A new resource from Advance CTE provides state leaders with a framework to use when integrating core subjects with CTE programs. After conducting a national landscape scan, the researchers identified three pillars essential to academic-CTE integration. 

• Supportive Policies: These policies lay the foundation for integration through course sequencing, standards alignment and similar initiatives. In Delaware, CTE programs of study that apply to receive approval and funding must directly link the program’s technical standards to related academic standards. Similarly, for an Ohio CTE program to be considered exemplary by the state’s education department, it must integrate academic content into its curriculum. 

• Enabling Policies: Building upon supportive policies, enabling policies work to remove barriers that may prevent the implementation or expansion of integrated academic and CTE programs. Modifying high school graduation requirements is one area states have been actively engaging with. For instance, Oregon recognizes applied academic credit earned through some CTE courses while Arkansas allows students to substitute core academic requirements with specific CTE coursework. Offering flexible guidance for teacher credentialing is another way states can bridge academic and CTE coursework. The Idaho Division of CTE, for example, has developed a resource detailing how core subject teachers can transition to CTE teaching. 

• Implementation Supports: Once supportive and enabling policies are in place, the focus shifts to implementation and translating policy to practice. This primarily looks like offering professional development opportunities that prepare teachers and administrators to integrate CTE and academics. In Hawai’i and New Mexico, CTE teachers in each state are being trained to include math and numeracy-related skills into their courses. New York’s CTE Technical Assistance Center offers a specialized professional learning community focused on integrated academics.  

In addition to the framework and state program examples, Advance CTE also compiled a repository of state resources focused on academic-CTE integration, including crosswalks, graduation requirements and relevant state legislation.  

On Feb. 3, ACTE worked with CTE Futures, along with partners at Advance CTE, to release a comprehensive new report on the impact of AI on CTE programs: Applied Co-Intelligence: Preparing Career and Technical Education Learners for an AI-Driven Workforce.

This report, funded by the ECMC Foundation, examines how CTE can evolve to prepare students for an AI-driven workforce. It traces AI’s trajectory, explores its impact on the future of work, includes analysis of its impact across Career Clusters, and provides actionable guidance for CTE educators, policymakers, employers, and researchers.

The report introduces the Applied Co-Intelligence (ACI) model—a framework designed for the realities of technical education in the AI era. The ACI model goes beyond teaching learners to use AI tools to ensure they are equipped with the uniquely human skills to critique, direct, and collaborate with AI.

Drawing on research, interviews, policy developments, and emerging practice, the report serves as both a roadmap and a call to action for all stakeholders committed to equitable, future-ready workforce preparation in CTE.

A webinar will be held to discuss the report on Feb. 19 at 2:00 Eastern. You can register at https://acte.zoom.us/webinar/register/WN_U2w5w3bHRheeQ9CuEmib2g#/registration.

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