When Congress passed H.R. 1, the One Big Beautiful Bill Act, in July they included a provision that would expand Pell Grant access to short-term training programs. According to the law, Workforce Pell will take effect on July 1, 2026. The Department of Education (ED) convened a negotiated rulemaking committee to discuss the issues at play, which will lead to guidance from ED on the implementation of Workforce Pell.

Between Dec. 8 and 12, the Accountability in Higher Education and Access through Demand-driven Workforce Pell (AHEAD) committee discussed a variety of issues. At the end of the week, the committee recommended the following rules to govern implementation:

• Job Placement: Initially, placement rates will be based on the percentage of students employed during the second quarter after exiting the program. Under the proposed rule, starting in 2028-29, the rate will include only students employed in an occupation related to the program or a comparable high-skill, high-wage or in-demand occupation.
• Limits on Outsourcing: Institutions cannot outsource more than 25% of programs to an ineligible institution or organization. This proposed rule would bar an institution from acting as a pass-through for an unaccredited provider.
• State-by-State Agreements: This proposal allows for bilateral agreements between states to allow learners to access programs across jurisdictions. This will help learners who may need to cross state lines in order to complete their program.
• Connection with Registered Apprenticeship: The proposed rule would enable instruction related to Registered Apprenticeships to count toward Workforce Pell.
• Credit Transfer Policies: A student who has completed a Workforce Pell-eligible program and subsequently enrolled in a related certificate or degree program must receive academic credit for the Workforce Pell program. The committee proposed a clarification on the types of written policies that will govern this provision, including established articulation agreements, transfer-of-credit agreements, consortium or partnership agreements, or similar arrangements.
• Loss of Eligibility: A school that loses eligibility may not reestablish the failing program or establish a “substantially similar” program for two years. The committee proposed that “substantially similar” include programs with the same 4-digit Classification of Instructional Program (CIP) code.

The AHEAD committee will reconvene the week of Jan. 5 to discuss additional regulations regarding Workforce Pell. ACTE will continue to monitor the negotiations and provide updates as they become available. If you have any questions, please contact ACTE’s Government Relations Manager Jimmy Koch (jkoch@acteonline.org).

On December 9, the Senate Health, Education, Labor and Pensions (HELP) Subcommittee on Education and the American Family held a hearing entitled: “Building Pathways: Advancing Workforce Development in the 21^st Century.” The witnesses included:

• Chris Cox: Deputy Chancellor for Instruction, Research and Development, Alabama Community College System
• Chelle Travis: Executive Director, SkillsUSA
• Joel Stadtlander: Director of Human Resources for ArcelorMittal Calvert
• Luke Rhine: Vice President, Rodel Foundation

The hearing centered on strategies to close the skills gap. But there was also strong discussions on the need for increased investments in CTE along with concerns over the interagency agreement (IAA) to transfer the administration of CTE funds from the Department of Education (ED) to the Department of Labor (DOL).

Throughout the hearing, lawmakers repeatedly highlighted the importance of skills-based pathways that lead to good-paying jobs. Witnesses pointed to industry-recognized credentials, short-term training and work-based learning as critical tools for connecting individuals to in-demand careers more quickly.

In her testimony, Ms. Travis stated, “Federal investments should recognize the full spectrum of work-based learning modalities, from career awareness activities in middle school through career preparation experiences like internships, apprenticeships, and industry-validated competitive events in high school and beyond.” She went on to say that federal policy should “provide dedicated support for scaling work-based learning and developing wider statewide pathways systems that connect CTE programs with complementary workforce development initiatives, ensuring adequate capacity to serve the growing population of learners pursuing career-focused educational experiences.”

On Workforce Pell, Dr. Cox noted that community colleges are well positioned to implement Workforce Pell as they are “agile” and already preparing students for work. Additionally, Sen. Jon Husted (R-OH) said he was glad funding was put toward Workforce Pell in the One Big Beautiful Bill Act and added that it makes sense to put Pell grants toward short-term credentials because “employers are hiring skills, not degrees.”

Several senators also expressed concern over the IAA. Ranking Member Lisa Blunt Rochester (D-DE) said that she was “disappointed” with the move and the potential inefficiencies will cause. According to Luke Rhine, “CTE is fundamentally an education program.” He added that Congress should maintain the existing structure of Perkins with ED to ensure CTE “continues to deliver opportunity for students.”

A recording of this hearing can be found here.

My name is Abigail Owen, and I recently joined ACTE as the Media and Advocacy Coordinator. I will be responsible for managing ACTE’s media activities, developing social media content to support policy and advocacy goals, overseeing website and blog content related to policy and research, and sharing information on federal policy activities with members. I am excited to support ACTE’s Policy, Research and Content Department, and the overall association, through media and policy-related communications and grassroots advocacy.

I graduated from Georgetown University with my Master’s in Public Policy in May of 2024. This graduate program is what brought me to DC, where I currently reside. Previously, I was living in Austin, Texas, where I did my Bachelor’s in political science and international relations at the University of Texas.

I have worked for various advocacy and non-profit organizations prior to joining ACTE. In those roles, I strengthened my media relations, strategic communications, programmatic, and political analysis skills. Most recently, I worked on the communications team of FWD.US, an immigration and criminal justice reform advocacy organization. My primary responsibilities were press engagement and media-facing advocacy campaigns. These experiences strengthened my interest in using strategic communications to advance policy goals and increase public understanding of complex issues.

I also worked for the National Democratic Institute (NDI) as a Program Associate on the Latin America and Caribbean team for a year during my last semester of graduate school and post-graduation. In my role at NDI, I supported democracy-strengthening programs in Guatemala and Honduras focused on citizen participation, legislative coordination and election observation. This work was relevant to my policy area of focus in graduate school, which was international development, particularly in Latin America, as I grew up in both Mexico and Panama.

Increasing equitable access to quality education is something I have always been very dedicated to. In graduate school, I was part of an organization that leveraged evidence-based policy tools to maximize partner organizations’ capacity to deliver and evaluate social impact. I worked on two projects that aimed to bridge the gap of educational inequity in Bogotá and Panama City, respectively. Similarly in graduate school, the major theme of my thesis was educational attainment outcomes in Mexico.

I am very eager to apply my dedication to education to the federal policy level in the United States, therefore I am thrilled to be part of the team at ACTE. Please do not hesitate to contact me at aowen@acteonline.org with any questions or comments!

The Institute of Education Sciences (IES) recently released guides to help state and local education agencies better collect and utilize two types of data: educator data and college and career readiness (CCR) data.  

The CCR guide describes the many metrics that can go into college and career readiness data collection, including CTE enrollment, work-based learning participation, credential attainment, postsecondary and workforce outcomes, and much more. The document also features suggested strategies; state and local examples of data governance, sharing and reporting; definitions of CCR indicators used in various states; and sample questions for stakeholders about CCR activities and metrics. Examples range from Jefferson County Public Schools (KY), which analyzes labor market data and CTE enrollment data on an annual basis with its Local Needs Assessment committee, to Delaware’s development of an interactive CCR dashboard, and much more.  

The educator data guide takes a similar approach, with challenges, tips and examples related to data on the types of credentials and teaching certifications educators hold, salary and benefits, staffing needs across subject areas, and retention. A spotlight is presented on Educators Rising, a student organization that encourages learners to pursue teaching professions. Other examples include Mesa Public Schools (AZ), which has used educator workforce data to develop a “grow your own” pathway for individuals looking for a change of career or teachers looking to move into high-needs subject areas. The district’s analysis of educator data also led to the expansion of its Educational Professions CTE program, which now includes more than 700 high school students. 

Practitioners interested in exploring additional data-related resources can view the “Data & Program Improvement” section of ACTE’s High-quality CTE Library as well as the “Data” tab of ACTE’s Teach CTE Repository. 

Ohio CTE Expansion of Effective Access: A toolkit from the Ohio Department of Education & Workforce provides CTE and workforce leaders with resources and recommendations to expand CTE programming across JobsOhio regions. Alongside an overview of the CTE landscape in the state, the toolkit outlines three steps leaders in each region should take:  

• Understanding Your Region’s Effective Access Status: Leaders should take the time to review the current CTE programs offered in their region and identify participation rates across school districts and counties. To this end, the toolkit provides data on middle and high school CTE participation for each JobsOhio region, allowing leaders to identify underperforming areas and provide targeted support. 
• Building New CTE Programming Where None Currently Exists: Once leaders identify areas where few CTE programs are offered, the toolkit provides a step-by-step process on how they can build new programs—from examining regional labor demand to consulting with industry partners and developing a curriculum. Additional resources are provided on connecting career pathways across the K-12 spectrum and developing programs in rural, suburban and urban areas. 
• Growing Existing CTE Programming to Further Increase Effective Access: Current CTE programs should be updated or expanded in order to grow CTE access across the state. One way leaders can do this is by conducting targeted outreach to students and their families; this can include hosting CTE exploration days, inviting employers to speak in schools and developing parent-focused fact sheets and resources. Additional strategies and resources are provided for leaders to create flexible program schedules, incorporate industry-recognized credentials into CTE courses and develop meaningful work-based learning experiences. 

Labor Market Returns to Community College Noncredit Occupational Education: An article by Peter Riley Bahr and Rooney Columbus in Educational Evaluation and Policy Analysis analyzes the labor market outcomes of community college noncredit occupational programs. 

The researchers examined community college students in Texas who enrolled in a noncredit program between fall 2011 and 2014 and found that, on average, students who participated in a noncredit program earned about $2,000 more annually two years after enrollment, a 3.8% increase compared to their previous salaries. Gains varied by cluster, with Transportation, Engineering Technologies and Construction seeing the highest salary increases. Men experienced higher gains than women, and programs with longer durations of instruction led to higher gains compared to programs with shorter durations. 

When disaggregating program duration by cluster, the researchers found that earnings gains for students who attempted the shortest-term programs (30 or fewer instructional hours) were the strongest in Construction, Engineering Technologies and Transportation programs. Among the longest-term programs (300+ hours of instruction), Nursing, Protective Services and Engineering Technologies saw the strongest gains. Enrollment in noncredit programs also led to a 5.6 percentage point increase in employment immediately after a program. 

National Postsecondary Credential Attainment: New data released by the National Student Clearinghouse Research Center examines postsecondary credential attainment rates for students who first pursued a credential in fall 2019. Major takeaways from the data include the following: 

• The national six-year credential attainment rate for fall 2019 students was 61.1%, holding steady from previous cohorts. 
  • Attainment rates vary across institution types: students from private, nonprofit four-year universities had the highest attainment rate (74.6%), followed by public four-year universities (70.9%) and community colleges (44.1%).  
• Students who previously took dual enrollment (DE) courses were about 14 percentage points more likely to earn a credential (71.1%) compared to students with no DE experience (57.2%).  
  • This difference was larger for community college students: 57.1% of community college students with previous DE experience earned a credential compared to 40% with no experience. 
• Asian (75.7%) and white (69%) students had the highest credential attainment rates. Black (44%), Native Hawaiian/Pacific Islander (44.5%) and Native American (45.2%) students had the lowest rates. 
• Female students had a higher credential attainment rate (64.3%) than male students (58.1%). 
• Students who enrolled in a postsecondary program at age 20 or younger were significantly more likely to earn a credential (63.8%) than students aged 21-24 (35.6%) and students 25 or older (36.6%). 

The Blueprint for Statewide Re-enrollment Success: A report from ReUp Education analyzes New Jersey’s Some College, No Degree (SCND) initiative. Launched in 2022 through a partnership between ReUp and the state, the initiative aims to re-enroll adults who left college without earning a degree or credential—840,000 adults in New Jersey fall into this category. 

The report found that, since the program’s inception, over 13,500 students have re-enrolled in postsecondary education and over 1,400 have graduated with a credential. Of these graduates, 51% earned a bachelor’s degree and 49% earned an associate degree. Furthermore, more than 28,000 are currently exploring a return to education, with 45% seeking to re-enroll as soon as possible and 23% planning to return within 6-12 months. The top pathways for two- and four-year college graduates are Health Professions and Business/Management. 

ReUp also estimates that the initiative will contribute $128 million to the state economy and that each graduate will expand the tax base by $6,590 per year. Despite the potential economic return, adults identified barriers that prevent them from returning to school, including cost (51%), time commitment (21%) and lacking access to online or hybrid courses (7%).  

For the past week or so, lawmakers have been primarily focused on tackling health care subsidies under the Affordable Care Act, and work has stalled on the remaining FY 26 appropriations bills that have to yet pass. The continuing resolution (CR) currently funding the government expires on January 30, 2026, giving Congress limited time to address federal funding for programs before adjourning for the holidays. In other news, the AHEAD Committee at the Department of Education (ED) wrapped up its first week of negotiated rulemaking, focusing on implementation of Workforce Pell next year. Read more updates below. 

• First Week of Workforce Pell Rulemaking Concludes: On Dec. 12, the Accountability in Higher Education and Access Through Demand-driven Workforce Pell (AHEAD) Committee concluded its first week of negotiated rulemaking. The committee came to a consensus for implementing Workforce Pell next year, adopting a series of changes aimed at better aligning Workforce Pell with WIOA and other education and workforce programs. A detailed recap of the committee’s activities can be found on Workforce Pell Watch. 

• Senate HELP Committee Holds Hearing on Workforce Development: On Dec. 9, the Senate Health, Education, Labor and Pensions (HELP) Committee held a hearing that discussed CTE programs and examined their role in equipping workers with the skills needed to enter high-wage careers. During the hearing, several senators expressed concerns regarding the shift of Perkins funds to the Department of Labor (DOL). You can watch the hearing here. 

• ED Launches Talent Marketplace Challenge: On Dec. 15, ED launched the Connecting Talent to Opportunity Challenge. Beginning in January of next year, the Department will call on Governors to work alongside education and workforce leaders to develop and scale talent marketplaces that include a credential registry, learning and employment records and skills-based job description generators. Up to 10 semi-finalists and finalists will receive tailored technical assistance and earn a portion of the $15M prize pool. In addition, the House Education and Workforce Committee held a hearing on these topics on Dec. 10. You can watch the hearing, titled, “Building a Talent Marketplace: How LERS Empower Workers and Expand Opportunity,” here.    

• ED Awards $256M in Education Innovation and Research Grants: On Dec. 15, ED awarded $256M in Education Innovation and Research (EIR) grants to improve literacy across the nation. Aligning with Secretary McMahon’s initial supplemental grant priorities, the majority of grants were awarded to support projects in rural communities. 

• ED Announces Crackdown on Student Aid Fraud: On Dec. 11, ED announced that it has prevented over $1B in student aid fraud through the use of new validity processes that were implemented earlier this year.  

• ED Awards Over $208M in Mental Health Grants: On Dec. 11, ED awarded over $208M in grants to expand mental health professional recruitment and retention and strengthen the mental health workforce in schools. These grants were awarded after the Department identified new grant priorities earlier this year, discontinuing mental health grants that focused on DEI and diversity-related initiatives. 

• Credential Engine Releases Report on 2025 Credentials: A recent report from Credential Engine provides data on total credential counts for 2025. In total, students and workers earned over 1.85M unique credentials. This includes over 264K degrees, 14K occupational licenses and 486K certificates (such as academic and apprenticeship certificates).  

• ED Updates Accreditation Handbook: On Dec. 10, ED announced that it was seeking comments regarding updates to the Department’s Accreditation Handbook. The Department is specifically requesting comments on how the handbook can reduce postsecondary costs, drive intellectual diversity and better assist accreditation agencies in evaluating postsecondary education programs.   

• ED Officially Ends the SAVE Plan: On Dec. 9, ED announced that it was officially ending the Saving on a Valuable Education (SAVE) Plan for student loan repayment after reaching a settlement with the state of Missouri. Initiated during the Biden Administration, the SAVE Plan aimed at helping low-income student loan borrowers with lower monthly payments and an accelerated timeline to finish payments. Over seven million borrowers are currently enrolled in the SAVE Plan and will be required to enroll in new payment plans. 

• ED Launches New FAFSA Earnings Indicator: On Dec. 8, ED launched a new earnings indicator embedded in the FAFSA application process. Once prospective students submit information on institutions they are interested in attending, FAFSA will present data on whether graduates of the institution make more than high school graduates. Secretary McMahon highlights the tool as a way for students and families to make more financially transparent decisions when considering taking on loans and student debt. 

• ED Brings Civil Rights Staffers Back to Work: On Dec. 5, ED recalled dozens of staffers on administrative leave to return to work at the Office for Civil Rights, aiming to reduce the office’s backlog of discrimination complaints. This action follows the Department’s layoffs throughout the year and the numerous lawsuits that followed. 

FY 2026 appropriations remain a top priority for lawmakers as the continuing resolution signed to end the government shutdown is set to expire on January 30 next year. However, little has moved forward so far as Congress continues to negotiate over funding for education, workforce development and other federal programs. The House and Senate have also recently begun hosting CTE-related hearings as a potential Perkins reauthorization looms in the future. In other news, the Education Department (ED) will conduct negotiated rulemaking next week to determine specific rules and requirements for Workforce Pell implementation. Read more updates below. 

• AHEAD Committee to Meet Next Week: Next week, the Accountability in Higher Education and Access through Demand-driven Workforce Pell (AHEAD) Committee will meet to begin developing regulations for implementing Workforce Pell and other provisions that were passed under the One Big Beautiful Bill Act (OBBBA) earlier this year. ED has posted the list of members serving on the committee as well as the agenda, draft regulations and other important documents. ACTE will be monitoring the committee as it convenes and report back on developments. 
• Senate to Hold Hearing on Workforce Development: Next week on Dec. 9, the Senate Health, Education, Labor and Pensions (HELP) Committee will host a CTE-related hearing titled “Building Pathways: Advancing Workforce Development in the 21st Century.” ACTE will report back on the blog summarizing the main takeaways. 
• Education and Workforce Committee Holds Hearing on Student Data: On Dec. 3, the House Education and Workforce Committee’s Early Childhood, Elementary, and Secondary Education Subcommittee held a hearing on safeguarding student privacy and parental rights. Much of the hearing discussion focused on parents’ access to educational data. You can view the hearing here.  
• Veterans’ Affairs Committee Holds Hearing on Veterans’ Workforce: On Dec. 2, the House Committee on Veterans’ Affairs Subcommittee on Economic Opportunity held a heard on “Strengthening the Workforce of Veterans in America.” The hearing featured witnesses from the federal Department of Veterans Affairs as well as industry representatives. You can view the hearing here.  
• Secretary McMahon Commences Civics Tour: On Dec. 2, Secretary McMahon announced the start of ED’s History Rocks tour, aiming to visit schools across all 50 states engaging in civics education. The tour is part of the America 250 Civics Education Coalition.  
• ED Launches New Portal for Foreign Funding: On Dec. 1, ED announced that it was launching a new portal for postsecondary institutions to disclose large foreign funding gifts and contracts they receive. The portal will go live next year on January 2 and is part of the Administration’s focus on national security concerns. 
• ED Announces New Appointments to Accreditation Committee: On Nov. 25, ED appointed five new members to the National Advisory Committee on Institutional Quality and Integrity (NACIQI), which provides accreditation-related policy recommendations to the Department. The new appointees include policy experts from education groups and a student representative from Western Carolina University. 
• DOL Releases WIOA Guidance: On Nov. 25, the Department of Labor (DOL) released guidance that encourages states to utilize WIOA waivers that would exempt them from specific statutory regulations, including exemptions from various funding and workforce development requirements. The guidance aligns with the Administration’s goal of handing states more control over specific programs.  
• Groups Sue ED for Outsourcing Federal Programs: On Nov. 25, a group of school districts, unions and nonprofits expanded a lawsuit against ED after the Department announced that it was outsourcing various programs to other federal agencies last month. The groups allege that these moves would harm K-12 and postsecondary education programs.  
• ED Releases Fact Sheet on Professional Degrees: On Nov. 24, ED released a fact sheet that provides additional information on specific professional degree programs eligible for higher graduate loan caps under the One Big Beautiful Bill Act (OBBBA). Particularly, the fact sheet focuses on nursing programs because of the media attention surrounding the new professional degree program designations.