As we enter the new year, check out some of the highlights in the CTE policy and advocacy space from 2025 and help us ring in 2026 with some New Year’s advocacy resolutions and goals.

2025 in Advocacy:

• ACTE advocates sent over 9,600 messages to their policymakers through our Action Center!
  • Our advocates were most active during June and July.
  • We helped tell Congress to support increased funding for education and workforce development through both Fiscal Year (FY) 2025 and FY 2026 appropriations bills.
  • The most active states in 2025 were… California, North Carolina and Pennsylvania!
• CTE stakeholders and advocates joined us in recognizing the great CTE programs at Crossland High School in Temple Hills, MD, for the annual CTE Month school visited hosted by ACTE, Prince George’s County Public Schools and the National Association of Home Builders (NAHB).
• ACTE was also joined by CTSOs, students, Hill staff and other stakeholders for our NPS Hill reception, where we all heard from amazing students about the incredible work they do in their various programs.

2025 in Legislative Activity:

• We continued to gain more support in Congress for CTE!
  • Twelve new Representatives and a majority of Senators supported the annual resolution supporting CTE Month!
  • Both chambers maintained their bipartisan support for the resolution!
• It took some time, but Congress passed a continuing resolution (CR) in March funding the government at current levels for FY 25. In the face of proposals seeking to cut education funding, the Perkins State Grant funding was maintained at $1.44 billion. Thank you to our advocates who reached to their policymakers to ask them to support more CTE and education funding.
• Congress then turned its attention to passing a budget reconciliation bill that later became the One Big Beautiful Bill Act (OBBA). President Trump signed OBBBA in July. Included in the bill were a number of education provisions. In a win for CTE, OBBA included a provision expanding Pell Grant access to short-term programs between 8 and 15 weeks – a longtime priority for ACTE! Other provisions included:
  • OBBA addressed the looming Pell shortfall by providing $10.5 billion in mandatory funding. The bill also eliminated Pell eligibility for students who have higher family resources or already are already receiving other grants that cover the cost of college.
  • The bill added caps to student loans for graduate programs, eliminated both the Grad PLUS loan program while scaling back Parent PLUS program, and consolidated all existing repayment plans into two options (a standard or an income-driven plan).
  • It created a school voucher program tax credit program. Under the new program, individuals can receive a dollar-for-dollar federal tax credit of up to $1,700 for donations to nonprofit scholarship-granting organizations (SGOs). These SGOs then issue scholarships/vouchers that families can use for private school tuition, tutoring, transportation, textbooks, special-needs services and other expenses, including for public school students.
• When FY 2025 ended on September 30, lawmakers unfortunately had not reached a final deal for FY 26 funding. As a result, the government shut down and remained closed for 43 days, a new record. Lawmakers eventually came to an agreement to end the shutdown and pass a short-term CR in November. The CR will last through January 30. Lawmakers are busy working to pass either another CR or full-year funding for FY 26.

Do you have any advocacy resolutions? Here are a few to get you started!

• Send at least five advocacy messages to your federal policymakers (you can do this through ACTE’s Action Center!)
• Set up a meeting with your federal policymaker’s education staff person (virtual, in your state, or at NPS!). Educate them on CTE, establish yourself as a resource and make the case!
• Keep up with CTE policy updates so that you never miss a beat!
  • Follow us on socials! @ACTEpolicy on X (formerly Twitter) and @ACTEpolicy.bsky.social on Bluesky
  • Subscribe to our Legislative Alerts!
  • Subscribe to get alerts from the CTE Policy Watch Blog!
• Have conversations with your family, friends and colleagues on why CTE matters and what you can all do to help support students, families and local industry!

Congress was on recess over the holiday break, although there was still significant policy activity late in December. Policymakers are set to return the week of January 5, with important action expected as the continuing resolution (CR) currently funding the federal government expires on January 30. In December, it was reported that policymakers had agreed on top-line figures for the budget overall, but no specific allocations for remaining appropriations bills have been released.  Read more updates below. 

• Henry Mack Confirmed to Top DOL Position: On Dec. 18, the Senate confirmed Henry Mack to serve as the Assistant Secretary of the Employment and Training Administration at the DOL, which oversees implementation of the Workforce Innovation and Opportunity Act and other federal workforce programs. Mack previously served as a State CTE Director with the Florida Department of Education and in a number of other education- and workforce-related roles.  

• President Trump Signs EO Aimed at Blocking AI Regulations in States: On Dec. 11, President Trump signed an Executive Order aimed at curtailing states’ abilities to regulate AI with legislation. The EO directs the Attorney General to establish a task force which will challenge state AI laws seen as curbing AI innovation or being burdensome.  

• DOJ Rules that Grants for MSIs are Unconstitutional: On Dec. 2, the Department of Justice’s (DOJ) Office of Legal Counsel determined that multiple minority serving institution (MSI) grant programs administered by ED are unconstitutional, a position that Secretary of Education Linda McMahan agreed with in a statement on Dec. 19. Affected programs include the Native Hawaiian CTE Grant Program as well as other programs aimed at serving Hispanic, Black, Alaskan, Native American and Asian students. ED has indicated that they are evaluating the potential impact of the opinion on affected programs and will announce future actions at a later date. 

• House Subcommittee Holds Markup on Child Privacy Bills: On December 13, the House Energy and Commerce Subcommittee on Commerce, Manufacturing and Trade held a markup consisting of 18 bills related to child online safety and privacy. Included in the markup was the Children and Teens’ Online Privacy Protection Act and the Kids Online Safety Act. The broad goal of the legislation considered was to add more protections for children from social media platforms. The full committee will vote next on these bills before it advances to floor of the House of Representatives. 

• ED Rulemaking Committee on Student Loans to Reconvene: ED’s Accountability in Higher Education and Access through Demand-driven Workforce Pell (AHEAD) Committee will meet for the second time the week of January 5 to discuss implementation of student loan provisions under the One Big Beautiful Bill Act. Last month, the committee met and agreed on numerous rules for Workforce Pell implementation. 

• DOL Announces Funding for Occupational Skills Training Programs: On Dec. 30, the DOL announced the availability of $98 million in grants for pre-apprenticeship programs in high-demand fields through the Department’s YouthBuild Program. The grants aim to provide youth aged 16-24 with academic and occupational skills training, with a focus on communities where many youth do not participate in the workforce. Grant applicants must indicate how they plan on incorporating AI-related skills into their programming. 

• Wage Garnishment to Resume for Defaulted Student Loan Borrowers: On Dec. 23, the Trump Administration indicated that it will resume garnishing the wages of defaulted student loan borrowers in early 2026. The Department said it would send notices to about 1,000 borrowers the week of January 7, with more notices to be sent out in the following months.  

• DOL Launches the American Manufacturing Apprenticeship Fund: On Dec. 19, the DOL announced the launch of the American Manufacturing Apprenticeship Fund, through a partnership with Arkansas, to develop and expand advanced manufacturing apprenticeship programs across the nation. The $36 million program will award eligible employers $3,500 for each new apprentice hired. The application portal will open on January 28, with more details to come. 

• Federal Judge Rules ED Must Reinstate Mental Health Grants: On Dec. 19, a federal judge ruled that ED must reinstate mental health grants to 16 states that were canceled in April of last year. The grant programs—which were established in 2018 to combat school violence and youth mental health issues—were originally canceled by the Administration for conflicting with other priorities. 

• President Trump Signs the Secure Rural Schools Reauthorization Act: On Dec. 18, President Trump signed the Secure Rural Schools Reauthorization Act of 2025. The bill reauthorizes funding under the Secure Rural Schools Program—which provides funding for schools in counties with large amounts of tax-exempt federal land—through FY 26. 

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%).