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.

The Sites and Styles of Rural Career Education: The Association of Illinois Rural and Small Schools recently released their third statewide assessment of rural CTE programs. 

The researchers surveyed rural school districts across the state and found that all the responding districts offer CTE courses in some capacity, most commonly in agriculture, business/finance and career exploration. Most rural districts also offer some form of work-based learning, primarily field trips/tours (80.4%), career fairs (76.3%) and job shadowing (67.8%). Nearly half partner with other districts to offer CTE courses, and 21.4% offer CTE dual-credit courses. When asked about transportation, 34.7% of districts indicated that students can get to work-based learning experiences via district buses. For CTE courses outside of a student’s district, this rises to 50.2%. 

From the open-ended responses, the researchers found that rural districts struggle significantly with CTE teacher recruitment and retention and with funding and facilities, stating that their infrastructure is expensive and outdated. The location of schools also prevents many from partnering with employers.  

For more rural information and resources, visit ACTE’s Community of Practice for Rural CTE through our CTE Learn portal. 

Value of Industry-recognized Certifications Earned by High School Students: A study from the Annenberg Institute examines the relationship between industry-recognized certifications (IRCs) and labor market outcomes.  

Analyzing data from six cohorts of Texas high school graduates, the researchers found that, on average, IRC attainment is associated with an 8.7% increase in earnings. Each additional IRC is associated with a 3.2% earnings increase. CTE concentrators who earn an IRC aligned with their field experience a 14.7% growth in earnings, while those who get a misaligned certification experience no increase.  

When disaggregating by cluster, IRCs in transportation are associated with the highest increase in earnings (+33%), followed by construction (+30.4%), education (+23.8%) and hospitality (+19.5%). When comparing learner groups, white, male and non-low-income students experience larger earnings gains compared to other student groups.  

Community College Credentials and AIREA Jobs: A brief from the Community College Research Center analyzes the national landscape of advanced infrastructure, energy and agriculture (AIREA) jobs and related community college credentials. Pulling from several national education and labor data sources from 2010-23, the researchers found the following: 

• Overall, AIREA roles accounted for 27% of job postings while 17% of community college credentials were in AIREA fields. 
  • AIREA credential attainment increased by 69% in 2010-23, outpacing growth in non-AIREA fields (+55%). 
  • 26% of short-term certificates were in AIREA fields, compared to 20% of long-term certificates and 10% of associate degrees. 

• AIREA fields with the most job postings include truck drivers, automotive service technicians and industrial engineers. 

• Job demand across AIREA fields has grown significantly over the past decade, with a sharp increase following the COVID-19 pandemic.  

• Workers with less than a bachelor’s degree in AIREA jobs earn about 31% more annually than their counterparts in non-AIREA jobs. AIREA workers who hold a bachelor’s degree earn about the same as similarly skilled workers in non-AIREA fields. 

In addition to the brief, the center also released a data tool where practitioners can examine AIREA job postings and credential data in their local region and by college. 

Young Adult Workforce Landscape Analysis: A study from the Corporation for a Skilled Workforce examines how workforce development organizations across the nation serve adults aged 18-29. After surveying over 200 organizations and conducting several focus groups, the researchers compiled their findings into three sections: 

• What’s Working in Young Adult Workforce Development: Organizations with higher job placement rates dedicate staff to regularly engage with employers and connect adults with work-based learning and occupational training. These organizations also maintain close contact with adults after job placement, closely track and analyze program data, and offer individualized support.  

• What’s Holding the Field Back: Funding is an issue cited by most organizations. Many also struggle significantly with long-term data tracking and analysis, and few have staff who maintain contact with adults after job placement. There are also inconsistent definitions for terms such as “opportunity youth” and “disconnected,” making collaboration with other organizations more difficult. 

• New & Innovative Practices: Organizations have begun adopting new strategies to support adults in today’s workforce, including promoting the development of soft skills and diversifying their funding streams. Several also integrate AI to assist adults in writing resumes and similar activities, and most groups are receiving feedback through surveys, youth councils and other initiatives to inform their programs.  

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.” The witnesses for the hearing included:  

• Dr. Patricia G. Sims: President, Drake State Community & Technical College 

• Dr. Brad Hall: President, Blackfeet Community College 

• Shawn M. Morgan: Vice President of Workforce and Strategic Initiatives, Bevill State Community College 

• Shalin Jyotishi: Founder and Managing Director, Future of Work and Innovation Economy Initiative, New America 

Committee members and witnesses emphasized the essential role community colleges play in expanding access to opportunity and strengthening the nation’s workforce. Lawmakers highlighted how these institutions provide affordable, flexible pathways to in-demand careers while simultaneously responding to local labor market needs. There was broad bipartisan recognition of the importance of community colleges in supporting students of all backgrounds and propelling the American economy.  

Witnesses urged Members of Congress to maintain, and in some cases increase, funding for various crucial federal programs that many of their students rely on, including Strengthening Community Colleges Training Grants, Pell Grants, Workforce Pell, WIOA and Perkins.  

A recording of the hearing can be found here.  

In February, Senate CTE Caucus co-chairs Sens. Tim Kaine (D-VA), Tammy Baldwin (D-WI), Ted Budd (R-NC) and Todd Young (R-IN), along with House CTE Caucus co-chairs Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR), introduced the 2026 CTE Month Resolution in their respective chambers. The resolution highlights the role of CTE in ensuring the U.S. has a competitive and skilled workforce and promotes CTE as a respected pathway for students in America.  

The Senate resolution passed unanimously on Feb. 26 and the Senate CTE Caucus co-chairs were joined in support by Senators Mark Warner (D-VA), John Barrasso (R-WY), Michael Bennet (D-CO), Richard Blumenthal (D-CT), Lisa Blunt Rochester (D-DE), Cory Booker (D-NJ), Katie Britt (R-AL), Maria Cantwell (D-WA), Bill Cassidy (R-LA), Chris Coons (D-DE), Catherine Cortez Masto (D-NV), Kevin Cramer (R-ND), Mike Crapo (R-ID), Steve Daines (R-MT), Dick Durbin (D-IL), Chuck Grassley (R-IA), Bill Hagerty (R-TN), Maggie Hassan (D-NH), John Hickenlooper (D-CO), Mazie Hirono (D-HI), John Hoeven (R-ND), Cindy Hyde-Smith (R-MS), Jim Justice (R-WV), Angus King (I-ME), Amy Klobuchar (D-MN), James Lankford (R-OK), Ben Ray Luján (D-NM), Cynthia Lummis (R-WY), Roger Marshall (R-KS), Jeff Merkley (D-OR), Patty Murray (D-WA), Alex Padilla (D-CA), Jack Reed (D-RI), Jacky Rosen (D-NV), Bernie Sanders (I-VT), Adam Schiff (D-CA), Tim Scott (R-SC), Jeanne Shaheen (D-NH), Tina Smith (D-MN), Thom Tillis (R-NC), Chris Van Hollen (D-MD), Sheldon Whitehouse (D-RI), Roger Wicker (R-MS), and Ron Wyden (D-OR). 

Upon passage, Sen. Young said, “This resolution recognizes the importance of career and technical education and encourages more educators and students to seek out CTE programs. Preparing the students of today for the jobs of tomorrow will lead to more opportunities, a stronger economy, and a highly skilled workforce.” You can see statements of support from other co-sponsors in the original Press Release announcing the resolution. The House CTE Month Resolution was introduced on Feb. 12 and is still available for cosponsors, due to procedural differences in the House and Senate.  

Rep. Thompson gave this statement upon introducing the resolution, “Career and Technical Education helps strengthen our workforce and prepares students for employment in a wide range of exciting positions. I am proud to lead this bipartisan resolution to celebrate the role CTE plays in our country and the countless contributions made by CTE professionals and educators.” Rep. Bonamici also said, “As co-chair of the Congressional Career and Technical Education Caucus, I’m pleased to introduce this bipartisan resolution with my colleague Rep. Thompson to recognize February as CTE Month. CTE provides critical opportunities for students to prosper academically and learn marketable skills. Investments in CTE support domestic manufacturing and infrastructure, laying a strong foundation for the country’s future.” 

Last week, the U.S. Department of Education (ED) released a report outlining recommendations on reforming the Institute of Education Sciences (IES), including focusing on CTE and college and career pathways as among the most urgent education challenges. These recommendations align with Secretary McMahon’s supplemental priorities, which identified CTE and work-based learning as focus areas for future discretionary grant programs.  

The report, compiled by Senior Advisor Dr. Amber Northern, argues that while IES has contributed significantly to education research and the nation, much of its current work does not capture the on-the-ground realities and challenges facing local and state leaders and educators. The report identifies six broad recommendations for reforming IES: 

• IES should focus on the most urgent education challenges rather than spreading resources across disconnected projects. 
• The National Center for Education Statistics (NCES) should develop a streamlined and coordinated data strategy instead of funding multiple data collections and surveys that may be redundant. 
• IES should prioritize multi-state grants that seek to scale interventions and policies instead of awards to individual states and institutions. 
• Research conducted by IES should focus on practicality, innovation and relevance.  
• IES should ensure that the research and technical assistance activities of its Regional Educational Labs (RELs) is responsive, timely, coordinated and disseminated across the nation. 
• IES should narrow the scope of the What Works Clearinghouse to focus on practical guides and tools backed by a strong evidence base. 

The report also makes recommendations around state longitudinal data systems, including supporting technological upgrades, enhancing technical assistance, expanding the types of entities who can receive grants and improving interoperability among states. Other recommendations include improving cross-agency data collaboration and utilizing AI tools to support researchers and improve dissemination. 

The report comes after significant staffing reductions and grant cancellations occurred at IES last year.