Impact of CTE Funding in Michigan: An article by Thomas Goldring, Brian A. Jacob, Daniel Kreisman and Michael David Ricks in the Journal of Policy Analysis and Management examines the impact of legislative CTE funding changes in Michigan. In 2015, the state altered its CTE funding formula, giving schools higher reimbursements for students who advance further in CTE programs instead of basing funding on student enrollment hours. Under the new formula, CTE completers carry the greatest weight at 10, followed by concentrators at 5 and participants at 1.  

Analysis of state administrative data revealed that, after the funding change, CTE completion increased by 14 percentage points and CTE concentration increased by 10 percentage points. CTE participation, however, remained stable. The researchers also found evidence that some administrators reorganized coursework to increase the likelihood that students become CTE concentrators or completers, resulting in higher CTE completion rates in higher-income and non-urban school districts. Furthermore, while both high- and low-income school districts experienced funding increases after the 2015 change, the gains for low-income districts eroded by 25%-40% in subsequent years as CTE completion rates in wealthier districts rose significantly. Similar trends were observed in urban and non-urban school districts. 

The Landscape of Career-connected Learning in NYC: A report from the Research Alliance for New York City Schools examines the landscape of career-connected learning in New York City by analyzing the Future Ready NYC (FRNYC) and Career Readiness and Modern Youth Apprenticeship (CRMYA) programs, which both launched in fall 2022. FRNYC programs are pathways that lead to high-wage, high-demand careers in one of six identified industries while CRMYA programs connect students with apprenticeship opportunities. 

Utilizing administrative data, the researchers found that between the 2021-22 and 2024-25 school years, the percentage of high schools offering career-connected learning (CTE, FRNYC and/or CRMYA) grew from 28% to 48%, nearly 100 additional high schools. The growth in program offerings is primarily driven by the expansion of FRNYC programs. Most of the growth also occurred in academically focused high schools rather than comprehensive and CTE-dedicated schools. Conversely, CRMYA programs grew at a slower pace across schools. 

The researchers also found that FRNYC programs are aligned to occupations that require more postsecondary education than regular CTE programs. When disaggregating program offerings by cluster, technology pathways are the most common across schools, followed by business, arts and health care. 

Scaling Work-based Learning: A new framework from the Strada Foundation outlines how employer intermediaries can support the development and expansion of work-based learning (WBL) experiences within businesses across high-demand sectors. The foundation convened a working group that identified five key functions of intermediaries that effectively support WBL. 

• Employer Engagement: Develop relationships with employers of all sizes and build buy-in for WBL experiences. 

• Solutions Design: Assist employers in designing and implementing WBL experiences, ensuring that industry and student needs are met. 

• Solutions Brokering: Connect employers with education and training institutions to develop partnerships and cultivate strong WBL program outcomes. 

• Implementation Support: Provide employers with hands-on support through technical assistance and other resources for the long-term sustainability and success of programs. 

• Administrative Support: Simplify administrative processes for employers through assistance with paperwork, compliance, funding and other logistical tasks. 

What Works in Health Science: The Project on Workforce at Harvard University recently published preliminary findings from a study of four health care-focused high schools in Boston, Charlotte, Dallas and Houston. These schools are part of a broader network launched in 2024 that aims to prepare students to enter the health care workforce. Excluding the Charlotte school due to data limitations, the researchers analyzed initial enrollment and attendance data and found the following: 

• The majority of students enrolled in each school are Black or Latino, higher than each state’s average for secondary Health Science CTE concentrators. 

• Although the majority of students in each school are female, the Boston and Dallas schools are more gender-balanced compared to statewide data on Health Science concentrators, suggesting that the sites expand access for male students. 

• The Boston and Houston schools have a smaller share of English language learners compared to their respective school districts, while the Dallas school has a higher share. 

• While the Houston and Dallas schools exhibit average attendance rates, the Boston school has particularly high chronic absenteeism in its accelerated CNA and EMT programs for seniors.  

ACTE has analyzed the recently signed FY 2026 appropriations bill and found that 159 CTE-related projects are slated to receive over $209 million in funding through earmarks. These provisions in federal appropriations bills direct funding to educational institutions, nonprofits, state government agencies and other partners for specific projects. Members of Congress request funding based on submissions from their state or district. 

The FY26 budget bill allocates the following for CTE-related projects: 

• Department of Education’s Higher Education Account: $139,430,000 

• Department of Education’s Innovation and Improvement Account: $20,508,000 

• Department of Labor’s Employment and Training Administration Account: $49,349,000 

Of the 37 states that received earmarked funding for CTE-related projects, Mississippi received the most funding ($16 million) while Michigan and Maryland had the greatest number of funded projects (10 each). Projects that received funding include: 

• $6.5 million for East Carolina University’s biomanufacturing education programs, including equipment purchases 

• $5.3 million for Mississippi State University to expand a workforce training program in skilled manufacturing 

• $2.5 million for Central Vermont Career Center School District, on behalf of the Vermont Association of Career and Technical Directors, to expand and enhance CTE programs 

• $1.5 million for Northwest Maritime in Washington to develop a maritime workforce pilot program for high school students to develop workforce-ready skills and competencies 

• $1 million for Hall County School District in Georgia to develop a career pathway program in meat processing 

When examined by Career Cluster, the Supply Chain & Transportation Cluster received the most funding ($39.8 million, 25 projects), followed by Healthcare & Human Services ($35.2 million, 24 projects) and Advanced Manufacturing ($23.1 million, nine projects). 

Practitioners can use this spreadsheet to examine the specific projects tracked and filter by state, Cluster and project cost. You may also view all the earmarks here. If you have any questions, please reach out to ACTE’s Research and Policy Coordinator Jesus Galvan.  

The House was out of session this week, but co-chairs of the House CTE Caucus, Reps. Thompson (R-PA) and Bonamici (D-OR), are circulating this “Dear Colleague” letter addressed to the chair and ranking member of the House Labor, Health and Human Services, and Education Appropriations Subcommittee. The letter requests increased funding for the Carl D. Perkins Career and Technical Education Act (Perkins) in the Fiscal Year (FY) 2027 Labor, Health and Human Services, and Education appropriations bill. Representatives have until March 17 to sign the letter. Read more, along with other policy updates, below.  

• House Letter Requests Increased CTE Funding in FY 27: Click here to ask your representative to sign the letter and support increased CTE funding in the FY 2027 Labor, Health and Human Services, and Education appropriations bill.  

• Cybersecurity Skills Integration Act Introduced in House: On March 11, Reps. Thompson (R-PA) and Bonamici (D-OR) introduced the Cybersecurity Skills Integration Act. The legislation seeks to create a pilot program that will award competitive grants to CTE programs that integrate cybersecurity into their curriculum. 

• DOL Releases Guidance on Registered Apprenticeship Programs: On March 9, the Department of Labor (DOL) issued guidance aimed at accelerating Registered Apprenticeship program growth by reducing program and administrative burdens. Additionally, the department announced the launch of a data portal containing apprenticeship completion rates as well as a website with registration timelines and information. For practitioners seeking additional guidance, the department will be hosting a webinar on March 27 at 1PM EST. 

• ED Offers Extension to Colleges on Postsecondary Data Collections: The Department of Education (ED) is offering extensions to some colleges that need additional time to collect the necessary race and gender admissions data requested by the department last year. Officials at ED have indicated they will use the data to identify schools that may be engaging in race-based admissions practices. Also this week, a coalition of 17 Democratic state attorneys announced a lawsuit against the Trump Administration, arguing that the data collection is unlawful. 

• GAO Releases Report on Federal Student Aid Office: On March 11, the Government Accountability Office (GAO) released a report recommending the Office of Federal Student Aid (FSA) resume regular assessments of its loan servicers. The department stopped conducting assessments of servicers in February 2025 and later significantly cut staffing across offices, including FSA. As a result, the report argues, the office lacks the ability to ensure borrower records are correct and that servicers are providing borrowers with accurate information. 

• IES Releases Postsecondary Data on First-time College Students: On March 10, the Institute of Education Sciences (IES) released data from the Beginning Postsecondary Students Longitudinal Study (BPS). The data examines first-time students who entered college in the 2019-20 academic year and follows them through the 2021-22 year. Researchers and the public can conduct basic analyses of the data on DataLab, and those interested in obtaining a restricted-use dataset can visit this website to learn more.  

• ED Announces Upcoming FAFSA System Updates: On March 9, ED announced upcoming changes to several Federal Student Aid (FSA) systems to support the expansion of Pell Grant eligibility for eligible workforce programs and revised limits on federal student loans enacted under the One Big Beautiful Bill Act (OBBBA). 

• SAVE Student Loan Repayment Plan Terminated under Court Order: On March 9, the U.S. Court of Appeals for the Eighth Circuit ruled that a lower court wrongly dismissed a lawsuit against the Saving on a Valuable Education (SAVE) plan. This ushered the district court to enter a settlement agreement that permanently bans the plan. 

• Secretary of Labor completes 50-state ‘America at Work’ Tour: On March 9, U.S. Secretary of Labor Chavez-DeRemer completed her “America at Work” listening tour. Over the course of the year, Secretary Chavez-DeRemer met with workers and employers in all 50 states to bring their stories back to Washington and shape federal labor policies and practices. 

On March 11, the Bipartisan Policy Center released their report, A Nation at Risk to A Nation at Work: The Case for a National Talent Strategy. Since February 2025, the Bipartisan Policy Center’s Commission on the American Workforce, led by Former Governors Deval Patrick (D-MA) and Bill Haslam (R-TN), has been working to develop a national talent strategy. This strategy, outlined in the report, includes recommendations to better align education, workforce and worker-support systems with the demands of a rapidly changing economy.  Recommendations in the report are organized around three key imperatives: 

• Building a national talent strategy that supports state and local leadership 

• Keeping learners and workers at the center of education systems and pathways 

• Upgrading benefits and supports for employees and employers 

An event was also held in Washington, DC entitled, “America’s Workforce: Blueprint for a National Policy Strategy,” launching the report. The event consisted of six panels and featured speakers such as Former Governors Bill Haslam and Deval Patrick, Indiana State Secretary of Education Katie Jenner, Mayor of Fort Worth Mattie Parker, Former Mayor of Los Angeles Eric Garcetti, Former Mayor of San Antonio and Former HUD Secretary Henry Cisneros, Connecticut State Treasurer Erick Russell and Former Governor of Rhode Island and Former Commerce Secretary Gina Raimondo, among other industry leaders and education and workforce policy experts. Panel topics included K-12 education, education and industry alignment on necessary skills, policymaking at the state and local level and preparing America’s workforce for the impact of AI.  

Read the full report here.  

The co-chairs of the bipartisan House CTE Caucus, Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR), are circulating an important “Dear Colleague” letter addressed to the chair and ranking member of the House Labor, Health and Human Services, and Education Appropriations Subcommittee. The letter requests increased funding for the Carl D. Perkins Career and Technical Education Act (Perkins) in the Fiscal Year (FY) 2027 Labor, Health and Human Services, and Education appropriations bill. It is critical that the letter garners strong backing in the House to show support for Perkins funding in this year’s uncertain and challenging federal fiscal climate. 

CLICK HERE to ask your representative to sign the letter and support increased CTE funding in the FY 2027 Labor, Health and Human Services, and Education appropriations bill! 

Representatives have until March 17 to sign the letter, and can do so by contacting:  

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

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

Note: Senators will have a similar letter opportunity soon, but this one is just for House members! 

Although CTE month activities are beginning to wind down, the House CTE month resolution remains open for cosponsors while the Senate unanimously passed their resolution on Feb. 26. In Congress, appropriators are beginning to work on FY 27 budget bills, with the House Appropriations Committee holding a hearing on community college funding earlier this week. The Administration also announced that the President’s budget request is expected to be released the week of March 30. ACTE is also preparing for the National Policy Seminar later this month – we hope to see you there!. Read more updates below.

• ED Issues Proposed Rules for Workforce Pell Implementation: On March 6, the U.S. Department of Education (ED) issued a notice of proposed rulemaking in the Federal Register regarding Workforce Pell implementation. The notice outlines more details on how provisions of Workforce Pell that were passed under the One Big Beautiful Bill Act last year and later discussed by a rulemaking committee convened by the department will be operationalized. Comments on the proposed rules are due on April 8.
• House Holds Hearing on Community Colleges: On March 4, the House Appropriations Labor, Health and Human Services, Education and Related Agencies Subcommittee held a hearing titled, “Preparing for the Future: America’s Community Colleges.” Witnesses emphasized the importance of community colleges in supporting the nation’s workforce. Read more on the blog here.
• House Holds Hearing on AI and Workforce Development: On March 4, the House Education and Workforce Committee held a hearing titled, “Building an AI-Ready America: Strengthening Employer-Led Training.” During the hearing, witnesses discussed how WIOA can better support the nation’s workforce development systems in preparing individuals for an AI-infused workplace. Read more on the blog here.
• Senate Commerce Committee Examines AI’s Impact on the Workforce: March 3, the Senate Committee on Commerce, Science, and Transportation’s Subcommittee on Science, Manufacturing, and Competitiveness held a hearing titled “Less Hype. More Help: AI That Improves Safety, Productivity, and Care.” The hearing examined practical applications of AI in the workplace and how it is reshaping labor market demand. You can read more and watch the hearing here.
• ED Proposes Priorities, Requirements and Definitions Under the Comprehensive Centers Program: On Mar. 3, ED released a proposal for new priorities and a reworked structure for the Comprehensive Centers program, which provides technical assistance and capacity-building services to state, regional and local educational agencies.
• Lawmakers and University Leaders Dispute Federal Loan Caps: On March 2, the public comment period for federal loan caps ended. ED received responses from both lawmakers and university leaders urging it to amend its new regulations on federal loans.
• Federal Court Dismisses SAVE Lawsuit: On Feb. 27, a federal judge dismissed a lawsuit from the Trump Administration that aimed to end the Saving on a Valuable Education (SAVE) student loan repayment plan. Borrowers are expected to retain access to the plan, but the federal reconciliation bill that was signed last summer phases out the plan by July 1, 2028.
• GAO Releases Report on American Rescue Funding: On Feb. 27, the Government Accountability Office released a report on the dissemination of COVID-19 relief funds from ED. GAO found that districts lacked the necessary data to properly identify high-poverty schools and meet the equity requirements for funding distribution. The report outlines several recommendations for ED, including establishing procedures to ensure reliable data is collected for grant oversight and technical assistance.
• ED Issues Interpretive Rule to Reduce Barriers for New and Emerging Accrediting Agencies: On Feb. 26, ED issued an interpretive rule aimed at reducing existing barriers for new accrediting agencies to apply for recognition from the Secretary of Education.
• States Considering Legislation to Limit or Ban Ed Tech in Grades K-5: Kansas, Missouri, Tennessee, Virginia and West Virginia have proposed legislation prohibiting ed tech in K-5 classrooms to some extent. We’ll be watching these trends closely to ensure we don’t start seeing policies proposals in this space that would significantly impact CTE.

On March 4, the House Education and Workforce Subcommittee on Higher Education and Workforce Development held a hearing entitled, “Building an AI-Ready America: Strengthening Employer-Led Training.” The witnesses included:

• Tim House: Executive Vice President and Chief Operating Officer, Wireless Infrastructure Association
• Scott Ralls: President, Wake Technical Community College
• Brent Parton: President, CareerWise
• Mary Kate Morley Ryan: Managing Director, Talent & Organization, Transformation Americas, Accenture

The hearing explored how employer-driven training models and workforce development systems, particularly those structured under the Workforce Innovation and Opportunity Act (WIOA) can be redesigned to meet the needs of workers and employers in an AI-intensive economy.

Over a decade since WIOA was last reauthorized, lawmakers and witnesses argued that the framework needs to be updated to better support current labor market demands. With AI transforming jobs across multiple sectors, policymakers questioned whether federal training infrastructure is agile and responsive enough to help workers acquire in-demand skills.

Subcommittee Chairman Burgess Owens (R-UT) emphasized that AI is not a future issue but a present reality reshaping work right now. He argued that employer involvement in designing training programs ensures that federal investments produce outcomes tied to real job opportunities.

Witnesses stressed that industry-involved training, where employers collaborate with training providers or community colleges, is especially effective. These approaches can help workers gain practical skills on the job and build competencies that match employer demand.

A recording of the hearing can be found here.