The U.S. Departments of Labor, Commerce and Education on Tuesday released their blueprint to overhaul the federal government’s approach to workforce development.

The 27-page paper, America’s Talent Strategy: Equipping American Workers for the Golden Age, outlines a five-pillar plan designed to expand access to good-paying jobs, strengthen talent pipelines for critical industries, prepare the workforce for an AI-driven economy, and solidify the United States’ position as the world’s leading economic power. The report was initiated due to an Executive Order earlier in the year on preparing Americans for high-paying skilled trade jobs that called for a review of all federal workforce programs.

The pillars are:

• Industry-Driven Strategies: Expand proven work-based learning models, such as registered apprenticeships, and align education programs with career pathways in priority industries to directly meet employer needs. This includes streamlining program administration, simplifying governance requirements and enabling states to integrate funding streams for more efficient service delivery.
• Worker Mobility: Expand workforce participation by identifying the skills and credentials needed for in-demand jobs and connecting individuals to personalized support to help them advance in their careers.
• Integrated Systems: Streamline federal workforce development programs to give states greater flexibility, unify access points for workers and employers, and advance the president’s Make America Skilled Again proposal, which includes block grants to states.
• Accountability: Increase transparency and oversight of federally funded workforce programs by strengthening measures of success and redirecting resources to initiatives proven to connect Americans with good-paying jobs.
• Flexibility and Innovation: Prepare the workforce to thrive in an AI-driven economy by prioritizing AI literacy, developing new pathways into AI careers, and supporting rapid reskilling initiatives and other innovation pilots.

The report also touches on the Inter-Agency Agreement (IAA) between the Departments of Education (ED) and Labor (DOL), which entails joint administration of CTE initiatives like Perkins V and the Perkins Innovation and Modernization (PIM) Grant program. Future PIM competitions will emphasize education-workforce alignment, apprenticeships, innovative work-based learning models, and competency-based hiring, with grant applications requiring support from governors and state workforce boards. ACTE has previously expressed concern about the IAA.

Registered apprenticeships are central to the approach, with proposed regulatory streamlining, expanded funding, and on-ramps such as pre-apprenticeships, internships, and dual-enrollment programs.

On AI, the report emphasizes both opportunity and urgency, calling for regional AI learning networks, partnerships with the National Science Foundation’s AI Institute, and rapid retraining pilots to keep pace with shifting skills. Special attention will be given to ensuring equitable access so all communities can share the benefits of an AI-powered economy.

Please reach out to ACTE’s Government Relations Manager Jimmy Koch (jkoch@acteonline.org) if you have any questions or concerns. 

Gaps in Understanding the PD Needs of Postsecondary CTE Educators: A white paper from CAST examines how Universal Design for Learning (UDL) can improve postsecondary CTE instruction and boost student outcomes.

In a separate study, the authors found that there is a lack of research and guidance on postsecondary CTE professional development (PD) practices. Moreover, interviews they conducted revealed that postsecondary CTE instructors struggle with supporting students and managing their classroom. Because teacher self-efficacy—the belief in one’s ability to help students learn—relies on positive PD experiences and is tied to higher student outcomes, the authors argue that there is an urgent need to fill the postsecondary CTE PD gap and propose UDL as a potential solution. 

UDL’s emphasis on student access and success makes it applicable to postsecondary CTE and can increase self-efficacy, according to the authors. They point to the experiences of postsecondary CTE instructors who received UDL-based PD from CAST; the instructors described shifting their perspectives to focus on how they present information to students, such as utilizing videos to introduce a piece of equipment, and being more aware of the different ways students process information and express their knowledge.  

Moving forward, the authors provide a series of recommendations that call on stakeholders to implement UDL-based PD for postsecondary CTE instructors, including promoting awareness of UDL, conducting research and investing in teacher support initiatives. 

A Regional Look at the ROI of California’s Community and Career Colleges: A study from College Futures analyzes the return-on-investment (ROI) of California’s community and career colleges. The researchers compared the median salary of graduates from individual colleges to the median salary of a California high school graduate with no postsecondary education ($32,476). They then calculated how long it took for college graduates to recoup the costs of their credential based on their additional earnings. 

The researchers found that the ROI varied greatly between California’s regions. Thirty-eight percent of community and career colleges in the Bay Area enable students to recoup the costs of their credential in under a year compared to only six percent in the Inland Empire; notably, 34% of colleges in the Inland Empire provide no economic returns at all. Differences also emerged between public and private colleges, with 40% of public community and career colleges allowing students to recoup costs in under a year compared to five percent for private colleges. The top 25 institutions with the quickest ROI span the entire state and allow students to recoup costs in under six months; these colleges also primarily serve low-income students, charge less than $5,000 annually, and demonstrate earnings that are at least $10,000 more than a high school graduate. 

A 50-state Analysis of College, Career, Military and Civic Readiness Indicators: A report from the Urban Institute and All4Ed examines how states are utilizing and measuring college and career readiness (CCR) indicators. The author scanned indicators across all 50 states and Washington, DC, and found the following: 

• Forty-two states use at least one CCR indicator in their federal or state accountability systems, with 17 states using multiple.  
  • 20 states also measure military or civic readiness. 
• AP or IB coursework is the most common college readiness measure used by states (35), followed by dual or concurrent enrollment (34) and college admissions tests (25). For career readiness measures, industry-recognized credential attainment is most common (23), followed by CTE pathway completion (16) and work-based learning (14). 
• Only 12 states report data on how students demonstrate readiness through their CCR measures. 
• Twenty-six states exclusively rely on input measures—such as test scores—to measure a student’s readiness rather than outcomes measures such as wages and college enrollment. 

American Sentiment Toward The Skilled Trades: A recent survey from The Harris Poll investigates how individuals view careers in the skilled trades. The researchers surveyed over 2,000 adults aged 18 and older across the nation and found the following: 

• Americans overwhelmingly support the skilled trades: 90% of respondents believe that the skilled trades offer a fast and affordable path to a good career while 91% believe they are as important as white-collar jobs. Ninety percent agree that most people do not realize how high paying the skilled trades can be. 
  • Attitudes differ by age group: 59% of boomers said that the skilled trades offer the best job opportunities compared to only 38% for Gen Z. 
• Across all age and racial/ethnic groups, respondents said that the biggest barrier for individuals pursuing skilled trades is that trade careers are seen as less prestigious than other occupations. Other barriers ranked highly by respondents include lack of awareness of trade careers, pressure to attend a four-year college and trade careers not being seen as financially rewarding. 

After a flurry of summer activity, things are quieting down in Washington as lawmakers wrapped up work and recessed for the August break. Congress will return on September 2 to what is likely to be a contentious work period as the end of the fiscal year approaches. The Senate did make some progress on appropriations bills before leaving town, but there is still much more work to be done! August is a great time to connect with policymakers who are back in their home states and districts and emphasize the importance of federal funding for CTE. See below for a wrap up of other news these past two weeks:

• Senate Moves Forward on Appropriations Bills: The Senate passed three full appropriations bills before leaving town, covering Military Construction and Veterans Affairs, Agriculture, and the Legislative Branch. The Senate Labor, Health and Human Services, and Education Appropriations Subcommittee also approved its bill, which provided level funding for Perkins and most other education and workforce programs.
• Senate Approves Under Secretary of Education: On August 4, Nicholas Kent was sworn in as the Under Secretary of Education after being confirmed by the Senate. He will have a leadership role in overseeing postsecondary, CTE and adult education programs, along with federal student aid. In other nomination news, Penny Schwinn removed herself from consideration as the Deputy Secretary of Education, and will instead assume an advisory position that is not subject to Senate confirmation.
• ACTE Support College Transparency Act: On July 29, Sens. Bill Cassidy (R-LA) and Elizabeth Warren (D-MA) reintroduced the College Transparency Act in the Senate, with Reps. Mike Kelly (R-PA) and Raja Krishnamoorthi (D-IL) introducing a companion in the House. The bill would lead to a stronger postsecondary education data system and make it easier to collect and report on CTE student outcome measures, and ACTE was proud to continue our support!
• Department of Justice Issues Memo on DEI Programs: On July 30, the Department of Justice issued non-binding guidance to all federal grantees related to “the application of federal antidiscrimination laws to programs or initiatives that may involve discriminatory practices, including those labeled as Diversity, Equity, and Inclusion ("DEI") programs.”
• Administrations Issues Requirements for New Postsecondary Data Reporting: On August 7, the White House Issued a memo requiring new reporting from institutions of higher education on applicants and those admitted, including data disaggregated by race and sex, as well as information on test scores and GPAs. An accompanying fact sheet and follow-up communication from the Secretary of Education provide more details.
• Department of Education Issues Guidance on Waivers: In a letter sent to chief state school officers on July 29, the Department provided guidance to states on how they can use existing flexibilities in education laws or “to seek creative and effective waivers for improving student academic achievement and maximizing the impact of Federal funds.”
• President Issues Executive Order on Federal Grantmaking: On August 7, the President issued an executive order titled “Improving Oversight of Federal Grantmaking” that institutes new approval processes for the posting of funding announcements and awarding of funds to ensure they advance the President’s policy priorities. This could slow the funding process down considerably.

Addressing CTE Faculty Shortages in Community Colleges: An article by Brandon Hensley, Michelle E. Bartlett, James E. Bartlett II and Sophia Alston in The CTE Journal investigates the challenges that shape CTE faculty shortages in community colleges and the institutional practices aimed at recruiting and retaining instructors.

The researchers surveyed postsecondary CTE instructors nationally and analyzed data from community college faculty in North Carolina to provide state-specific insights. They found that respondents from North Carolina struggle to find instructors, with 66% of respondents stating it is always or often hard to find full-time faculty and 60% reporting the same for part-time faculty. Within CTE program areas, 41% of respondents say that their institutions face a shortage in one area, 17% in two areas, 13% in three areas and 14% in 10 areas. Health (50%), Construction/Trades (27.5%) and IT (23%) are the most common program areas in which respondents report faculty shortages.  

When asked about how their institutions recruit and retain CTE faculty, the most common strategies reported by North Carolina respondents are posting positions on the school’s website or online job boards, word of mouth and faculty referrals. For retention, respondents report that their institutions actively address factors that lead to faculty burnout and consider feedback from faculty in decision-making. However, respondents rate their institution’s benefits and sense of community among faculty members as weak.  

The State of CTE in Ohio: A report from the Fordham Institute examines the current state of CTE programs and work-based learning opportunities in Ohio using state longitudinal data. 

• Participation in CTE coursework and work-based learning opportunities has risen in recent years. About one in four high school students completed at least one CTE course in the 2022-23 school year, up from one in six for 2014-15. In addition, about one-third of students, over 44,000, graduated as CTE concentrators in 2023 compared to 36,000 students in 2020. 
• The class of 2023 saw over 4,500 additional students (26% of CTE concentrators) accumulate more than 250 hours of work-based learning experiences compared to the class of 2022. 
• Attainment of industry-recognized credentials soared from 14,500 earned in 2014-15 to nearly 70,000 earned in 2021-22. 
  • Attainment of high-demand credentials, as defined by the state’s Innovative Workforce Incentive Program (IWIP), also rose significantly—from about 3,000 earned in 2019-20 to over 19,000 in 2022-23. However, IWIP credentials only made up 16% of the credentials students earned in 2022-23, indicating that students are largely pursuing lower demand credentials. 
• The top CTE programs for concentrators are agribusiness and production systems (15.4%), engineering and design (9%) and allied health and nursing (8.5%). 
• Low-income and Black students are underrepresented in enrollment at specialized career centers, which are more likely to offer high-demand programs and credentials. 

Which College and Career Readiness Standards Best Align with Positive Outcomes after High School?: A study from the Urban Institute examines 12 college and career readiness standards in state accountability models, investigating which ones best predict post-high school outcomes.  

The author analyzed 100+ studies that examined the causal impact of each standard and found that seven are positively linked to post-high school outcomes:  

Participation in early college programs or academic dual enrollment as well as participation in CTE or CTE dual enrollment are the standards mostly positively aligned to positive outcomes, each supported by a significant number of studies that indicate strong links to postsecondary enrollment, persistence and degree attainment as well as employment and earnings. The author noted that enrollment in CTE coursework appears to be particularly beneficial for male, Black, Hispanic and disabled students, echoing other studies that have made similar findings.  

Strengthening Career Value Across Diverse Models of Work-based Learning: A report from the Strada Foundation explores students’ experiences and attitudes toward various work-based learning (WBL) experiences. The researchers surveyed over 2,000 undergraduate students at public four-year colleges nationwide and found the following: 

• 65% of students who participated in WBL said it was to gain experience and skills in a specific career they plan on pursuing. Students highly value WBL experiences, with 40% ranking the career value of their experiences a ten on a 1-10 scale, 13% ranking their experiences a nine, and 18% rating their experiences an eight.  
• Experiences that students rated the highest in making them stronger candidates for careers are paid internships, undergraduate research experiences and practicums. On- and off-campus jobs were ranked the lowest. 
• Students indicated that, broadly, WBL experiences helped them expand their professional network, develop technical and soft skills, and receive extensive feedback and mentorship from their supervisors.  

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.