The Senate Education Committee voted to send first substitute House Bill 447, a proposal to establish a statewide “Catalyst” career and technical education (CTE) grant program, to the full Senate with a favorable recommendation.

Sponsor Speaker Schultz told the committee the grant would provide up to $65,000,000 per year from the state’s stabilization account to help school districts stand up or expand Catalyst-style CTE centers. “The catalyst programs provides real work based learning experience. It partners with local industry businesses, community organizations,” Schultz said, describing a model he visited in Davis County where students work on industry-defined projects and learn budgeting, deadlines and teamwork.

Supporters told the committee the program is intended to be flexible enough for rural and urban districts, to permit partnerships with technical colleges and universities, and to pay for capital expenditures, feasibility studies, equipment, teacher training and program design. Schultz said the program would be optional for districts and that funding would come “as long as the money’s there” in the stabilization account; he also noted the fiscal note shows $65,000,000 in fiscal year 2026 and that a two‑year figure of $130,000,000 appears in the fiscal materials.

Why it matters: supporters said the program could increase graduation rates and provide direct pathways into the workforce. Schultz cited statewide graduation statistics and CTE outcomes, saying “if you complete a CTE program, it's 99 percent,” and gave anecdotal examples of Catalyst graduates with job offers. Business and education witnesses told the committee the program could expand the talent pipeline and help employers fill vacancies.

What the bill would do: HB447 would create a grant program administered through the state school board (USBE). The proposal includes a reporting requirement to USBE and requires USBE to hire one full‑time equivalent staff member to oversee the program. Eligible uses listed in the presentation include equipment purchases, classroom construction or renovation, stakeholder engagement, feasibility studies, and teacher professional development tied to work‑based learning.

Questions and concerns: senators asked about the fiscal footprint and program duration. Senator Reby noted the fiscal materials show $130,000,000 over two years; Schultz and other supporters clarified the bill is written as $65,000,000 per year and that the larger $130,000,000 figure reflects two years of funding in the fiscal note. Senator Fillmore asked whether the program is perpetual or should include a sunset review; Schultz said funding is contingent on stabilization account balances and indicated he was open to discussing mechanisms for longer‑term funding or review. Several senators pressed on guardrails for employer partnerships to avoid a single employer pulling local resources; the sponsor said districts would retain program ownership and that industry demand for partnerships is high.

Public testimony: parent and industry witnesses spoke in favor. Diane Livingston, representing Worldwide Organization for Women, described her child’s positive experience with a project‑based program; Mary Catherine Perry of the Salt Lake Chamber urged passage as a workforce competitiveness measure; Lexi Cunningham (Utah School Boards Association and Utah School Superintendents Association) and Corinne Johnson (Utah Parents United) also testified in support. State Superintendent Sydney Dixon and representatives from Utah technical colleges and industry groups described existing models and demand for expansion.

Committee action: Senator Baldry moved to pass first substitute HB447 with a favorable recommendation to the full Senate; the chair called the motion and ruled the recommendation unanimous.

The bill now heads to the full Senate for further consideration.