This week marks the start of CTE Month! House and Senate leaders are currently preparing for this year’s introduction of CTE Month resolutions, and ACTE is coordinating with lawmakers to cosponsor the resolutions. In funding news, the partial government shutdown that began last week ended as Congress passed a minibus that includes funding for the Departments of Education (ED) and Labor (DOL) for Fiscal Year (FY) 2026. Funding for most programs across the departments, including Perkins, was level funded. Read more updates below. 

• ACTION ALERT: Ask Your Members of Congress to Cosponsor the 2026 CTE Month Resolution! CTE leaders in the House and Senate are preparing for the introduction of this year’s CTE Month Resolutions, and we need your help to recruit co-sponsors! CLICK HERE to ask your Members of Congress to cosponsor this year’s CTE Month resolution.  

• OCTAE Releases Perkins State Plan Guidance: On Feb. 4, ED’s Office of Career, Technical, and Adult Education released updated requirements and instructions for the submission of Perkins V State Plan revisions. The instructions largely mirror existing practices, but do ease some administrative burdens related to plan modifications.   

• Agriculture Department Releases SAS Grant Opportunity: On Jan. 29, the Department of Agriculture released a notice of funding opportunity for the Strengthening Agricultural Systems (SAS) initiative. The initiative provides postsecondary institutions with funding to conduct research, education and extension projects that support the nation’s agricultural system. This year, the grant includes a focus on AI in K-12 food and agricultural sciences, including developing AI tools that prepare students with the skills to enter agricultural-based careers. Applications are due on Mar. 26. 

• House Holds Hearing on AI in the Workforce: On Feb. 3, the House Education and Workforce Committee held a hearing on the impact of AI in the workforce. Lawmakers and witnesses discussed various issues, including privacy concerns and how federal labor data can better measure AI’s impact on worker outcomes. Rep. Suzanne Bonamici (D-OR) mentioned her current work developing a framework that addresses AI education and workforce readiness while Rep. John Mannion (D-NY) briefly discussed the Immersive Technology for the American Workforce Act, a bipartisan bill—endorsed by ACTE—that would expand the use of virtual reality and simulation-based training tools in CTE and workforce development programs. Watch the hearing here. 

• House Holds Hearing on Rising College Costs: On Feb. 4, the House Education and Workforce Subcommittee on Higher Education and Workforce Development held a hearing titled “Runaway College Spending Meets the Working Families Tax Cuts,” where lawmakers  examined rising college costs and discussed how the Working Families Tax Cuts in the One Big Beautiful Bill Act are intended to rein in tuition increases and bring greater accountability to institutional spending. The tax– cut in the law is intended to help lower college costs by curbing excessive institutional spending and improving student outcomes.  

• Lumina Foundation Updates Annual Credential Data: On Feb. 5, the Lumina Foundation released an updated version of its A Stronger Nation report. The new data reveals that, in 2024, 43.6% of U.S. working adults held a credential of value—i.e., a postsecondary credential that leads to an annual salary 15% higher than the national median salary.  

• ED Issues Guidance on Prayer and Religious Expression in Public Schools: On Feb. 5, ED issued guidance on constitutionally protected prayer and religious expression in public elementary and secondary schools. 

• SHEEO Release New Data on State Postsecondary Funding: On Feb. 4, the State Higher Education Executive Officers Association (SHEEO) released new data on state postsecondary funding support for FY 26. Analysis of the data revealed that there is slowing growth in state support, with funding increasing by 1% compared to an average increase of 7.8% from 2022 to 2025. 

• Trump Announces Nominee to Lead the BLS: On Jan. 30, President Trump announced that he plans on nominating Brett Matsumoto to serve as the next Commissioner of the Bureau of Labor Statistics (BLS). Matsumoto currently serves as a Senior Economist on the President’s Council of Economic Advisers. Trump previously nominated economist E.J. Antoni to lead the agency but later pulled the nomination following several controversies.  

• Four-Year Institutions Won Nearly Half of Grants Awarded to Help Build Programs Eligible for Workforce Pell: This Inside Higher Ed article found that 10 of the 22 grants from the Fund for the Improvement of Postsecondary Education (FIPSE) for short-term programs went to four-year institutions. While historically these institutions aren’t known for their robust short-term workforce credentials, they won FIPSE grants for programs such as data skills and construction.  

• Secretary McMahon Continues National Education Tours: Secretary McMahon continued her education tour of the nation this week, visiting a Chicago school to tour its CTE labs and then engaging with history students participating in civics-related activities. 

On February 3, the House Education and Workforce Committee held a hearing titled “Building an AI-ready America: Adopting AI at Work.” The witnesses included: 

• Mr. Bradford Kelley, Shareholder, Littler Mendelson, P.C. 

• Ms. Revana Sharfuddin, Research Fellow, Mercatus Center at George Mason University  

• Ms. Tanya Goldman, Fellow, Workshop  

• Mr. David Walton, Partner, Founder and Co-chair of AI, Data and Analytics Group, Fisher Phillips 

Throughout the hearing, lawmakers and witnesses discussed several issues related to how workers and employers use AI in their day-to-day work. Democratic lawmakers emphasized protecting workers from job displacement and potential misuses of AI by employers while Republicans focused on utilizing AI to strengthen the economy, create new jobs and make work easier for workers and employers. 

There was also discussion on the importance of data in understanding the impact of AI. Revana Sharfuddin of the Mercatus Center at George Mason University stated that “by investing in better data now, Congress can ensure that debates over training, labor standards and social insurance are grounded in evidence—and that AI adoption at work proceeds in a way that is both innovative and worker centered.” Sharfuddin also recommended that the Bureau of Labor Statistics and the Census Bureau launch AI-related data collections that are linked to worker outcomes.  

Several lawmakers touched on the impact of AI on education as well. Rep. John Mannion (D-NY) briefly discussed the Immersive Technology for the American Workforce Act, a bipartisan bill—endorsed by ACTE and partners—that would expand the use of virtual reality, augmented reality and simulation-based training tools in CTE and workforce development programs across the nation. Rep. Suzanne Bonamici (D-OR) mentioned her current work developing a framework that addresses AI education and workforce readiness. Responding to a question on AI in job training from Rep. Bobby Scott (D-VA), David Walton with Fisher Phillips indicated that AI could assist with upskilling and reskilling workers across career pathways. 

A recap and recording of the hearing can be found here. 

Parent Views on Postsecondary Education and Career Paths: A report from Britebound examines parents’ views on various postsecondary and career pathways. The researchers surveyed over 2,200 middle and high school parents nationwide in 2025 and found the following: 

• Parents increasingly view CTE as an option for high-achieving students—35% in 2025 compared to 13% in 2019. 

• Although most parents prefer traditional college degrees for their children, 17% prefer that their child pursue a nondegree pathway, up from 11% in 2019. 

• 98% of parents see at least one benefit in nondegree pathways, particularly hands-on learning (60%) and high demand for skilled workers (55%). 

• Most parents are familiar with different types of nondegree pathways, including trade/technical schools, apprenticeship programs and industry certifications. 

• Parents who prefer nondegree pathways for their child identified as their top reasons why “they’ll learn skills for a specific career” (34%), “this will provide the best experience suited to my child’s interests and/or academic needs” (32%) and “it will increase their chances of being hired” (28%). 

Work-based Learning in Prison: A study conducted by the Alliance for Higher Education in Prison and the American Institutes for Research examines the landscape of work-based learning (WBL) prison programs in 11 states. After conducting a policy scan and interviewing officials from state correctional agencies, the researchers compiled their findings into four broad categories: 

• Buy-in and Championship: Support from state education and correctional agencies is key in creating and expanding WBL opportunities. Most states in the study indicate they receive support from state leaders as well as employers; however, several also noted pushback they face when providing incarcerated individuals with access to technology or free programming. 

• Policy Pathway: Most states have policies that govern how WBL programs function, with greater or lesser flexibility for creating new opportunities, that can be leveraged to create new WBL programs in prisons. However, coordination among education, labor, correctional and other state agencies remains a challenge, and some states have laws that prohibit incarcerated individuals from accessing the internet or earning wages for work. 

• Education, Training and Work Experience: State leaders leverage existing education and workforce programs to provide incarcerated individuals with experiences such as CTE and Registered Apprenticeship. However, resource and policy constraints limit the opportunities available to individuals.   

• Infrastructure Readiness: States face significant infrastructure barriers when implementing WBL programs in prisons, including outdated facilities and payment processing systems. Remote WBL experiences require technology with specific software tailored to security protocols, and off-site work introduces logistical challenges relating to who provides and funds transportation. 

Mapping the Landscape of Degree Apprenticeship: A report from New America examines the landscape of degree apprenticeship programs—a model that integrates Registered Apprenticeship programs with associate and bachelor’s degrees.  

After conducting a nationwide scan, the researchers found that degree apprenticeship programs are concentrated in teaching and education (33%), construction (13%) and maintenance and repair (13%). Furthermore, seven of the 10 occupations most commonly found using degree apprenticeships pay above the median annual wage. In addition, about two-thirds of degree apprenticeship programs are awarded at the associate degree level, the majority applied science degrees. Three states—Alabama, Illinois and North Carolina—account for more than a quarter of total offerings across the nation, owing to specific policies in those states. 

In addition to the landscape analysis, an expert panel developed a set of principles that define what high-quality degree apprenticeship programs should look like. These principles include ensuring programs offer wraparound supports and aligning academic coursework with industry-relevant competencies.  

Fall 2025 Postsecondary Enrollment: The National Student Clearinghouse Research Center recently released fall 2025 postsecondary enrollment data. Major takeaways from the data include the following: 

• Total undergraduate enrollment grew by 1.2% compared to the previous fall, with community college enrollment increasing the most (+3%). Enrollment in community colleges with a high vocational focus increased by 2.9%. 

• Growth in undergraduate certificate (+1.9%) and associate degree programs (+2.2%) outpaced growth in bachelor’s degree programs (+0.9%). 

• Trade-related programs in community colleges experienced enrollment growth, including mechanic and repair technicians (+6%), construction trades (+5%) and engineering technicians (+4.9%). Health care (+7.7%) and personal and culinary services (+4.4%) also experienced enrollment growth in community colleges. 

• Dual enrollment students grew by 3%, making up 10.3% of all undergraduates. 

• Multiracial (+4.6%), Black (+3.8%), Asian (2.9%) and Hispanic (+2.6%) students experienced undergraduate enrollment growth, while white students experienced a 2.5% enrollment decline. 

After a brief government shutdown, yesterday, Congress passed a minibus that included final Fiscal Year (FY) 2026 funding for the Departments of Education (ED) and Labor (DOL). The House approved the package Tuesday evening in a 217-214 vote. The Senate had previously passed the measure on Friday in a 71-29 vote after first making changes to the legislation. The appropriations bills included in the minibus are:

• Labor, Health and Human Services, Education and Related Agencies
• Defense
• Homeland Security
• Transportation, Housing and Urban Development and Related Agencies
• Financial Services and General Government

FY 2026 funding for the last appropriations bill, for the Department of Homeland Security, was not included in the bill. This agency was instead funded through a new continuing resolution lasting until Feb. 13. Negotiations in Congress and with the White House are continuing over that bill.

For FY 2026, ED will be funded at $79 billion, which is approximately $217 million above FY 2025 levels. The Perkins State Grant was level funded, as was the Perkins National programs line item.

Most other education programs in the bill were also level funded, a significant victory after both the Administration and House had proposed steep cuts earlier this year. The bill maintains funding for the maximum Pell Grant at $7,395 for the 2026-2027 academic year. It also maintains funding for Title I of the Every Student Succeeds Act at approximately $18.4 billion, and for adult education programs.

At the Department of Labor, the bill provides $285 million to support the implementation of the Executive Order (EO), “Preparing Americans High-Paying Skilled Trade Jobs of the Future,” which sets the goal of surpassing one million new active apprentices.

A detailed summary of the bill can be found here.

The final bill does not include specific language that would prevent ED from entering Inter-Agency Agreements like the one covering the transition of the administration of the Perkins Act to the Department of Labor. However, there is general language prohibiting transferring funds to other agencies, and directs the agencies involved to provide Congress with biweekly reports on the implementation of any interagency agreement. It is unclear exactly how these provisions will be interpreted.

If you have any questions, please contact ACTE’s Government Relations Manager, Jimmy Koch (jkoch@acteonline.org).

CTE leaders in the House and Senate are preparing for the introduction of this year’s CTE Month Resolutions, and we need your help to recruit co-sponsors!  Senate CTE Caucus co-chairs Sens. Tim Kaine (D-VA), Tammy Baldwin (D-WI), Ted Budd (R-NC) and Todd Young (R-IN), along with House CTE Caucus co-chairs Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR), are introducing the resolution in their respective chambers.  

CLICK HERE to ask your Members of Congress to cosponsor this year’s CTE Month resolution. 

This resolution recognizes February 2026 as CTE Month. CTE Month is a critical time in raising awareness of the role that CTE plays in connecting learners to high-wage, in-demand career opportunities that are vital to building a 21st-century workforce and strengthening the American economy.  

Strong support for the CTE Month Resolution will help to ensure that CTE is a priority for the Congress this year. Using ACTE’s Action Center, you can identify your senators and representative and send a message to their offices to ask them to co-sponsor the Resolution. If you have direct contacts in your Members’ offices, we urge you to call or email them directly.  

Senate co-sponsors are due by Feb. 12, while House members have the entire month of February to co-sponsor the Resolution. 

Senators can sign on as a co-sponsor of the Senate CTE Month Resolution by contacting:

• Rebecca Howard (rebecca_howard@kaine.senate.gov) in Sen. Kaine’s office 

Representatives can sign on as a co-sponsor of the House CTE Month Resolution by contacting either: 

• Faith Tuttle (faith.tuttle@mail.house.gov) in Rep. Thompson’s office 

• Allie Pearce (allie.pearce@mail.house.gov) in Rep. Bonamici’s office 

All focus was on the appropriations process in DC this week, as Congress attempted to navigate the passage of the remaining six appropriations bills before the expiration of the current continuing resolution (CR) on Jan. 30. Senate leaders struck a deal on Thursday to separate homeland security funding from a package of other funding bills, which includes FY 26 funding for the Education (ED) and Labor Departments (DOL). On Friday, the Senate passed a new short-term CR that would fund homeland security activities at their current level until Feb. 13, while approving the remaining five appropriations bills as originally negotiated between the chambers and passed by the House. However, because this package overall was different than what the House passed, it must go back to that chamber for another vote. Until that point, a partial government shutdown is underway. The shutdown is expected to be short, however, with the House hoping to vote by Tuesday. Read more updates from the week below.

• ED and DOL Release Guidance for WIOA Plans: On Jan. 26, ED and the DOL released guidance for states on updating their WIOA State Plans, encouraging states to submit Combined State Plans including Perkins (although this is not required). Guidance for Perkins State Plan revisions is expected soon.
• ED Announces Negotiated Rulemaking on Postsecondary Accreditation: On Jan. 26, ED announced that it was convening a negotiated rulemaking committee to develop regulations aimed at reforming the accreditation process, including easing rules for emerging and new accreditors as well as focusing more on outcomes. This announcement follows a series of actions from the Administration targeting the accreditation process, including an Executive Order and ED’s actions to update the Department’s Accreditation Handbook.
• ACCT Launches National Initiative for Community College Workforce Programs: On Jan. 27, the Association of Community College Trustees (ACCT) announced the launch of a three-year initiative aimed at embedding virtual, work-based learning into short-term workforce programs in 20 community colleges nationwide. The initiative will focus on high-demand fields such as advanced manufacturing and will provide institutions with technical assistance, resources and free access to AI training through the Google AI for Education Accelerator. Applications will open in spring 2026.
• ED Proposes Rule on Student Loan Repayment: On Jan. 29, ED issued a notice of proposed rulemaking in the Federal Register implementing student loan regulations that were authorized under the One Big Beautiful Bill Act (OBBBA) and then finalized by a negotiated rulemaking committee last year. The changes include the elimination of the Grad PLUS program and new caps on loans for graduate and professional students.
• DOL Announces 2026 National Apprenticeship Week: On Jan. 28, DOL announced that 2026 National Apprenticeship Week will take place from April 26-May 2. National Apprenticeship Week emphasizes how Registered Apprenticeship improves and expands career pathways for American workers.
• DOL Announces American Manufacturing Apprenticeship Incentive Fund Now Accepting Applications: On Jan. 28, DOL announced the launch of the American Manufacturing Apprenticeship Incentive Fund This initiative was designed to encourage employers to develop, expand or join advanced manufacturing Registered Apprenticeship programs. Eligible Registered Apprenticeship sponsors will receive $3,500 for each new apprentice hired.
• National School Choice Week Prompts Numerous Activities: ED and the Administration conducted a number of activities in its celebration of National School Choice Week, including issuing a Presidential proclamation and hosting a roundtable at the White House. On Jan. 27, ED and the Treasury Department jointly released a fact sheet detailing the Education Freedom Tax Credit that was passed under OBBBA. Twenty-three states have opted into the program so far. At the same time, some policymakers expressed concern about voucher programs. On Jan. 28, Senator Bernie Sanders released a report detailing how the federal school voucher program, created under OBBBA, disproportionately benefits private schools. The Senate Health, Education, Labor and Pensions Committee also held a hearing on school choice issues, “Empowering Families Through Educational Choice in America.”

Two briefs published by Bellwether provide state policymakers with strategies to expand career-connected learning opportunities in their schools, such as CTE and early college high schools (ECHS).  

The first brief contains an overview of different career-connected learning models and policy recommendations for state policymakers to consider when supporting local programs. Additionally, a table summarizes the benefits students reap across models based on the research. For instance, CTE programs and CTE dual credit courses are associated with strong high school, postsecondary and workforce outcomes. Policy recommendations the authors outline include the following: 

• Developing and sustaining a credential of value framework so that students, families, teachers and employers are aware of high-value, industry-aligned credentials 

• Expanding alternative certification pathways, easing licensure requirements and other actions that encourage industry professionals to become CTE teachers 

• Implementing a specific funding mechanism and agreement on how dual enrollment costs are allocated between K-12 school districts and postsecondary institutions, avoiding potential confusion 

• Creating or adopting frameworks that define specific roles, definitions, functions and goals of various career-connected learning models 

The second brief draws from the career-connected learning ecosystems of four states to provide lawmakers with a series of recommendations on building and supporting new ecosystems in their own state. The states profiled—Colorado, Delaware, Tennessee and Texas—have each taken considerable steps in advancing state policy to support career-connected learning and can serve as a basis for other states interested in implementing similar work: 

• Colorado’s S.B. 315 consolidated the state’s postsecondary and workforce readiness programs into three funding streams, better aligning the state’s education and workforce priorities 

• Delaware Pathways connects students and employers to develop career pathways that begin in middle school 

• The Innovative School Models (ISMs) initiative in Tennessee, a $500 million grant program, encourages school districts to reimagine how they deliver career-connected learning 

• Texas’s College, Career and Military Readiness (CCMR) indicator captures various student postsecondary outcomes and provides high-performing districts with financial incentives.