Newly released data from the National Center for Education Statistics (NCES) shows that the majority of high schools across the nation offer CTE, work-based learning and career preparation experiences to students.
The data comes from the High School and Beyond Longitudinal Study of 2022, a nationally representative study that examines the academic, postsecondary and career opportunities for ninth grade students in the 2022-23 school year. Students, parents, counselors, teachers and administrators were surveyed for the study. ACTE analyzed the new data through DataLab and found the following CTE-related data points:
89% of counselors reported that their school offers CTE, and 79% that their school offers career pathways, clusters or programs of study.
26% of counselors said that their school offers on-site CTE courses only, 14% off-site only and 50% on- and off-site.
87% of counselors said that their school allows students to earn dual credits in CTE courses.
Among administrators who reported that ninth graders in their school can enroll in CTE programs, the average ninth grade participation rate was 41%.
69% of counselors said that their school provides students with community service and work-based learning experiences, most frequently community service (59%), cooperative education (56%) and job shadows (50%). Mentoring (29%), school-based enterprises (37%) and internships (44%) are less common.
Counselors reported that their school offers students numerous resources for career preparation, most frequently job fairs/career nights (90%) and career aptitude information (89%) and less frequently job seeking/interview training (58%) and connections with local employers (52%).
Additionally, 62% of counselors stated that they often or very often assist students with career choices and planning, while only 27% said the same for job placement and employability skills.
67% of counselors said that their school requires students to have an education or career plan.
A follow-up data collection that was planned for spring 2026 was terminated following staffing cuts and contract cancellations at the NCES. Readers with any questions can reach out to ACTE’s Research and Policy Coordinator Jesus Galvan (jgalvan@acteonline.org) or analyze the data themselves on DataLab.
With the Senate and House on August recess, it was a relatively quiet week in Washington. The Department of Education (ED) set final deadlines for colleges to submit overdue Financial Value Transparency and Gainful Employment (FVT/GE) data. Grants related to workforce development and technical training were also announced this week by several agencies, and a long-anticipated request for comment was published on the E-Rate program. Read more updates below.
FCC Publishes Potential Changes to E-Rate Program for Comment:On August 14, the Federal Communications Commission published a proposed rule related to potentially narrowing or even terminating the program, which could have a significant impact on educational institutions. Comments are due October 13.
ED Gives Final Notice for Overdue Data: On August 11, ED gave a notice stating that more than 1,900 institutions have not reported or have underreported their Financial Value Transparency and Gainful Employment (FVT/GE) data for the 2024 and 2025 reporting cycles. This information was due on Sept. 30, 2025, and Oct. 1, 2025. ED noted that these institutions have until Friday, Jan. 15, 2027, to submit any unreported or under-reported FVT/GE data.
ANA Announces Grant Program for Native American Training: The Administration for Native Americans (ANA) announced the availability of grant funds to support Native American economic growth and employability initiatives. One of the program’s priorities is funding centers that train individuals to pursue skilled trades careers in welding, construction, plumbing and other related fields. Applications are due on August 27.
Trump Administration Announces Funding for Mining Education: On August 7, the Trump Administration announced that it was investing over $180 million to boost mining education and workforce development efforts. The funds will support programs that train students to pursue mining industries and careers such as metallurgists, geologists, mining engineers and other related fields.
IES Plans to Spend Unobligated FY 2025 Funds: According to a lawsuit filed by higher education advocates in June, the Institute of Education Sciences (IES) still had $316 million in unobligated funds left from a total of $768 million originally allocated for Fiscal Year (FY) 2025, which ED had until September 30, 2026, to spend. IES Acting Director Matthew Soldner said they will spend all the remaining money promptly, according to court records released last week. Education groups remain concerned over this spending and are seeking clarity on where the funding is going in the latest court filing.
Unions Sue ED Over Professional Degree Designations: On Aug 11, a coalition of unions sued over ED’s new professional degree rules that removed graduate education programs from the definition of a professional degree, lowering the amount of federal loans students in those programs can borrow. The lawsuit follows another one from nursing groups who sued after nursing was originally excluded from the definition.
CISA Issues K-12 Cybersecurity Guidance: On August 12, the U.S. Cybersecurity and Infrastructure Security Agency (CISA) released a free collection of K-12 cybersecurity resources to help school and district leaders mitigate and respond to their unique cyber risks.
This week is the Senate’s last week in session until September 14, so there was a flurry of activity as they attempted to wrap up work before the August recess. The biggest action relevant to education funding was on a continuing resolution (CR) to extend current funding levels beyond the end of the fiscal year and avoid a government shutdown in October. A number of nominations were also approved, but the budget reconciliation bill providing additional defense spending and farm aid did not move forward, setting up a very busy fall. Read more below:
Senate Passes CR: Early on August 8, the Senate overwhelmingly approved a CR that would prevent the government from shutting down after Sept. 30 when the fiscal year ends. The CR would keep 2026 funding levels for most programs through December 11, 2026. It also delayed the Office of Management and Budget’s (OMB) proposed changes to federal grant rules until that date. However, the Senate CR differs significantly from the previously passed House CR, so the two chambers will need to come to agreement on the text after the recess.
ED Launches “Careers in Your Community” Challenge: On August 4, ED launched the “Careers in Your Community” Challenge, the fourth competition in the CTE Momentum series. The challenge invites teams of high school students to develop and submit proposals that improve career exploration at their schools. Proposals are due November 19, 2026. Read more details about the challenge on our blog.
ED Approves First Workforce Pell Program: On August 4, ED approved the country’s first Workforce Pell Grant program at Iowa Central Community College. This allows qualifying students in its emergency medical technician program to receive federal dollars for their education.
Groups Announce Grant Program on Innovative Postsecondary Models: On July 31, a group of education organizations announced a grant program that will support groups developing and promoting innovative postsecondary education models, with a focus on career-alignment and preparing students to attain credentials and enter the workforce. The deadline for groups to submit proposals is September 14.
Kids Online Safety Act Advances to Senate Floor: On August 5, the Senate Committee on Commerce, Science, and Transportation held a markup of several bills, including the Kids Online Safety Act, introduced by Sens. Blackburn (R-TN) and Blumenthal (D-CT). This bill would require online platforms, including social media, to implement tools and safeguards for users younger than 17. It was approved by the committee and now moves to the Senate floor for a vote.
Secretary McMahon Sends Directive to University Presidents, Governing Boards: On August 3, Secretary McMahon issued a letter to university presidents and governing boards with a series of questions, urging them to post public answers. While the letter does not mention ties to funding decisions, the questions do reflect many of the Administration’s priorities.
Federal Statistical Agencies Strained Amid Staffing Cuts: All 13 federal statistical agencies, including the Bureau of Labor Statistics, Census Bureau and ED’s National Center for Education Statistics, have been faced with deep staffing cuts in the last year. This raises concerns about their ability to produce relevant, timely and accurate statistics for decisionmakers and the public.
Nearly Half a Million Borrowers to Have Loans Erased: Reporting this week indicates that about half a million federal student loan borrowers are expected to have their loans erased after the conclusion of a lawsuit that has spanned three presidential Administrations.
Secretary McMahon Visits Kansas and Pennsylvania on National Tour: On August 5, Secretary of Education Linda McMahon visited Manhattan High School in Kansas and participated in a roundtable discussion with teachers and administrators focused on CTE and workforce readiness. McMahon also visited Villanova University in Pennsylvania and spoke with university leadership on workforce readiness.
On August 4, the Department of Education (ED) launched the “Careers in Your Community” Challenge, the fourth competition in the CTE Momentum series. The challenge invites teams of high school students to develop and submit proposals that improve career exploration at their schools. Examples of projects may include improving student awareness of local employers and careers; strengthening connections between students, employers, workforce groups and postsecondary institutions; and helping students understand the education, training and skills that different careers may require.
Submissions will be judged based upon their impact, feasibility, community connection, student engagement and the career pathway knowledge students demonstrate. Teams must be led by a CTE teacher, coordinator or director and submit their proposal by Thursday, November 19, at 6PM ET. Up to 10 teams may win and receive an equal share of the $50,000 prize pool. Interested readers can learn more about the challenge here and access a suite of resources to support their projects.
The House began their five-week August recess on July 27, and the Senate has one more week in session before they begin their recess on August 8.The Senate Health, Education, Labor and Pensions (HELP) Committee was busy this week as policymakers look ahead to recess. They held a hearing on AI in the workforce and amarkup to advance key education legislation, including a bill that would limit the Department of Education’s (ED) ability to enter into interagency agreements. As Congress heads toward August recess, ACTE also released an advocacy toolkit for members to engage with their representatives. Read more updates below.
Senate Committee Advances Legislation to Limit IAAs: On July 30, the Senate HELP Committee voted to advance a bill that would limit ED’s ability to enter into interagency agreements (IAAs) for specific offices. While the bill does not include the Office of Career, Technical and Adult Education (OCTAE), ACTE will continue to work alongside lawmakers and advocate for OCTAE. Read more on the blog here.
College Transparency Act Receives Support in Committee: During the same markup, the Senate HELP Committee approved the College Transparency Act, a bill long supported by ACTE. The bill can now move to the full Senate for a vote, although the busy schedule makes timing uncertain.
ACTE Releases Advocacy Toolkit for August Recess: August Recess is an annual month-long break where policymakers generally leave Washington, DC, to work in their home states and districts. August Recess is an ideal time for advocacy, as the break allows Members of Congress to engage with their constituents and listen to their opinions on specific issues. Find the advocacy toolkit here.
Sens. Rochester, Marshall Introduce Bill to Modernize Data Systems: This week, Senators Lisa Blunt Rochester (D-DE) and Roger Marshall (R-KA) introduced a bipartisan bill, the RESULTS Act, that aims to improve state education and workforce data systems. Specific initiatives include modernizing the State Longitudinal Data System (SLDS) Program and consolidating the SLDS and Workforce Data Quality Initiative at the Department of Labor (DOL). ACTE and Advance CTE have endorsed this bill.
ACTE and Advance CTE Hold Congressional Briefing on AI and CTE with CTE Caucus: On July 21, ACTE and Advance CTE hosted a briefing on AI and CTE in conjunction with the Congressional CTE Caucus. Find our takeaways from the briefing here.
Senate HELP Committee Holds Hearing on AI and the Workforce: On July 29, the Senate HELP Committee held a hearing titled “The Impact of AI on the Workforce.” Find a recording of the hearing here and read more details in our blog post.
ED Finalizes Waiver for Native American CTE Grantees: On July 24, ED issued a notice on the Federal Register finalizing a waiver for 36 Native American CTE Program (NACTEP) grantees in their fifth year of project implementation, enabling grantees to receive funding for an additional year. The NACTEP usually only lasts for up to five years.
Arnold Ventures Releases Requests for Proposals for CTE Research: Arnold Ventures is currently accepting applications across multiple policy areas through the Strengthening Evidence and Building Evidence Requests for Proposals (RFPs). The RFPs support quasi-experimental studies that estimate the real-world effects of existing policies, including career pathways. This research would identify programs and policies that widen access to good jobs and economic mobility, with a focus on CTE, apprenticeships and routes to opportunity beyond a traditional college degree. RFPs are due September 11, 2026.
OSTP Releases Report on Science Research and Policy: On July 21, the White House Office of Science and Technology Policy released a report that outlines recommendations for advancing national scientific research and priorities. Among the recommendations includes a focus on integrating hands-on, technical training and the skilled trades into STEM education, as well as scaling Workforce Pell and training opportunities.
ED Approves South Dakota Waiver: On July 24, ED granted South Dakota’s Returning Education to the States waiver, making it the sixth state to receive this waiver alongside Iowa, Louisiana, Indiana, Vermont and Arkansas.
NCES Releases New Postsecondary Data: This week, the National Center for Education Statistics (NCES) released new data from the Integrated Postsecondary Education Data System (IPEDS). The new data shows that, in 2025-26, there were about 2,500 Title IV institutions offering associate degree programs and 2,400 offering bachelor’s degree programs.
On July 30, the Senate Committee on Health, Education, Labor and Pensions held a markup for several pieces of legislation, including a bill that would limit the Department of Education’s (ED) ability to enter into certain interagency agreements (IAAs).
S.5046, introduced by Sens. Tim Kaine (D-VA), Susan Collins (R-ME) and Lisa Murkowski (R-AK), would prohibit ED’s ability to transfer the following offices to different agencies:
The Office of Special Education and Rehabilitative Services
The Office of Postsecondary Education
The Office of Elementary and Secondary Education
The Office of Indian Education
Notably, the Office of Career, Technical, and Adult Education (OCTAE) was not included in the initial version of the proposed bill. However, Senators have the opportunity to offer amendments to legislation during committee markups. First, Sen. Patty Murray (D-WA) offered an amendment that would include every office impacted by an IAA, including OCTAE. That amendment failed narrowly in a 12-11 party-line vote.
Sen. Murray later offered an amendment that would require the Secretary of Education to give Congress reports detailing the costs and estimated administrative obligations for each IAA. That passed by voice vote with two votes against.
Lastly, Sen. Ed Markey (D-MA) also filed a CTE-specific amendment that would add OCTAE individually to the list of offices in the bill that would prohibit the transfer. However, that amendment, along with several others, was not formally considered during the markup.
Ultimately, the bill advanced out of the HELP Committee in a 13-9 vote with Sens. Collins and Murkowski joining all the Democrats to advance the measure. While the underlying bill is an important first step toward addressing the IAAs generally, ACTE remains deeply concerned about the transfer of Perkins administration to the Department of Labor. We will continue to share these concerns with Congress as the bill moves forward in hopes of having OCTAE added at another point in the process.
In addition to the IAA bill, the HELP Committee considered several other pieces of legislation, including advancing the nomination of Keith Sonderling to be the next Secretary of Labor. The committee voted along party-lines to advance his nomination, setting up a full confirmation vote by the Senate.
Members also considered the College Transparency Act during the markup. ACTE has long supported this bill. The College Transparency Act would create a secure, privacy-protected data system that helps students compare programs based on outcomes like completion, employment, and earnings so they can make more informed decisions. This bill advanced in a 21-1 vote.
If you have any questions, please contact ACTE’s Government Relations Manager, Jimmy Koch.
As artificial intelligence (AI) reshapes the workforce, Congress is looking to career and technical education (CTE) leaders for answers. During a July 2026 House Career and Technical Education Caucus briefing hosted by ACTE and Advance CTE, policymakers heard how AI is transforming education, workforce development, and how CTE can be leveraged to give students the skills and AI literacy they need to succeed.
The event brought together Rep. Suzanne Bonamici (D-OR), House CTE Caucus Co-Chair, Dr. Cameron Sublett of the Foundation for California Community Colleges, and Michael Tinsley, Assistant Vice Chancellor for Student Success & Strategic Partnerships at the Tennessee Board of Regents for a discussion led by ACTE’s Abigail Owen and Advance CTE’s Rob Young.
Dr. Sublett and Tinsley are also part of CTE Futures, an ECMC Foundation-funded initiative that helps CTE programs prepare learners to thrive amid accelerating technological change, and serves as home to the Perkins READI AI Faculty Fellowship.
The conversation ranged from the history of AI and CTE to practical realities facing instructors and students today. Here are three takeaways from the panelists’ comments for policymakers, educators, and industry partners.
1. Today’s AI is the least capable it will ever be, and that’s a reason to lean in
Technology rarely stays in its original form. The internet started as a way to send email and load simple pages; today it runs commerce, entertainment, and most of daily life. Dr. Sublett, in his presentation on the Applied Co-Intelligence report, put it simply, “the AI we know today, will look nothing like the AI of tomorrow.”
It’s crucial that AI be developed thoughtfully. Dr. Sublett made the case for “ergonomic AI”, or AI built expressly for the human user. He expanded on that idea using the power drill as an example. The drill doesn’t replace a carpenter, it makes the carpenter more efficient. Over time, the drill itself has been refined so it fits naturally in a human hand, adding precision and power rather than working against the person holding it. AI tools can follow the same path. They don’t have to replace the people doing the work, but can be refined over time to fit naturally into how people actually do their jobs, making them faster, more precise, more capable.
That doesn’t mean technical skills fade into the background. As Dr. Sublett said during the briefing, “You can’t entirely AI your way through electrical work on a house… yet.”
Right now, jobs that typically require a four-year degree show the highest levels of AI exposure, while many hands-on CTE fields haven’t seen the same level of disruption yet. But as AI continues to be embedded in fields like healthcare and manufacturing, it is increasingly important for technical skills and employability skills, like critical thinking, ethical reasoning, and empathy, to be developed alongside AI mastery.
That means building AI directly into existing coursework and hands-on training, not tacking on a one-off AI elective, so students learn the tools in the context of the work itself. The CTE programs that build this in now are the ones whose graduates will be ready for what’s next.
2. Look past the “big four” — the real AI universe is industry-specific
Most conversations about AI start and end with a handful of household names like ChatGPT, Gemini, Claude, and Copilot. But panelists agreed that’s a narrow slice of what’s actually reshaping the workforce.
Most CTE fields have their own industry-specific AI tools that workers engage with every day, and using them well is far more complicated than knowing how to prompt ChatGPT. It requires the technical understanding of one’s field, along with the critical thinking and AI mastery to push back when a tool’s output is inaccurate or biased.
Tinsley emphasized that AI has become increasingly embedded across the workforce, often without people realizing it. In healthcare, for example, AI is integrated into diagnostics, clinical documentation, patient monitoring, scheduling, and numerous other functions. Similar transformations are occurring across agriculture, construction, manufacturing, logistics, and countless other industries, where AI-powered tools are becoming standard components of everyday work rather than standalone technologies.
He also noted that the defining workforce question is no longer whether an occupation is affected by AI, but whether workers possess the knowledge and skills to effectively evaluate and utilize AI within their profession.
As a result, CTE programs must prepare learners with three complementary competencies: industry-specific technical expertise; durable human skills such as critical thinking, communication, ethics, and adaptability that AI cannot replace; and AI mastery with the enabled tools and technologies that are transforming their chosen career fields.
3. Policy needs to be human-centered and flexible enough to keep up
Dr. Sublett drew a useful historical parallel to the early days of online learning. Back then, fear that online courses would be the end of education as we knew it crowded out the harder work of figuring out what quality actually looked like. Some early programs were excellent, others were not, and students would have been better served if that difference had been named early, with resources put behind what worked rather than treating the whole category as either a miracle or a threat.
Dr. Sublett’s advice for AI in education follows the same logic. His advice is three-pronged: demystify the technology without downplaying risks, define what high-quality AI-integrated learning looks like, and focus on developing AI tools responsibly, in a way that’s aligned with human interest.
Rep. Bonamici’s remarks picked up that same thread from the policy side. She talked about a forthcoming framework meant to keep AI policy human-centered and focused on students, access, and real workforce needs. She also emphasized the need to provide more support for teachers, including shared curricula, hands-on learning, and AI literacy training.
Tinsley highlighted the importance of maintaining flexibility at both the federal and state levels to support continued innovation of AI in CTE. He pointed to the Office of Management and Budget’s proposed revisions to the Uniform Grant Guidance (2 CFR Part 200) as a watch item for the field, noting that while the goal of reducing burden on states is a good one, some of the proposed changes could make it harder, not easier, for CTE programs to move quickly.
Drawing on his experience as a state higher education leader, Tinsley noted that the flexibility afforded by current federal and state policies has enabled colleges, faculty, and local leaders to develop innovative programs and strong partnerships with business and industry. Preserving that flexibility will allow institutions to continue responding to emerging technologies, strengthening local economies, and preparing students for the rapidly evolving workforce.
On this point, ACTE and Advance CTE have submitted joint comments on the proposal, one of nearly 500,000 received that OMB will need to review before finalizing the rule. Implementation is currently proposed for October 1, 2026.
The briefing concluded with an optimistic message: AI presents an extraordinary opportunity for career and technical education. Success will be driven by readiness rather than hesitation.
As AI technologies continue to evolve and new tools emerge, institutions and policymakers that invest in innovation, collaboration, and learner-centered strategies today will be best positioned to prepare students, faculty, and employers for the opportunities of tomorrow.
The Association for Career and Technical Education is the largest national education association dedicated to the advancement of education that prepares youth and adults for careers. Our mission is to provide educational leadership in developing a competitive workforce, and we strive to empower educators to deliver high-quality career and technical (CTE) programs that ensure all students are positioned for career success. Please contact us at publicpolicy@acteonline.org.
With the Senate and House on August recess, it was a relatively quiet week in Washington. The Department of Education (ED) set final deadlines for colleges to submit overdue Financial Value Transparency and Gainful Employment (FVT/GE) data. Grants related to workforce development and technical training were also announced this week by several agencies, and a long-anticipated request for comment was published on the E-Rate program. Read more updates below. 
