On July 31, the Senate Appropriations Committee released and voted 26-3 to advance the Fiscal Year (FY) 2026 Labor, Health and Human Services and Education Appropriations bill to the full Senate.  

The bill maintains level funding for the Perkins State Grant at $1.4 billion and funds the National Activities account at $10 million. Funding for adult education, Workforce Innovation and Opportunity Act (WIOA) and the Every Student Succeeds Act Title I grant also received level funding in the bill.   

The maximum Pell grant award would be $7,395 for the 2026-27 school year. Other programs receiving level funding include Head Start, TRIO, AmeriCorps and Job Corps programs despite the Trump Administration requesting Congress to eliminate these programs. Funding for other programs and offices, including Federal Work Study, Federal Student Aid, the Office for Civil Rights (OCR) and the Institute of Education Sciences (IES) are sustained at current levels as well. 

The bill also contains a variety of new requirements, including: 

• ED must maintain the staff necessary to carry out its statutory duties. 
  • Several provisions require the Department to support the staffing levels necessary for IES, the National Center for Education Statistics and OCR to carry out their duties.  
• ED must make formula grants available to states on time. 
  • Several provisions explicitly require Perkins, adult education and WIOA funds to be distributed to states on time.

During the markup of the bill, Senator Murray (D-WA), Vice Chair of the committee, voiced her concerns regarding the potential dismantlement of the Education Department (ED) and argued that the shift of Perkins and adult education funds to the Department of Labor (DOL) violated federal laws.  

Senator Capito (R-WV), Chair of the Labor, HHS and Education Subcommittee, praised the bipartisan support of the bill and highlighted investments to expand apprenticeship programs in alignment with President Trump’s Executive Order “Preparing Americans for High-paying Skilled Trade Jobs of the Future,” which you can read more about on the blog here.  

The committee then proceeded to vote on various amendments to the bill, most of which focused on non-education or labor issues such as research grants at the National Institutes of Health and service delivery at the Social Security Administration. Senator Murphy (D-CT) introduced an amendment that would have prevented the Trump Administration from utilizing funds appropriated to OCR until the agency’s Inspector General determined that the enforcement actions under the office adhered to investigation procedures outlined in statute, but the committee ultimately voted along party lines to not adopt the amendment.  

ACTE will continue to monitor this bill as it makes its way to the Senate floor for debate. Please reach out to ACTE’s Government Relations Manager Jimmy Koch (jkoch@acteonline.org) if you have any questions or concerns. 

The Departments of Education (ED) and Labor (DOL) recently began implementing an Interagency Agreement (IAA) to transfer administration of career and technical education (CTE) funding through the Carl D. Perkins Career and Technical Education Act from ED to DOL. This move is likely to have far-reaching negative impacts on CTE programs and learners across the country.

ACTE and our partners are strongly opposed to any attempt to delink CTE from the American education system. We maintain significant concerns regarding the disruption this will have on Perkins implementation and the services it provides to students nationwide. Coordination between programs already exists without the need for such a drastic move that creates—rather than reduces—significant new administrative challenges for CTE leaders and practitioners.

ACTION NEEDED: Contact your Members of Congress and urge them to oppose any transfer of Perkins administration to the Department of Labor!

Moving the administration of Perkins funding from ED to DOL, while maintaining statutorily required oversight at ED, will create significant administrative confusion and add unnecessary layers of bureaucracy, increasing the risk of funding delays and disruptions to program delivery. The move to Labor would shift the focus of Perkins V and weaken the crucial link between CTE and the broader education system, while jeopardizing the development of programs of study, the integration of rigorous academic standards, and alignment with graduation requirements. It  is essential to protect CTE funding and program implementation by urging your Members of Congress to consider this proposal via the legislative process, rather than unilaterally moving these functions without congressional input.

Earlier this month, Labor Secretary Lori Chavez-DeRemer announced that the Department of Labor (DOL) was rolling back 63 federal regulations in accordance with President Trump’s Executive Order “Unleashing Prosperity through Deregulation,” which directs federal agencies to eliminate 10 existing regulations for each new one established.

Several of the deregulatory actions relate to workplace safety, including limiting OSHA oversight of inherently hazardous workplaces, such as professional sports and the performing arts, as well as rescinding illumination requirements for construction worksites and revoking a rule that requires OSHA’s Assistant Secretary to consult with the Advisory Committee on Construction Safety and Health when modifying construction-related regulations.

Other deregulatory moves include:

• Reversing a 2013 rule that provides federal minimum wage and overtime pay protections for certain home health care and domestic workers.
• Withdrawing a notice of proposed rulemaking that aimed to end subminimum wages for workers with disabilities.

This deregulatory push has the potential to impact DOL’s approach to worksite access and safety for CTE students participating in work-based learning activities like job shadows, internships and apprenticeships. It will be important to pay close attention to specific changes that might impact your programs or students. ACTE will share updates as we learn them, and will also be watching how these moves might factor into separate conversations about moving the administration of Perkins from the Department of Education to Labor.

This was the last week in session for the House before the August recess. They adjourned mid-week and are not scheduled to return until September 2. The Senate spent the week working on appropriations bills and cleared procedural hurdles to bring the first of the Fiscal Year (FY) 2026 bills to the floor. They will be in session for at least one more week, where they are expected to continue to focus on appropriations bills, as well as approving nominations. On the Administration side, the biggest news of the week was that on Friday, an announcement was made that the remainder of the almost $7 billion in education funding that had been withheld from states was being released, and should be available to states and local grantees soon (although perhaps with additional compliance guardrails)! Other activities this week include:

• Senate Announces Education Funding Bill Markup: The Senate Appropriations Committee announced it will mark up its FY 2026 Labor, Health and Human Services, and Education Appropriations bill on Thursday, July 31. This will be our first chance to see what Congress has in mind for Perkins funding and other education and workforce programs.
• Administration May Include Education Funding in Next Rescission Package: It has been widely reported this week that the Administration is considering sending a second rescission package to Congress, rolling back previously appropriated but unspent FY 2025 funds. This package could potentially include education funding. No further details are known at this time, but we will share more information as soon as it is available.
• ED Continues to Move Forward on Partnership with Department of Labor (DOL): The Office of Career, Technical, and Adult Education (OCTAE) continues to take steps to implement the partnership it formally announced with DOL earlier this month. While we have been assured that at this time, ED staff contacts and processes for accessing funding remain the same for Perkins grantees for the time being, but that could change. More perspective on the move is provided from OCTAE Acting Assistant Secretary Nick Moore in this blog post. We remain very concerned about the implications of this move – many of which are outlined in this blog post from a former ED staff member now at New America.
• ED Announces Negotiated Rulemaking on Higher Education Issues: Following the passage of the budget reconciliation bill, which contained significant changes to federal student aid, ED is convening two negotiated rulemaking panels to begin developing implementation plans for the new law. The panel that will consider guidelines for short-term Pell will convene in December and January. There will also be opportunities for public comment.
• OCTAE Announces Next CTE Challenge: OCTAE recently announced that the next challenge in its CTE Momentum series will launch in early August and be focused on AI. The Your AI Horizons Challenge “will invite high school CTE students to explore how artificial intelligence can enhance careers across all industries.” More information will be available soon.
• Office of Indian Education Seeking Input: ED’s Office of Indian Education announced it is holding a Tribal consultation session on FY 2026 grantmaking priorities on August 26 at 2:30 Eastern. The consultation will include the Native American CTE Program funded by Perkins. Click here to register, and questions and written comments can be sent to TribalConsultation@ed.gov.

• Senate HELP Committee Approves More Education Nominees: On July 24, the Senate Health, Education, Labor and Pensions Committee approved two more nominees for ED posts: Mary Christina Riley as assistant secretary for legislative and congressional affairs, and David Barker for assistant secretary for postsecondary education. It is unclear when these nominees, or others like the OCTAE assistant secretary, will be confirmed by the full Senate.

• ED Announces AI as Priority in Grant Applications: Through a notice published in the Federal Register on July 21, ED announced a new proposed priority and definitions around advancing artificial intelligence in education for its competitive grant programs. The priority also addresses providing professional development for educators on AI, as well as providing students with exposure to AI concepts and technology to ensure workforce readiness. Comments on the proposed grant priority are due August 20. The White House also announced a new AI action plan this week, with strong workforce development themes.

There has been a whirlwind of activity in Congress and the Administration over the past two weeks. The House took a short recess after passing the budget reconciliation bill, which was signed into law on July 4, but then was back in action this past week, when both chambers worked to clear a budget rescission package that rolled back some foreign aid and public media funding from FY 2025. At the same time, the House and Senate are attempting to move forward with FY 2026 appropriations bills, but progress has been slow. There has also been significant Administration activity that you can read more about below. Don’t forget to share your thoughts and concerns about these activities through this short form! Key federal activities these past two weeks include:

• Department of Education (ED) Announces New Guidance on Using Federal Funds for Undocumented Students: On July 10, ED announced a notice of interpretation on using federal funds to serve undocumented immigrants. The notice interprets many postsecondary education programs, including programs and activities funded by Perkins V, as providing federal public benefits under the Personal Responsibility and Work Opportunity Reconciliation Act and thereby subject to citizenship verification requirements under that law. Read more on the blog here.
• Supreme Court Clears the Way for Perkins Move from ED to Labor: On July 14, the Supreme Court ruled that ED may proceed with a reduction in force of approximately 1,400 employees. The interagency agreement previously signed by ED and Labor, which shifts the administration of Perkins and WIOA Title II adult education and literacy programs to DOL, may also move forward. Read more on the blog here.
• FY 2026 Appropriations Process Moves Forward Slowly: Congress is slowly beginning work on appropriations bills for FY 2026. On July 15, the House released its total funding levels for each of the 12 appropriations bills. The Labor, Health and Human Services, and Education Appropriations bill is slated for an almost $14 billion cut, which causes significant concerns. The House was scheduled to consider that bill in committee the week of July 21, but that action has been postponed until September.
• ED Continues to Withhold Education Funding: Almost $7 billion in federal funding for education has been withheld from states since its original scheduled distribution date of July 1. On July 18, states were notified that $1.4 billion in funds from ESSA Title IV-B, the 21st Century Community Learning Centers program, which funds afterschool programs, would be released on July 21. No update has been provided on other funding. Ten Republican senators did weigh in on the ongoing issue by sending a letter to the Office of Management and Budget urging the release of funding.
• Office for Civil Rights (OCR) Dismisses Thousands of Complaints: Court documents disclosed recently revealed that OCR dismissed more than 3,400 complaints from March 11 to June 27, a significant increase over prior years. This follows recent layoffs at OCR earlier this year and the closure of seven of 12 civil rights enforcement offices nationwide.
• Department of Labor (DOL) Issues Rule on Anti-discrimination Protections in Registered Apprenticeship Programs: DOL issued a notice of proposed rulemaking to clarifying prohibitions against discrimination in apprenticeships and rescind equal employment requirements, titled “Prohibiting Illegal Discrimination in Registered Apprenticeship Programs.” Comments are due September 2.
• Administration Announces Several New Funding Opportunities: Several new competitive grant announcements have been made by the Departments of Education and Labor. At ED, grants are available for Alaska Native-, Native Hawaiian-, Asian American and Native American Pacific Islander-, and Native American-Serving Institutions, as well as transition programs for students with intellectual disabilities. The Department of Labor announced $5 million in funding for the Women in Apprenticeship and Nontraditional Occupations program.

The Impact of CTE Concentration on the Success of High School Students: An article by Michael Shoemaker in the Journal of Career and Technical Education describes positive academic and behavioral outcomes for CTE concentrators compared to non-concentrators.

After analyzing data from 2019-22 graduates of a Midwest high school, Shoemaker found that CTE concentrators scored higher on both the ACT Science and Kansas Assessment Program Science exams. CTE concentrators also had higher final GPAs and graduation rates than non-concentrators. For behavioral outcomes, CTE concentrators had a significantly higher attendance rate and received slightly fewer disciplinary infractions than non-concentrators. 

Understanding Interest in CTE Course-taking: In the same journal, an article by Ellen Rydell Altermatt, Andrea Rorrer, Rachel Barnett and Tamara Goetz examines how students value and perceive CTE coursework. The study specifically examines the intrinsic value (personal enjoyment) and utility value (perceived usefulness) of CTE courses. 

The researchers surveyed grade 9-12 students at a Utah high school and found that the students, as a whole, find both intrinsic and utility value in CTE coursework. The utility value of CTE courses for college and career readiness ranked the highest, followed by intrinsic value, then the utility value for jobs and networking. Female students ranked each of the three values higher than male students, as did students planning to go to college. Students of color ranked perceptions of intrinsic value and utility value for college and career readiness lower.  

The researchers also measured students’ interest in taking CTE coursework and found that students of color were less interested in taking CTE courses, while older students and students who planned to go to college were more interested in taking CTE courses. Students who rated intrinsic and utility values of CTE courses higher were much more likely to have already taken a CTE course or plan on taking additional CTE courses beyond their graduation requirement than students with lower value ratings. 

How State Policy Can Transform Career Navigation for Young People: A report from American Student Assistance and Jobs for the Future examines how states are developing career navigation systems. The researchers identified 19 policies across four components – actionable information (labor market information and student outcomes data), personalized guidance, work-based learning (WBL) and short-term credentials – which they identified as critical in developing an effective career navigation system. The researchers then conducted a scan of all 50 states and Washington, DC, to determine which states have policies that align with each component the most. 

For each component, the researchers found the following: 

• Actionable Information: Actionable information still needs much work as many states do not produce disaggregated student wage and employment data and do not collect statistics on nondegree credentials. Notably, only four states publish interactive tools that display disaggregated wage and employment data from postsecondary degrees. 
• Personalized Guidance: Personalized guidance also falls short. While 21 states prioritize Perkins state leadership funds to support career guidance programs, only six have developed quality standards for secondary career counseling and advisement. 
• Work-based Learning: States fare better with WBL, with 45 states having a formal definition of WBL and 27 providing financial incentives to employers who engage in WBL. Continued work remains crucial however, as only six states have adopted quality standards for WBL programs. 
• Short-term Credentials: While 24 states provide financial aid to short-term, high-demand credentials, only five include them in their outcomes-based funding formula for postsecondary programs. 

The Link Between Dual Enrollment Partnership Characteristics and Outcomes: A report from the Community College Research Center explores how the characteristics of dual enrollment (DE) partnerships in the state of Texas affect student outcomes. 

Using state administrative data, the researchers found that contextual measures, particularly an urban setting and the use of the early college high school (ECHS) model were stronger predictors of student outcomes than the structures of DE courses (e.g., type of instructor, virtual course, subject). DE partnerships with an ECHS are associated with a 20 percentage point increase in four-year college enrollment compared to partnerships with a traditional high school. Partnerships in urban high schools are associated with a 30 percentage point increase in four-year college enrollment, compared to rural high schools, and a 27 percentage point decrease in two-year college enrollment.  

Geographic locale and the ECHS model also predict degree attainment. Partnerships with ECHSs are associated with a 26 percentage point increase in associate degree attainment, while partnerships with urban high schools are associated with a 37 and 32.5 percentage point increase in associate and bachelor’s degree attainment, respectively. 

On Monday, July 14, the Supreme Court cleared the way for the U.S. Department of Education to proceed with a reduction in force of approximately 1,400 employees. The Court’s decision also enables ED and the Department of Labor to execute a previously signed interagency agreement (IAA), which had been held up as part of litigation, that will move the administration of Perkins and WIOA Title II adult education and literacy programs to DOL.

According to an announcement sent by ED on July 15, “under the partnership, DOL will provide day-to-day administration of ED’s Perkins and WIOA Title II programs” while “ED will maintain all statutory responsibilities and positions, policy authority, and oversight of these programs.” A related fact sheet describes this move as aligning with the Administration’s executive orders on returning education to the states and coordinating federal education and workforce investments.

While, according to the fact sheet, current agreements between states with ED and DOL will not be immediately impacted, ACTE is deeply concerned about the potential for significant administrative confusion and unnecessary layers of bureaucracy, increasing the risk of funding delays or disruptions in program delivery, as well as a lack of specifics in the IAA about which agency will have responsibility for key functions under Perkins such as the Consolidated Annual Report. 

The fact sheet also emphasizes an “employment first perspective” that does not reflect the full purpose of CTE programs. ACTE is concerned that this effort will shift the focus of Perkins and disrupt the critical connection between CTE and the broader education system, posing a threat to program of study development, early career exploration, integration of rigorous academic standards, alignment with graduation requirements and linkages between high school and postsecondary CTE. The Administration has also signaled its interest in directing federal funds for CTE away from postsecondary recipients to the K-12 level only, and postsecondary CTE programs may be further impacted by the recent notice of interpretation about the use of federal funds to serve undocumented immigrants — raising many questions about how these proposals would fit with the goals of this partnership

We are gathering more information on these actions and will provide more guidance as it becomes available. In the meantime, we encourage you to share any questions and concerns you have with us by completing this short form or contacting ACTE Government Relations Manager Jimmy Koch.