disabilities.—The Department of Education shall develop and
11 implement by January 31, 2026, a workforce micro-credential
12 program for students with disabilities that leverages existing
13 career and technical education curriculum frameworks. The
14 purpose of the program is to signify to potential employers that
15 the students have demonstrated specific career ready practices
16 or career and technical education standards.
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Page 1 of 3
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 127 (2025)
Amendment No. 1
17 (1) Each course within a career and technical education
18 curriculum framework for students with disabilities must have at
19 least one associated micro-credential signifying that the
20 student has demonstrated at least five discrete specified career
21 ready practices or career and technical education standards,
22 including an understanding of workplace safety.
23 (a) The department shall work with the Florida Center for
24 Students with Unique Abilities established under s. 1004.6495
25 for the development and implementation of the workforce micro-
26 credential program and each micro-credential.
27 (b) The department shall collaborate with the Occupational
28 Safety and Health Administration to develop the specified career
29 ready practices or career and technical education standards
30 related to workplace safety.
31 (2) Upon completion of each such course, the student’s
32 demonstration of the required career ready practices or career
33 and technical education standards must be validated by a member
34 of the instructional staff who specializes in exceptional
35 student education and a member of the student’s individualized
36 education plan team prior to the award of the associated micro-
37 credential.
38 (3) Beginning with the 2026 calendar year through the 2030
39 calendar year, the department shall prepare an annual report by
40 January 31 of the following year detailing the operations of the
41 program. At a minimum, the report must include the workforce
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Page 2 of 3
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 127 (2025)
Amendment No. 1
42 micro-credentials offered by the program, data on postgraduation
43 student employment, data on student participation rates in the
44 program, and any other outcome data deemed necessary by the
45 department to be included.
46 Section 2. This act shall take effect July 1, 2025.
47
48 -----------------------------------------------------
49 T I T L E A M E N D M E N T
50 Remove everything before the enacting clause and insert:
51 An act relating to exceptional student education;
52 creating s. 1003.5717, F.S.; requiring the Department
53 of Education to develop and implement, by a specified
54 date, a workforce micro-credential program for
55 students with disabilities; providing the purpose of
56 the program; providing requirements for the program;
57 requiring the department to produce an annual report
58 during a specified timeframe; providing requirements
59 for the report; providing an effective date.
60
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Page 3 of 3
HB 571
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: HB 571 COMPANION BILL: SB 1094 (Simon)
TITLE: Career Planning Opportunities for Students LINKED BILLS: None
SPONSOR(S): Kendall RELATED BILLS: None
Committee References
Careers & Workforce Education Administration Education & Employment
SUMMARY
Effect of the Bill:
The bill requires work-based learning opportunities to be scheduled at times and locations that maximize student
access and participation. The bill specifies that students aged 16 or older must have the opportunity to meet or
interview with potential employers that offer paid work experiences for students, including registered
preapprenticeship and apprenticeship programs, during required annual career fairs. The bill requires that a high
school student’s personalized academic and career plan be reviewed, revised as necessary, and signed annually
until graduation. The bill facilitates a process for State University System (SUS) institutions, Florida College System
(FCS) institutions, and career centers to award postsecondary credit or career education clock hours for
apprenticeship and preapprenticeship programs.
Fiscal or Economic Impact:
The bill has an indeterminate impact on tuition and fees revenue for SUS and FCS institutions and career centers.
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ANALYSIS
EFFECT OF THE BILL:
The bill requires work-based learning opportunities to be scheduled at times and locations that maximize student
access and participation. (Section 1).
The bill specifies that during the statutorily-required1 annual career fair, students age 16 or older must have the
opportunity to meet and interview with potential employers that offer paid work experiences for students,
including registered preapprenticeship and apprenticeship programs. (Section 2).
The bill requires that beginning when a student enters high school, their personalized academic and career plan
must be reviewed annually until the student graduates. It also must be revised as necessary to identify courses the
student needs to take each year until all required core courses for his or her plan are completed. After the annual
review, the plan must be signed by the student; the student’s parent, legal guardian, or person standing in loco
parentis to the student; and a school counselor. (Section 3).
The bill requires the Board of Governors (BOG) and the State Board of Education (SBE) to adopt regulations and
rules, respectively, that enable students pursuing nontraditional pathways to earn a bachelor’s degree or
certificate through uniform postsecondary credit and career education clock hours across all Florida public
postsecondary educational institutions for college-level training and education acquired while an apprentice or
preapprentice. The regulations and rules must include procedures for credential evaluation and the uniform award
of credit or clock hours, including, but not limited to, equivalency and alignment of programs with appropriate
postsecondary courses and course descriptions. (Section 4).
1 Section 1001.43(14), F.S.
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The bill requires the Articulation Coordinating Committee (ACC) to convene a workgroup composed of 16 specified
members by September 1, 2025 to develop a process for prioritizing and determining postsecondary course
equivalencies and the minimum credits or clock hours that must be awarded for apprenticeship or
preapprenticeship programs. The workgroup must provide recommendations to the BOG and the SBE by March 1,
2026, for approval at the next meeting of each board. Upon approval, the ACC must review apprenticeship and
preapprenticeship programs to determine postsecondary course equivalencies and the minimum credits or clock
hours that must be awarded. The BOG and the SBE must adopt the list approved by the ACC and the ACC must
update it annually. (Section 4).
SUS institutions, FCS institutions, and career centers must award postsecondary credit or career education clock
hours based upon the list adopted by the BOG and SBE if they are applicable toward the student’s degree or
certificate and they may award more than the minimum if appropriate. These credits and clock hours are
guaranteed to transfer to other SUS and FCS institutions and career centers. (Section 4).
The effective date for the bill is July 1, 2025. (Section 5).
RULEMAKING:
Current law requires the SBE to adopt rules for implementing work-based learning opportunities and student
promotion requirements. The bill modifies provisions of law already under the SBE’s rulemaking authority, thus
allowing the SBE to make rules to implement the bill. The bill also creates new rulemaking authority, requiring the
BOG to adopt regulations and the SBE to adopt rules enabling students to earn postsecondary credit and career
education clock hours for training and education acquired while an apprentice or preapprentice.
Lawmaking is a legislative power; however, the Legislature may delegate a portion of such power to executive
branch agencies to create rules that have the force of law. To exercise this delegated power, an agency must
have a grant of rulemaking authority and a law to implement.
FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
The bill has an indeterminate impact on tuition and fees revenue for SUS institutions, FCS institutions, and career
centers. The adoption of new postsecondary course equivalencies to award credit or clock hours for
apprenticeship and preapprenticeship programs may preclude public postsecondary intuitions from collecting the
maximum amount of tuition and fees from the applicable student population. However, the bill may allow
apprenticeship and preapprenticeship students to obtain certain degrees or certificates more quickly resulting in
higher enrollment in other postsecondary programs. Potential additional enrollment at SUS and FCS institutions
and career centers may have a positive impact on tuition and fees revenue.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
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.2 Work-based learning opportunities must meet all of the
following criteria:3
• Be developmentally appropriate.
• Identify learning objectives for the term of experience.
2 Section 446.0915(1), F.S.
3 Section 446.0915(2), F.S.
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2
• 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.
A work-based learning opportunity should prioritize paid experiences, such as apprenticeship, preapprenticeship,
and diversified education programs. School districts are required to ensure that every high school student has
access to at least one work-based learning opportunity.4
Annual Career Fair
Each district school board must require each high school within its jurisdiction to host an annual career fair during
the school year and establish a process to provide students in grades 11 and 12 the opportunity to meet or
interview with potential employers during the career fair. The career fair must be held on the campus of the high
school, except that a group of high schools in the district or a group of districts may hold a joint career fair at an
alternative location. A joint career fair must be held at a location within reasonable driving distance for students at
all participating schools. The career fair must be held during the school day and may use Florida’s online career
planning and work-based learning system5 as part of the career fair activities.6
As an alternative, beginning with the 2024-2025 school year, district school boards may consult with local
workforce development boards, advisory committees, and business groups to determine free or cost-effective
methods to provide other career and industry networking opportunities during the school day for secondary
students and exposure for elementary and secondary students to a representative variety of industries, businesses,
and careers.7
Apprenticeship and Preapprenticeship Programs
Florida law defines an apprentice as a person at least 16 years of age who has entered into a written apprentice
agreement with a registered sponsor. The sponsor can be an employer, an association of employers, or a local joint
apprenticeship committee. The purpose of this agreement is to enable the apprentice to learn a recognized skilled
trade through actual work experience under the supervision of a journeywork craftsperson. Training for an
apprentice should be combined with properly coordinated studies of related technical and supplementary
subjects.8
An apprenticeship or preapprenticeship program must be registered and approved by the Department of
Education (DOE).9 A student who earns credit upon completion of 1 year of related technical instruction for a
registered apprenticeship or preapprenticeship program may use such credit to satisfy high school graduation
credit requirements for fine or performing arts, speech and debate, career and technical education (CTE), or
electives. The SBE is required to approve and identify in the Course Code Directory the apprenticeship and
preapprenticeship programs from which earned credit may be used to satisfy high school graduation
requirements. 10 A student who earns an industry certification for which there is an SBE-approved statewide course
credit articulation agreement may substitute the certification for one mathematics credit. Substitution may occur
for up to two mathematics credits, except for Algebra I and Geometry.11
4 Section 446.0915(2)-(3), F.S.
5 Xello, The Future of Work Florida, https://xello.world/en/florida-college-career-ready/ (last visited Mar. 6, 2025). Xello is
Florida’s official K-12 career planning and work-based learning coordination provider.
6 Section 1001.43(14), F.S.
7 Id.
8 Section 446.021(2), F.S.; see also Florida Department of Education, 2023-2024 Apprentice Florida Report, Florida's Annual
Apprenticeship and Preapprenticeship Report (last visited Mar. 6, 2025).
9 Sections 446.021(5)-(6), F.S.
10 Section 1003.4282(7)(a)3., F.S.
11 Section 1003.4282(3)(b), F.S.
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Florida’s Registered Apprenticeship programs require five core components:12
• Business involvement.
• Structured on the job training.
• Related technical instruction.
• Rewards for skill gains.
• A nationally recognized credential.
These five components work together to provide the apprentice with a meaningful educational experience to jump
start his or her career.
The term of an apprenticeship may be completed through either a time-based approach, a competency-based
approach, or a hybrid approach, as follows:13
• The time-based approach measures skill acquisition through the apprentice's completion of at least 2,000
hours of on-the-job training, exclusive of related technical instruction.
• The competency-based approach measures the apprentice's successful demonstration of acquired skills
and knowledge, demonstrated through on-the-job training and related technical instruction.
• The hybrid approach measures the individual apprentice's skill acquisition through a combination of a
range of specified number of hours of on-the-job training and the successful demonstration of competency.
Personalized Academic and Career Plan
A course in career and education planning must be completed in 6th, 7th, or 8th grade. It may be delivered as a stand-
alone course or integrated into another course or courses, and may be taught by any member of the instructional
staff. 14 The course should incorporate the standards and benchmarks established in the curriculum frameworks.15
The course numbers for the approved stand-alone and integrated courses are listed in the Course Code Directory.16
The course must:17
• be Internet-based, customizable to each student and include research-based assessments to assist students
in determining educational and career options and goals;
• result in a completed personalized academic and career plan for the student, which must use, when
available, Florida’s online career planning and work-based learning coordination system;18
• teach each student how to access and update the plan and encourage the student to update the plan at least
annually as the student progresses through middle school and high school;
• be implemented as a stand-alone course or integrated into another course or courses.
The required personalized academic and career plan must:19
• emphasize the importance of entrepreneurship and employability skills;
• include information from the DOC’s economic security report and other state career planning resources;
• inform students of high school graduation requirements;
• include a detailed explanation of the requirements for earning a high school diploma designation and the
career and technical education pathway to earn a standard high school diploma; as well as scholarship
requirements for each scholarship in the Florida Bright Futures Scholarship Program requirements;
• outline admission criteria for state university and Florida College System institutions;
12 Florida Department of Education, 2023-2024 Apprentice Florida Report, Florida's Annual Apprenticeship and
Preapprenticeship Report (last visited Mar. 6, 2025).
13 Rule 6A-23.004(2), F.A.C.
14 Section 1003.4156(1)(e), F.S.
15 Florida Department of Education, 2024-2025 CTE Curriculum Frameworks, 2024-25 CTE Curriculum Frameworks (last
visited Mar. 6, 2025). The curriculum frameworks and program standards are identified under each career cluster, which are
aligned with industry expectations and academic requirements.
16 Florida Department of Education, 2024-2025 Course Code Directory, https://www.fldoe.org/policy/articulation/ccd/2024-
2025-course-directory.stml (last visited Mar. 6, 2025); see also, Florida Department of Education, 2024-2025 Approved Middle
School Courses for Career & Education Planning (2024), available at Approved Middle School Courses for Career & Education
Planning.
17 Section 1003.4156(1)(e), F.S.
18 Xello, The Future of Work Florida, https://xello.world/en/florida-college-career-ready/ (last visited Mar. 6, 2025).
19 Section 1003.4156(1)(e), F.S.
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4
• detail opportunities to earn college credit in high school, including Advanced Placement, International
Baccalaureate, Advanced International Certificate of Education, dual enrollment (including career dual
enrollment), work-based learning opportunities (including internships, preapprenticeship and
apprenticeship programs), and career education courses (including career-themed courses and course
sequences that lead to industry certification).
In high school, students in grades 9 through 12 must receive instruction on life skills that build confidence, support
mental health and emotional health and enable students to overcome challenges. 20 Such instruction must include
developing leadership skills, interpersonal skills, organization skills, and research skills; creating a resume
including a digital resume; exploring career pathways; using state career planning resources; developing and
practicing the skills necessary for employment interviews; workplace ethics, and workplace law; managing stress
and expectations; and self-motivation.21
Articulation Coordinating Committee
The ACC is a K-20 advisory body established in 1971 and appointed by the Commissioner of Education. It is
comprised of representatives from all levels of public and private education: the SUS, the FCS, independent
postsecondary institutions, public schools, nonpublic schools, and career and technical education. There is also an
additional member representing students. The committee exists to coordinate ways to help students move easily
from institution to institution and from one level of education to the next.22
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2024 CS/CS/HB 917 Snyder Simon Became law on July 1, 2024
2023 CS/CS/SB 240 Melo Hutson Became law on July 1, 2023
OTHER RESOURCES:
Education & Employment Committee, Postsecondary Career and Adult Education Fact Sheet
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Careers & Workforce Kiner Blalock
Subcommittee
Education Administration
Subcommittee
Education & Employment
Committee
20 Section 1003.42(2)(o)4., F.S.
21 Section 1003.42(2)(o)4.f., F.S.
22 Section 1007.01(3), F.S. See Florida Department of Education, Articulation Coordinating Committee- Oversight Committee,
Oversight Committee (last visited Mar. 6, 2025).
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JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
6
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
HB 571 2025
1 A bill to be entitled
2 An act relating to career planning opportunities for
3 students; amending s. 446.0915, F.S.; requiring work-
4 based learning opportunities to be scheduled at times
5 and locations to maximize student access and
6 participation; amending s. 1001.43, F.S.; providing
7 that a high school's annual career fair must provide
8 certain students the opportunity to meet and interview
9 with certain employers; amending s. 1003.4156, F.S.;
10 requiring a student's personalized academic and career
11 plan to be reviewed annually for a certain period of
12 time and signed by certain persons; requiring such
13 plan to be revised as necessary; creating s.
14 1004.0982, F.S.; providing definitions; requiring the
15 Board of Governors and the State Board of Education to
16 adopt regulations and rules, respectively, to enable
17 certain students to earn postsecondary credit and
18 career education clock hours for certain training and
19 education acquired while an apprentice or a
20 preapprentice; providing requirements for such
21 regulations and rules; requiring the Articulation
22 Coordinating Committee to convene a workshop by a date
23 certain to develop a certain process; requiring a
24 specified office to provide administrative support to
25 the workgroup; providing for workgroup membership;
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26 requiring the workgroup to provide certain
27 recommendations to the Board of Governors and the
28 State Board of Education by a date certain; requiring
29 such committee to review apprenticeship and
30 preapprenticeship programs and, annually, approve a
31 prioritized list of postsecondary course equivalencies
32 and the minimum postsecondary credit or career
33 education clock hours that must be awarded for certain
34 programs; requiring certain information to be included
35 in the statewide articulation agreement; requiring
36 state universities, Florida College System
37 institutions, and career centers to award
38 postsecondary credit or career education clock hours
39 for certain programs under certain circumstances;
40 providing that postsecondary credit and career
41 education clock hours are guaranteed to transfer to
42 other state universities, Florida College System
43 institutions, and career centers; providing an
44 effective date.
45
46 Be It Enacted by the Legislature of the State of Florida:
47
48 Section 1. Paragraphs (g), (h), and (i) of subsection (2)
49 of section 446.0915, Florida Statutes, are redesignated as
50 paragraphs (h), (i), and (j), respectively, and a new paragraph
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51 (g) is added to that subsection to read:
52 446.0915 Work-based learning opportunities.—
53 (2) A work-based learning opportunity must meet all of the
54 following criteria:
55 (g) Be scheduled at such times and locations to maximize
56 student access and participation.
57
58 A work-based learning opportunity should prioritize paid
59 experiences, such as apprenticeship, preapprenticeship, and
60 diversified education programs.
61 Section 2. Paragraph (c) of subsection (14) of section
62 1001.43, Florida Statutes, is amended to read:
63 1001.43 Supplemental powers and duties of district school
64 board.—The district school board may exercise the following
65 supplemental powers and duties as authorized by this code or
66 State Board of Education rule.
67 (14) RECOGNITION OF ACADEMIC AND CAREER ACHIEVEMENT.—
68 (c) Beginning with the 2023-2024 school year, Each
69 district school board shall require each high school within its
70 jurisdiction to host an annual career fair during the school
71 year and establish a process to provide students 16 years of age
72 or older in grades 11 and 12 the opportunity to meet or
73 interview during the career fair with potential employers that
74 offer paid work experiences for students, including registered
75 preapprenticeship and apprenticeship programs during the career
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76 fair. The career fair must be held on the campus of the high
77 school, except that a group of high schools in the district or a
78 group of districts may hold a joint career fair at an
79 alternative location to satisfy the requirement in this
80 paragraph. A joint career fair must be held at a location
81 located within reasonable driving distance for students at all
82 participating schools. The career fair must be held during the
83 school day and may use Florida's online career planning and
84 work-based learning system as part of the career fair
85 activities. Alternatively, district school boards may consult
86 with local workforce development boards, advisory committees,
87 and business groups to determine free or cost-effective methods
88 to provide other career and industry networking opportunities
89 during the school day for secondary students and exposure for
90 elementary and secondary students to a representative variety of
91 industries, businesses, and careers.
92
93 District school board policies and procedures may include
94 conducting assemblies or other appropriate public events in
95 which students sign actual or ceremonial documents accepting
96 scholarships or enrollment. The district school board may
97 encourage holding such events in an assembly or gathering of the
98 entire student body as a means of making academic and career
99 success and recognition visible to all students.
100 Section 3. Paragraph (e) of subsection (1) of section
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101 1003.4156, Florida Statutes, is amended to read:
102 1003.4156 General requirements for middle grades
103 promotion.—
104 (1) In order for a student to be promoted to high school
105 from a school that includes middle grades 6, 7, and 8, the
106 student must successfully complete the following courses:
107 (e)1. One course in career and education planning to be
108 completed in grades 6, 7, or 8, which may be taught by any
109 member of the instructional staff. The course must be Internet-
110 based, customizable to each student, and include research-based
111 assessments to assist students in determining educational and
112 career options and goals. In addition, the course must result in
113 a completed personalized academic and career plan for the
114 student, which must use, when available, Florida's online career
115 planning and work-based learning coordination system. The course
116 must teach each student how to access and update the plan and
117 encourage the student to access and update the plan at least
118 annually as the student progresses through middle school and
119 high school. The personalized academic and career plan must
120 emphasize the importance of entrepreneurship and employability
121 skills and must include information from the Department of
122 Commerce's economic security report under s. 445.07 and other
123 state career planning resources. The required personalized
124 academic and career plan must inform students of high school
125 graduation requirements, including a detailed explanation of the
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126 requirements for earning a high school diploma designation under
127 s. 1003.4285 and the career and technical education pathway to
128 earn a standard high school diploma under s. 1003.4282(10); the
129 requirements for each scholarship in the Florida Bright Futures
130 Scholarship Program; state university and Florida College System
131 institution admission requirements; available opportunities to
132 earn college credit in high school, including Advanced Placement
133 courses; the International Baccalaureate Program; the Advanced
134 International Certificate of Education Program; dual enrollment,
135 including career dual enrollment; work-based learning
136 opportunities, including internships and preapprenticeship and
137 apprenticeship programs; and career education courses, including
138 career-themed courses and course sequences that lead to industry
139 certification pursuant to s. 1003.492 or s. 1008.44. The course
140 may be implemented as a stand-alone course or integrated into
141 another course or courses.
142 2. Beginning when a student enters high school, the
143 student's personalized academic and career plan must be reviewed
144 annually until the student graduates. The student's personalized
145 academic and career plan must be revised as necessary to
146 identify courses the student needs to take each year until the
147 student has completed all required core courses for his or her
148 plan. After completion of the annual review, the personalized
149 academic and career plan must be signed by the student; the
150 student's parent, legal guardian, or person standing in loco
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151 parentis to the student; and a school counselor.
152 Section 4. Section 1004.0982, Florida Statutes, is created
153 to read:
154 1004.0982 Postsecondary credit and career education clock
155 hours for apprenticeship and preapprenticeship programs.—
156 (1) As used in this section, the term:
157 (a) "Apprentice" has the same meaning as in s. 446.021(2).
158 (b) "Apprenticeship program" has the same meaning as in s.
159 446.021(6).
160 (c) "Preapprentice" has the same meaning as in s.
161 446.021(1).
162 (d) "Preapprenticeship program" has the same meaning as in
163 s. 446.021(5).
164 (2) The Board of Governors shall adopt regulations and the
165 State Board of Education shall adopt rules that enable students
166 pursuing nontraditional pathways to earn a bachelor's degree or
167 certificate through uniform postsecondary credit and career
168 education clock hours across all Florida public postsecondary
169 educational institutions for college-level training and
170 education acquired while an apprentice or a preapprentice. The
171 regulations and rules must include procedures for credential
172 evaluation and the uniform award of postsecondary credit or
173 career education clock hours, including, but not limited to,
174 equivalency and alignment of apprenticeship and
175 preapprenticeship programs with appropriate postsecondary
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176 courses and course descriptions.
177 (3)(a) The Articulation Coordinating Committee shall
178 convene a workgroup by September 1, 2025, to develop a process
179 for prioritizing and determining postsecondary course
180 equivalencies and the minimum postsecondary credit or career
181 education clock hours that must be awarded for apprenticeship or
182 preapprenticeship programs.
183 (b) The Office of K-20 Articulation shall provide
184 administrative support to the workgroup.
185 (4) The workgroup shall be composed of the following
186 members:
187 (a) The chair of the Articulation Coordinating Committee,
188 or his or her designee, who shall serve as the chair of the
189 workgroup.
190 (b) Four members representing academic affairs
191 administrators and faculty from state universities, appointed by
192 the chair of the Board of Governors.
193 (c) Four members representing academic affairs
194 administrators and faculty from Florida College System
195 institutions, appointed by the chair of the State Board of
196 Education.
197 (d) Four members representing faculty from career centers,
198 appointed by the chair of the State Board of Education.
199 (e) One member representing an apprenticeship sponsor, as
200 described in s. 446.071, appointed by the President of the
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201 Senate.
202 (f) One member representing an apprenticeship sponsor, as
203 described in s. 446.071, appointed by the Speaker of the House
204 of Representatives.
205 (g) The director of the State Apprenticeship Advisory
206 Council.
207 (5) The workgroup shall provide recommendations to the
208 Board of Governors and the State Board of Education by March 1,
209 2026, for approval at the next meeting of each board to allow
210 for adequate public notice.
211 (6) Upon approval of the workgroup's recommendations by
212 the Board of Governors and the State Board of Education, the
213 Articulation Coordinating Committee shall review the
214 apprenticeship and preapprenticeship programs to determine
215 postsecondary course equivalencies and the minimum postsecondary
216 credit or career education clock hours that must be awarded for
217 such programs in accordance with the approved process.
218 (7) Within 1 year after the approval of the workgroup's
219 recommendations under subsection (5), the Articulation
220 Coordinating Committee shall approve a prioritized list of
221 postsecondary course equivalencies and the minimum postsecondary
222 credit or career education clock hours that must be awarded for
223 apprenticeship and preapprenticeship programs. The Board of
224 Governors and the State Board of Education shall timely adopt
225 the list approved by the Articulation Coordinating Committee at
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226 the next meeting of each board to allow for adequate public
227 notice. The Articulation Coordinating Committee must update the
228 list annually. For the purpose of statewide application,
229 postsecondary course equivalencies and the minimum postsecondary
230 credit or career education clock hours that must be awarded for
231 apprenticeship and preapprenticeship programs must be delineated
232 by the Board of Governors and the State Board of Education in
233 the statewide articulation agreement required under s.
234 1007.23(1).
235 (8) State universities, Florida College System
236 institutions, and career centers must award postsecondary credit
237 or career education clock hours for apprenticeship and
238 preapprenticeship programs based on the list adopted by the
239 Board of Governors and the State Board of Education under
240 subsection (7) if the postsecondary credit or career education
241 clock hours are applicable toward the student's degree or
242 certificate. State universities, Florida College System
243 institutions, and career centers may award additional
244 postsecondary credit or career education clock hours if
245 appropriate. Postsecondary credit or career education clock
246 hours awarded in accordance with minimum postsecondary credit
247 and career education clock hour requirements, respectively, are
248 guaranteed to transfer to other state universities, Florida
249 College System institutions, and career centers.
250 Section 5. This act shall take effect July 1, 2025.
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HB 1145
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: HB 1145 COMPANION BILL: SB 742 (Simon)
TITLE: Workforce Education LINKED BILLS: None
SPONSOR(S): Shoaf RELATED BILLS: None
Committee References
Careers & Workforce Higher Education Budget Education & Employment
SUMMARY
Effect of the Bill:
The bill expressly authorized charter schools to receive funds under the Workforce Development Capitalization
Incentive Grant Program. Additionally, the bill requires school districts and Florida College System institutions to
expand their money-back guarantee programs to cover six workforce education programs instead of the current
requirement of three such programs.
Fiscal or Economic Impact:
The bill has an indeterminate impact on state expenditures due to the expansion of the money-back guarantee
program from three programs per institution to six programs.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill provides express authorization for charter schools to receive funds under the Workforce Development
Capitalization Incentive Grant Program (CAP Grant). While the Department of Education (DOE) currently allows
school district charter schools to submit proposals through their chartering school district, this change will permit
such charter schools to submit proposals directly to the DOE. (Section 1)
The bill requires school districts and Florida College System (FCS) institutions to expand their money-back
guarantee programs to cover six workforce education programs instead of the current requirement of three such
programs. The bill provides additional opportunities for students to be reimbursed their tuition costs if they are
unable to secure employment within 6 months of completing selected programs. (Section 2)
The effective date of the bill is July 1, 2025. (Section 3)
FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
The bill expands the number of programs included in the money-back guarantee program. The money-back
guarantee program refunds the cost of tuition to students unable to find a job within 6 months of completion of
select workforce-related programs that prepare students for in-demand, middle-level to high-level wage
occupations. Actual expenditures will vary depending on the number of guarantees that must be honored and the
cost of tuition for those students, therefore the impact to state expenditures is indeterminate.
STORAGE NAME: h1145.CWS
DATE: 3/10/2025
1
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Workforce Development Capitalization Incentive Grant Program
The CAP Grant provides grants to school districts and FCS institutions to fund some or all of the costs associated
with the creation or expansion of career and technical education programs that lead to industry certifications
included on the CAPE Industry Certification Funding List. 1 To be eligible, programs may serve secondary students
or postsecondary students, however, postsecondary career and technical education programs must also serve
secondary students. 2 The DOE advised applicants that any proposals for school district charter schools must be
included in the chartering school districts application. Only a charter school that was not chartered by a school
district could apply as the primary fiscal agent.3 Therefore, as currently implemented by the DOE, school district
charter schools could be blocked from applying for a CAP Grant if their school district elects not to apply and even
should their school district apply, the charter school’s proposal cannot be independently evaluated for a CAP Grant
award.
Funds awarded for a CAP Grant may be used for instructional equipment, laboratory equipment, supplies,
personnel, student services, or other expenses associated with the creation or expansion of a career and technical
education program that serves secondary students. Under current law, expansion of a program may include either
the expansion of enrollment capacity of a program or expansion into new areas of specialization within a program.
No CAP Grant funds may be used for recurring instructional costs or for institutions’ indirect costs. 4 The DOE
provided guidance to CAP Grant applicants that certain fixed capital outlay expenses, such as remodeling and
renovation of existing facilities, are permissible, but that the purchase of land and land improvements or
construction of new structures and buildings are non-allowable expenses.5
The DOE administers the CAP Grant and the State Board of Education (SBE) is authorized to adopt rules for its
administration. The SBE must consider the statewide geographic dispersion of grant funds in ranking the
applications and must give priority to applications from education agencies that are making maximum use of their
workforce development funding by offering high-performing, high-demand programs.6 As of the publication of this
analysis, the SBE has not adopted a rule regarding the CAP Grant to provide additional guidance on how it will rank
applicants as “high-performing” or “high-demand.”
In both 20237 and 2024,8 the Legislature provided $100 million for the CAP Grant.
Money-back Guarantee Program
Created as part of the workforce education efforts of the REACH Act9 in 2021, the money-back guarantee program
requires each school district and FCS institution to refund the cost of tuition to students who are not able to find a
job in the field in which the student was trained within 6 months of successful completion of workforce education
programs selected by the institutions.10 The workforce programs selected by the school districts and FCS
1 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 fulltime 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. See s.
1008.44, F.S.
2 Section 1011.801, F.S.
3 Florida Department of Education, 2024-25 Workforce Development Capitalization Incentive Grant Program: Concept Proposal
Release, at 11, available at https://www.fldoe.org/core/fileparse.php/7515/urlt/2024-CAP-Grant-Concept-Proposal-
Webinar-for-GoToWeb.pdf.
4 Section 1011.801(1), F.S.
5 Florida Department of Education, 2024-25 Workforce Development Capitalization Incentive Grant Program: Concept Proposal
Release, at 13-14, available at https://www.fldoe.org/core/fileparse.php/7515/urlt/2024-CAP-Grant-Concept-Proposal-
Webinar-for-GoToWeb.pdf.
6 Section 1011.801(2), F.S.
7 Section 51, ch. 2023-81, L.O.F.
8 Specific Appropriation 120, s. 2, ch. 2024-231, L.O.F.
9 Chapter 2021-164, L.O.F.
10 Section 1011.803(1), F.S.
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2
institutions should prepare students for in-demand, middle-level to high-level wage occupations. Current law
requires each school district and FCS institution to establish a money-back guarantee program to:
• Offer a money-back guarantee on at least three workforce education programs.
• Establish student eligibility criteria for the money-back guarantee program that includes:
o Student attendance.
o Student program performance.
o Career Service or Career Day attendance.
o Participation in internship or work-study programs.
o Job search documentation.
o Development of a student career plan with the institution’s career services department.11
The law provides school districts and FCS institutions discretion in establishing eligibility criteria for the money-
back guarantee program, however a review of programs reveals large disparities between program requirements.
For example, with regard to the criteria of job search documentation Orange Technical College12 requires “3 letters
from job search” while Broward College 13 requires “evidence of 100 job applications” as well as “evidence of
completing at least 20 good faith interviews.” Additionally, some institutions require that students be willing to
“travel or relocate to a new market to obtain employment” despite the selected programs being in-demand in the
region.14
Each school district and FCS institution was required to notify the SBE, by July 1, 2022, of the money-back
guarantee programs it offers. Information about these programs is made available on each school district’s and FCS
institution’s website, on the DOE’s website, and on EmployFlorida’s website.15 By November 1 of each year, the
DOE must report performance results by school district, FCS institution, and program to the Governor, the
President of the Senate, and the Speaker of the House of Representatives.16 The DOE issued the first report on the
money-back guarantee program in November 2024.17
Current law does not provide school districts or FCS institutions express authority to add application requirements
for the money-back guarantee program other than enrollment in a selected program, but the DOE report reflects
that of the 19,602 students enrolled in identified programs only 790 (4 percent) were considered by the FCS
institution to be enrolled in the money-back guarantee program.18 Similarly, of the 6,019 students enrolled in
school district programs only 3,082 (51 percent) were reported as enrolled in the money-back guarantee
program.19 The report notes disparity, but indicates additional data collection is required.20
As of the DOE report from November 2024, no school district or FCS institution reported reimbursing funds under
the money-back guarantee program or receiving a request for a refund.21
11 Section 1011.803(2), F.S.
12 Orange Technical College, Money Back Guarantee Program,
https://www.orangetechcollege.net/financial_aid/money_back_guarantee (last visited March 9,2025).
13 Broward College, Money Back Guarantee, https://www.broward.edu/admissions/tuition-costs/money-back-guarantee.html
(last visited March 9, 2025).
14 See e.g. Lively Technical College, Money Back Guarantee Eligible Programs, available at https://www.livelytech.com/wp-
content/uploads/2024/03/Money-Back-Guarantee-Eligible-Programs.pdf and Palm Beach State College, PBSC’s Money-Back
Guarantee Program, https://www.palmbeachstate.edu/collegeaffordability/moneybackguaranteeprogram.aspx (last visited
March 9, 2025).
15 Section 1011.803(3), F.S.
16 Section 1011.803(4), F.S.
17 Florida Department of Education, 2024 Money Back Guarantee Program Report, on file with the Careers & Workforce
Subcommittee.
18 Id. at 7.
19 Id. at 11.
20 Id. at 4.
21 Id.
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3
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2023 CS/CS/SB 240 Melo Hutson Became law on July 1, 2023.
2021 CS/CS/CS/HB Yarborough, Melo President Albritton Became law on July 1, 2021.
1507
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Careers & Workforce Kiner Wolff
Subcommittee
Higher Education Budget
Subcommittee
Education & Employment
Committee
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
4
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
HB 1145 2025
1 A bill to be entitled
2 An act relating to workforce education; amending s.
3 1011.801, F.S.; providing that charter schools are
4 eligible for the Workforce Development Capitalization
5 Incentive Grant Program; amending s. 1011.803, F.S.;
6 revising the number of programs school districts and
7 Florida College System institutions must offer money-
8 back guarantees for through the money-back guarantee
9 program; providing an effective date.
10
11 Be It Enacted by the Legislature of the State of Florida:
12
13 Section 1. Section 1011.801, Florida Statutes, is amended
14 to read:
15 1011.801 Workforce Development Capitalization Incentive
16 Grant Program.—The Legislature recognizes that the need for
17 school districts, charter schools, and Florida College System
18 institutions to be able to respond to emerging local or
19 statewide economic development needs is critical to the
20 workforce development system. The Workforce Development
21 Capitalization Incentive Grant Program is created to provide
22 grants to school districts, charter schools, and Florida College
23 System institutions to fund some or all of the costs associated
24 with the creation or expansion of career and technical education
25 programs that lead to industry certifications included on the
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26 CAPE Industry Certification Funding List. The programs may serve
27 secondary students or postsecondary students if the
28 postsecondary career and technical education program also serves
29 secondary students.
30 (1) Funds awarded for a workforce development
31 capitalization incentive grant may be used for instructional
32 equipment, laboratory equipment, supplies, personnel, student
33 services, or other expenses associated with the creation or
34 expansion of a career and technical education program that
35 serves secondary students. Expansion of a program may include
36 either the expansion of enrollments in a program or expansion
37 into new areas of specialization within a program. No grant
38 funds may be used for recurring instructional costs or for
39 institutions' indirect costs.
40 (2) The Department of Education shall administer the
41 program. The State Board of Education may adopt rules for
42 program administration. The State Board of Education shall
43 consider the statewide geographic dispersion of grant funds in
44 ranking the applications and shall give priority to applications
45 from education agencies that are making maximum use of their
46 workforce development funding by offering high-performing, high-
47 demand programs.
48 Section 2. Paragraph (a) of subsection (2) of section
49 1011.803, Florida Statutes, is amended to read:
50 1011.803 Money-back Guarantee Program.—
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F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
HB 1145 2025
51 (2) Each school district and Florida College System
52 institution shall establish a money-back guarantee program to:
53 (a) Offer a money-back guarantee on at least six three
54 programs.
55 Section 3. This act shall take effect July 1, 2025.
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