On January 15, the Senate Committee on Commerce, Science, and Transportation held a hearing entitled: “Plugged Out: Examining the Impact of Technology on America’s Youth.” The witnesses included:

• Dr. Jean Twenge, Professor of Psychology, San Diego State University
• Dr. Jared Cooney Horvath, Director, LME Global
• Ms. Emily Cherkin, Author and Founder of The Screentime Consultant
• Dr. Jenny Radesky, Associate Professor of Pediatrics, University of Michigan Medical School

The hearing focused on America’s youth and excessive screen time. It also called attention to the need for social media bans on publicly distributed laptops in schools in order to prohibit the distraction of entertainment in the learning environment.

There were concerns raised about student wellbeing as mental health concerns have risen rapidly since the introduction of the smartphone. The expert witnesses pointed to the research that many adolescents are struggling with anxiety, depression, and loneliness because of the addictive nature of social media algorithms. Senators also raised questions about youth exposure to inappropriate content and parasocial relationships with chat bots.

Dr. Jenny Radesky explained that “Our research has found tablets and apps commonly have designs that can lead to exposure to inappropriate or violent content, which is associated with worse outcomes. Popular apps also commonly have designs that encourage prolonged viewing, which create more family conflict and difficulty transitioning away from technology.” Participants in the hearing described social media to be a distraction at school and at home for all children. The hearing also highlighted the Kids Off Social Media Act (KOSMA), bipartisan legislation from Sen. Schatz (D-HI) and Sen. Cruz (R-TX) that would prohibit kids ages 13 and under from having social media accounts and prohibit social media companies from recommending content using algorithms to users under the age of 17, among other restrictions.

While there was discussion of limiting laptops in schools altogether, the main focus of the conversation was around restriction of non-school related entertainment because of the argument that students need exposure to technology to be prepared for the workforce. Sen. Lujan (D-NM) asked about the impacts of limiting technology, inquiring about the potential risks for both urban and rural schools that could occur “if federal funding for connectivity is eliminated.” Dr. Radesky replied that schools and programs that utilize computer software and AI for career and technical Training would suffer if laptop programs halted.

In conclusion, there was general consensus and support for limiting social media because of the harm that unregulated content creates for developing brain. The witnesses recommended putting pressure on large technology companies to increase their data privacy settings and supported the passage of the Kids Off Social Media Act (KOSMA) in the Senate.

On January 14, the House Committee on Education and Workforce held a hearing entitled: “Building an AI-Ready America.” The witnesses included:

• Chaya Nayak: Head of Certifications and Jobs Platform, OpenAI
• Mr. Adeel Khan: Founder & CEO, MagicSchool AI
• Ms. Alexandra Reeve Givens: President & CEO, Center for Democracy & Technology
• Mr. Kevin Frazier: AI Innovation & Law Fellow, University of Texas Law School

The hearing focused on the benefits and drawbacks of AI in both education and the workforce in an effort for policymakers to “meet the moment” of the rapid technological changes of this generation. The ultimate goal of the hearing was for legislators to learn how AI can properly prepare students for future careers, while at the same time considering necessary guardrails in order to protect students and maintain their critical thinking skills.

Throughout the hearing, legislators showed concern with how AI should be taught in school so that students can develop skills that will be required in future jobs. Ms. Nayak addressed the reality that there is a gap in the capability of students with exposure to AI versus students without it. She emphasized that employers are looking for applicants who know how to utilize AI as a tool rather than a shortcut. Further, there was discussion of the fact that teachers are the best avenue to instruct students about ethical use of artificial intelligence in academic and professional work.

In his testimony, Mr. Khan explained that “Teaching responsible AI is a critical part of preparing students for the world they’re growing into. Teachers need support to understand where AI is helpful, where it can fail, and how to supervise its use effectively.”

The witnesses believed strongly that education around AI will increase productivity in the economy if the next generation has the skillset demanded by employers. Some representatives argued that it is crucial that people are not left behind in this age of advancement and education around AI is an essential step in avoiding job displacement.

Representative Glenn “GT” Thompson raised a question about CTE, specifically asking how AI is being used in CTE programs. Mr. Khan responded “in a really powerful way,” highlighting that teachers coming from industry can use AI to build lesson plans in an efficient manner which creates curriculum resources that did not exist before.

A recording of this hearing can be found at https://www.youtube.com/live/RM0aq5ynUiQ.

ACTE continues to work closely alongside lawmakers as the deadline for Congress to approve appropriations bills approaches. The Senate advanced funding legislation that rejects most of the Trump Administration’s requests to cut funding from the National Science Foundation and other scientific research initiatives. Negotiations surrounding funding for the Education (ED) and Labor Departments (DOL) continued this week. In other news, ACTE has been coordinating activities for CTE Month and preparing to introduce a resolution to Congress. Read more updates below. 

• ACTION ALERT: Ask Your Members of Congress: Support Education Funding in the FY 2026 Appropriations Bill! Congress returned to session this month and has until January 30 to finalize FY 2026 appropriation bills before the current continuing resolution expires. Lawmakers are still negotiating education and workforce funding, with the Senate proposing level funding for Perkins while the House recommends a $25 million increase but makes significant funding cuts in other programs. CLICK HERE to urge your Members of Congress to support education and workforce development funding as they finalize FY 2026 appropriations bills!  
• Updated CTE Advocacy Resources: This week, ACTE published updated versions of our “What is CTE?” and “CTE Works!” fact sheets, providing CTE advocates and practitioners with essential information for their work. Read more on the blog here. 
• ED Rulemaking Committee Reaches Consensus on a New Accountability Framework: Last week, the AHEAD Committee at ED reached consensus on a number of different issues related to postsecondary education under the One Big Beautiful Bill Act (OBBBA). Among the major decisions regulators made was approving a new accountability framework for postsecondary programs, including changes to existing gainful employment regulations. Under the framework, programs that fail to demonstrate their graduates earn more than a high school graduate for two out of three years will be ineligible to receive Federal Direct Loans. If failing programs make up half of an institution’s students or Title IV funding, students at the institution will lose access to Pell Grants as well. 
• National Postsecondary Enrollment Data Released: This week, the National Student Clearinghouse Research Center released national fall 2025 postsecondary enrollment data. Total postsecondary enrollment slightly increased compared to the previous fall, with higher growth occurring in certificate and two-year vocational and technical programs. 
• Workforce Development Top Priority for States in 2026: A report from the State Higher Education Executive Officers Association found that economic and workforce development is the top policy issue state higher education agencies are focusing on in 2026. States are working on a number of initiatives to better align their education and workforce systems, from preparing for Workforce Pell to collaborating with industry partners. 
• ED Announces Next Steps in Postsecondary IAA: On Jan. 15, ED announced the next steps it will take to implement its interagency agreement (IAA) between the Office of Postsecondary Education (OPE) and the DOL. On the week of Jan 20, OPE staff in the Higher Education Programs (HEP) Division will be detailed to work at the DOL, and HEP grantees will transition to the DOL’s grant management system. This follows ED’s move last year to transition several OCTAE staff members and management of Perkins funding to the DOL.  
• House Education Committee Holds Hearing on AI: On Jan 14, the House Education & Workforce Committee held a hearing on AI’s impact on education and the workforce. Testimony during the hearing focused on various topics, including credentials of value and workforce development programs that incorporate AI tools. Listen to the hearing here and read more on the blog. 
• House Science Committee Holds Additional AI Hearing: Also on Jan 14, the House Science and Technology Subcommittee on Research and Technology held a hearing on the AI Action Plan. White House Office of Science and Technology Policy Director Michael Kratsios testified on the administration’s AI strategy plan and  emphasized the need for a unified national framework to support innovation and avoid a patchwork of state regulations. 
• New Democrat Coalition Releases Workforce & Ed Agenda: On Jan 9, the New Democrat Coalition—the largest Democratic Caucus in the House—released their workforce and education agenda, focusing on ensuring students have access to public education and graduate high school college and career ready. Noteworthy priorities include expanding Registered Apprenticeship programs and utilizing emerging technologies to teach students career-ready skills. Read more here. 
• ED, Interior and DOL Invite Tribal Consultation on IAAs: On Jan. 9, ED announced that it sent a letter inviting tribal leaders to provide feedback to ED on the interagency agreements (IAA) between ED, Department of Interior (DOI) and DOL, affecting Native American education programs. The consultation will be led by ED’s Office of Indian Education.
• Senate Commerce Committee Holds Hearing on Impact of Technology: On January 15, the Senate Commerce, Science, and Transportation Committee held a hearing entitled, “Plugged Out: Examining the Impact of Technology on America’s Youth.” A significant portion of the hearing was focused on educational technology, and you can read more on the blog!

On December 15, the Department of Education (ED) announced the launch of the Connecting Talent to Opportunity Challenge, aligning with the Trump Administration’s education and workforce priorities. The challenge invites governors—who must work alongside their state Perkins, adult education and workforce agencies— to develop or scale talent marketplaces in their state. The challenge defines talent marketplaces as public digital systems that integrate learning and employment records (LERs), credential registries, artificial intelligence and skill-based job description generators to translate jobs and credentials to skill-based information that can be shared between employers and jobseekers. ED is particularly interested in states working to engage employers in specific high-demand industries such as aerospace and nuclear energy. 

The challenge will consist of three phases: 

• Pre-phase (Jan-Apr 2026): Governors must submit action plans by April 30, identifying that they are either developing a new talent marketplace or scaling an existing one. Up to ten semi-finalists will be selected to advance onto phase one and are eligible to receive $100,000 each. 

• Phase One (Jun-Nov 2026): Semi-finalists will receive tailored technical assistance from ED and participate in a community of practice as they refine their plans. Upon completion of phase one and after meeting other criteria, participants will receive $400,000 each. 

• Phase Two (Jan 2027-Mar 2028): Finalists will deploy their plans, building out and scaling marketplaces in their state while continuing to receive technical assistance from ED. Upon completion of phase two and after meeting other criteria, up to ten finalists will receive $1,000,000 each. 

State education and workforce leaders interested in learning more about the competition can sign up for informational webinars here. The competition website also contains resources to assist states with their submissions, including an application guide, key terms and definitions and the official competition rules.  

Lawmakers returned to session this month with only a short time left to pass the remaining Fiscal Year (FY) 2026 appropriation bills before the January 30 deadline. As of today, negotiators are still working on compromise legislation, including the bill that would fund the Department of Education (ED). Earlier this year, both the House and Senate released their FY 26 funding bills for the ED, but no agreement has been reached. The Senate bill provides level funding for Perkins State CTE grants, and the House bill provides a $25 million increase. However, there are significant concerns about the House bill because it includes steep cuts to other education and workforce programs that support CTE learners, educators and schools.  

As lawmakers resume work and the appropriations process moves forward, it is essential that advocates weigh in one more time so that Congress understands the importance of both increased support for CTE and sustained investments to education and workforce programs across the continuum.  

ACTION NEEDED: CLICK HERE to urge your Members of Congress to support education and workforce development funding as they finalize FY 2026 appropriations bills!  

Send a message directly using the ACTE Action Center. You can also call or email directly any personal contacts that you have in your Members’ offices, such as from a meeting at NPS, or call the U.S. Capitol switchboard at (202) 224-3121 and an operator will connect you to your Member of Congress. 

Today, ACTE released updated versions of our “What is CTE?” and “CTE Works!” fact sheets, providing practitioners and advocates with essential information and resources for their work. 

• The “What is CTE?” fact sheet provides a general overview of what CTE is and the benefits to students and local communities. It serves as a go-to resource for students and families, industry partners, media and policymakers new to CTE. 

• The “CTE Works!” fact sheet highlights research that details the positive impact of CTE on student academic achievement, employment outcomes and local communities and businesses. 

We encourage you to share these resources out to students and their families, CTE teachers and administrators, workforce leaders, policymakers, the media and other stakeholders interested in learning more about and advocating for CTE. Spanish translations of these fact sheets will be available soon. 

Congress continues to work on appropriations bills for 2026, but lawmakers have yet to reach a consensus on a number of budget-related items, including funding for the Departments of Education (ED) and Labor (DOL). The House passed a minibus that includes funding for three other appropriations bills, including the National Science Foundation and other agencies, which the Senate will consider next week. Related to regulatory activity, negotiated rulemaking continues as the Accountability in Higher Education and Access through Demand-driven Workforce Pell (AHEAD) Committee is convening for the second time this week to continue discussing the implementation of financial aid changes passed under the One Big Beautiful Bill Act. In other news, ACTE is preparing for CTE Month in February, coordinating with lawmakers and other stakeholders. Read more updates below. 

• ACTE Endorses Immersive Technology Bill: This week, Reps. John Mannion (D-NY) and Gabe Evans (R-CO) introduced the Immersive Technology for the American Workforce Act. ACTE endorsed the bill, alongside Advance CTE and other partners. The bill, if passed, would establish a grant program at the DOL to support the development of immersive technology programs at community colleges and area CTE centers.  
• AHEAD Committee Meets for Second Week: The AHEAD Committee at ED convened for the second time this week to continue discussing the implementation of financial aid changes passed under the One Big Beautiful Bill Act. Conversations centered around gainful employment, the Do No Harm provision and other topics related to student loans and Pell Grants. The committee has yet to reach a consensus at the time of writing. 
• Innovation Challenge Launch Webinar Announced: This week, ED announced an information session on January 13 related to the launch of the $15 million “Connecting Talent to Opportunity Challenge” that was announced in December. Register here for the webinar to learn more about how you can get involved! 
• DOL Awards $13.8 Million to Expand the Shipbuilding Workforce: On Jan. 8, the DOL awarded over $13.8 million to expand programs that prepare students to enter shipbuilding. Grants were awarded to Delaware County Community College and the Massachusetts Maritime Academy, each hosting robust maritime workforce programs. 
• ED Approves Funding Waiver for Iowa: On Jan. 7, ED announced that it had approved Iowa’s Returning Education to the States waiver request, giving the state more flexibility under ESSA. Specifically, the waiver will allow Iowa to consolidate its state-level activities funds for several ESEA funding streams—including programs that support English language learners, after-school programs and teacher recruitment—and use them for any activity allowed under the included programs. The waiver also grants Iowa the ability to waive specific ESEA requirements from local education agencies and school districts related to carryover funds, Title IV set-asides and funds for transition services. 
• DOL Announces $145 Million in Funding to Expand Apprenticeships: On Jan. 6, DOL announced over $145 million to expand Registered Apprenticeship programs nationwide, aligning with the Trump Administration’s goal to exceed one million active apprentices a year. Grants will be awarded to up to five cooperative agreements for a four-year period and will focus on pay-for-performance incentive payments programs, with an emphasis on industries with well-established apprenticeship infrastructure. 
• ED Releases $169 Million in FIPSE Grants: On Jan 5, ED announced that it has awarded over $169 million in grants under the Fund for the Improvement of Postsecondary Education (FIPSE). The grants, which were originally announced late last year, are focused on several areas outlined by the Trump Administration as urgent needs in postsecondary education, including expanding Workforce Pell-aligned programs, integrating AI into coursework and establishing new accreditors. 
• Opportunity for Skills Validation Funding: Education Design Lab, in technical partnership with Credential Engine and with a foundational grant from Walmart, invites you to apply to Advancing Workforce Mobility: An RFP for Credential Transparency and Skills Validation. This $3.5 million initiative is designed for organizations that care deeply about STARs—workers Skilled Through Alternative Routes—and want to help them clearly show what they know and can do and connect those skills to quality jobs. Key dates and details are available here.  
• Ed & Workforce Committee Considers Bills Related to Pregnant Students and Trafficking: On Jan. 8, the House Education and Workforce Committee approved two bills, H.R. 4307, Enhancing Detection of Human Trafficking, and H.R. 6359, the Pregnant Students’ Rights Act. Single parents, including single pregnant women, are a special population outlined in Perkins.