Educator and Student Perspectives on Career-connected Learning: A report from RAND analyzes educator and student perspectives on career-connected learning using 2025-26 national survey data. Key findings include the following: 

• When discussing career plans with educators and counselors, two-thirds of students report an emphasis on four-year degrees. Other career pathways, such as two-year colleges and apprenticeship programs, receive far less emphasis.  

• By spring of their junior year, more than four in ten high school students have yet to make a plan or meet with their counselor on college and career plans.  

• Career-connected learning opportunities districts offer middle school students include career exploration coursework (79%), invited speakers (73%) and career fairs (67%). 

• Work-related learning opportunities districts offer middle and high school students include CTE pathways (69%), credit-bearing courses (61%) and internships (37%). 

• The Career Clusters districts offer programming in include Health Care & Human Services (67%), Agriculture (62%), Digital Technology (60%) and Education (60%).  

• By senior year, only 31% of students take CTE coursework compared to 56% who planned to do so. This gap was even greater for internship/apprenticeship participation, with 22% of seniors participating in such programs compared to 66% who planned to do so. 

Aligning CTE Professional Development with Teacher Needs: A study by Jeffrey Sun, Heather Turner and Mitchel Mandel in Career and Technical Education Research found misalignment between professional development (PD) offerings and CTE teacher needs. Through a survey of 160 secondary CTE teachers in Kentucky, the researchers identified work-based learning, virtual hands-on learning, advisory board engagement and business/industry engagement as the PD topics with the greatest gaps between perceived need and perceived availability. 

Analysis of the qualitative responses yielded additional findings: 

• PD should be aligned to specific content areas and CTE topics, such as assessment, curriculum mapping and equipment purchases. Offerings are often geared toward new teachers or elementary school environments rather than experienced CTE teachers in middle and high school. 

• Accessing external PD is difficult for CTE teachers for a variety of reasons, from geography to lack of substitutes to cover classes. 

• PD should be offered by experienced CTE teachers in specific content areas and allow teachers with less experience to gain valuable knowledge and skills. 

Pathways to Work Clearinghouse: The Administration for Children & Families—under the U.S. Department of Health and Human Services—recently revamped the Pathways to Work Clearinghouse. The repository identifies evidence-based workforce programs that connect low-income individuals with careers and advance economic mobility. These programs are selected based on studies reviewed by the repository team, with each study assessed for quality and the findings reviewed to determine the program’s effectiveness. Outcomes reviewed by the team include long-term earnings, employment and credential attainment. 

One program highlighted by the repository is Year Up, which provides 21 weeks of technical skills training to young adults in IT and business pathways. Studies on the program found that participants experience long-term gains in employment and earnings and are more likely to earn a postsecondary credential.  

Additional resources are provided for providers and policymakers as well as researchers. The repository also identifies studies that produced the strongest outcomes, summarizes evidence across different topics and outlines gaps in the research. Users may also submit studies for consideration.  

As time starts to run out on the current fiscal year, today, the House passed the Senate-approved bill that would extend current funding levels for all federal programs (with a few anomalies) until December 11. This will avoid a government shutdown in October ahead of the midterm elections. The continuing resolution (CR) passed the House on a 370-48 vote, with 19 Republicans and 29 Democrats voting in opposition, after House Republican leaders fast-tracked the bill. The Senate had passed the bill earlier in August before leaving for their summer recess. 

The House Appropriations Committee has advanced all 12 Fiscal Year (FY) 2027 appropriations bills and three have been approved by the entire House, although not the Labor, Health and Human Services, and Education Appropriations bill. However, the appropriations process has stalled in the Senate, where none of the bills have been considered by the Senate Appropriations Committee. The CR allows Congress more time to pass these appropriations bills and keep the government properly funded and functioning. Without it, a government shutdown was extremely likely after September 30, when FY 2026 ends.  

The CR also includes a measure that delays the Office of Management and Budget’s (OMB) proposed changes to federal grant rules until at least December 11. Those rules are currently being reviewed in response to the significant number of comments received during the public comment period, but were originally targeted to go into effect on October 1.  

ACTE will continue to update you on the FY 2027 appropriations process here on the blog. 

The general election is approximately two months away on November 3, 2026, so today we are kicking off our 2026 Election Watch! We will be sharing information and resources over the next two months to help you prepare for the election, as well as a post-election analysis of its implications on CTE policy.  

 Although these are midterm elections and the President is not on the ballot, they are still extremely important. At the federal level, all 435 districts in the House of Representatives are up for election. In the Senate, 33 seats are up for regular election and two seats are up for special election. The special elections are to fill the last two years of the six-year terms that Marco Rubio (R-FL) and J.D. Vance (R-OH) were elected to in 2022. At the state level, voters may elect governors, state legislators and attorneys general, and weigh in on important ballot initiatives. At the local level, voters may elect mayors, city council members, school board members and judges. Not every office is up for election in every state, but each election has the potential to influence policy. You can find out what will be on your ballot at Vote411.org. We will also be sharing more resources below to help you create a plan to vote!  

 As a reminder, ACTE is a 501(c)(3) organization. That means that as an organization, we are prohibited from participating or intervening in any political campaign on behalf of (or in opposition to) any candidate for elective public office. Because of this, all information shared leading up to the election will be strictly nonpartisan.  

 Resources:   

Find your state’s voter registration deadline  

Register to vote  

Request an absentee ballot  

Find your state’s early voting schedule  

Find your local election office

Congress remained out of session this week for its summer recess. The House will return next week, while the Senate will remain out until mid-September. On the Administration side, the Department of Education (ED) has proposed rules that would make it easier for the agency to cancel discretionary grant funds. ED is also updating the Consolidated Annual Report for the Perkins Act, aligning data reporting with the updated Cluster Framework and making other technical changes. Read more updates below. 

• ED Proposes Rule to Make Grant Cancellations Easier: On August 24, ED issued a notice in the Federal Register proposing to give the agency more leeway in how and why it cancels discretionary grant funds. The National Science Foundation has also proposed similar rules. Comments for the ED notice are due September 23. 

• ED to Update the Consolidated Annual Report: On August 21, ED issued a notice in the Federal Register that it was making changes to the Consolidated Annual Report for the Perkins Act. Positive changes include aligning the required reporting by Career Clusters® to the updated Framework and updating data reporting requirements, including requiring agencies to report if their total CTE enrollment or concentrator counts experienced a 25% or more change. Comments on due on October 20. 

• Protecting the E-rate Program: The Federal Communications issued a notice in the Federal Register seeking comments on the E-rate program and whether the program should be narrowed or terminated. ACTE plans to submit comments in support of the E-rate program, and members can learn more about how they can take action on the blog. 

• ED Opens Second Phase of 2027-28 FAFSA Beta Testing: In July, ED outlined its plan to beta test the 2027-28 FAFSA ahead of the official launch by October 1, 2026. On August 5, the first phase of beta testing began. Now, as part of the second phase of beta testing, any student or parent can go onto the StudentAid.gov website and select the “Request Access” button. From there, the user must log in and select “Request Beta Access.” ED will then invite participants by email until beta testing ends.  

• ED Issues Dear Colleague Letter on FERPA and PPRA: On August 26, ED’s Student Privacy Policy Office (SPPO) issued a Dear Colleague Letter reminding state and local education agencies receiving federal funding of their obligations under the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA). This guidance reminds schools that they must allow parents to review students’ educational records, and that failure to comply with these federal parental rights laws can result in the loss of federal funding. 

•  NASA Establishes State Hubs to Grow Aerospace Workforce: On August 19, NASA announced it has awarded approximately $10.5 million to seven institutions to help strengthen and streamline state-based pathways for students into skilled technical jobs in the aerospace industry. 

• General Motors Opens Application for Workforce Development Grants: On August 21, General Motors opened their application for eligible 501(c)(3) organizations to submit grant proposals for a workforce development initiative to support transitioning service members, veterans, and their families to pursue automotive careers in manufacturing and the skilled trades. Applications close September 30, 2026.  

• EPA Announces Grant Funding for Water Sector Workforce: On August 19, the Environmental Protection Agency (EPA) announced the availability of about $11 million in grant funding to support the training of workers in the water sector. Funding will support water workforce initiatives, including internship and apprenticeship programs, at nonprofits, community colleges and other education and training institutions. Applications are due October 5. 

• BJA Announces Notice of Funding for Second Chance Act Improving Reentry Education and Employment Outcomes: On August 17, the Bureau of Justice Assistance (BJA) at the Department of Justice (DOJ) issued a notice of funding to support state, local and tribal governments and community-based organizations to provide education and employment programs for adults and youth leaving prison and jail. The Grants.gov deadline is September 24, 2026, and the JustGrants deadline is October 1, 2026.  

• Secretary McMahon Continues National Education Tour: Secretary McMahon visited Colorado and North Dakota this week on her Returning Education to the States Tour. In both states, she visited CTE programs and learned how students are attaining industry and workforce-ready skills.  

On August 14, the Federal Communications Commission (FCC) issued a notice of proposed rulemaking on the Federal Register pertaining to the E-rate program, which provides eligible schools and libraries with discounts on internet and broadband services.  

The notice seeks comments on various topics related to E-rate, including: 

• Whether E-rate should be narrowed or terminated 

• Whether E-rate should be limited to rural areas or locations with limited provider competition 

• Whether E-rate-funded networks should be subject to additional requirements regarding screen time 

• Whether some E-rate services remain necessary, such as broadband and connectivity investments 

In addition to traditional high schools, career centers and vocational schools are eligible to receive E-rate funds.  

CTE programs rely on the buildings they are located in having sufficient internet and broadband services to connect students with critical educational and industry technologies, career exploration and planning tools, labor market information, virtual CTE coursework and work-based learning opportunities, and digital learning platforms. Additionally, CTE educators may leverage E-rate-funded networks to support lesson planning and student assessment by accessing instructional and administrative software and resources.  

Termination of the E-rate program would have significant consequences for students and educators. E-rate supports over 54 million students across 98% of the nation’s counties, and a majority (74%) of school districts have indicated that the termination of E-rate would have catastrophic or major implications for their schools.  

ACTE plans to submit comments highlighting the importance of E-rate and urging the FCC to avoid terminating or narrowing the scope of the program. ACTE has also signed onto a petition from the Consortium for School Networking (CoSN), and we recommend that members urge their districts to sign on as well. Members can also leverage the resources below to draft their own comments on the importance of E-rate for their district or school. 

Comments are due on October 13, and readers with any questions may reach out to ACTE’s Research and Policy Coordinator, Jesus Galvan (jgalvan@acteonline.org)  

Additional Resources 

• Overview of E-rate NPRM, FAQs and Guide on Writing Comments 

• Save Our E-rate – School, Health and Libraries Broadband Coalition 

• Keep Our Communities Connected 

• Keep Schools Connected: Protect E-rate 

• Build Your Own E-rate Comments 

• National Call to Action to Protect E-rate 

A meta-analysis from the CTE Research Network 2.0 found that work-based learning (WBL) programs lead to positive outcomes for students. However, few WBL programs are structured to support causal research. 

Through a comprehensive literature scan, the researchers identified more than 7,000 potentially relevant reports. However, only 21 quantitative studies met the study criteria of aligning with the Perkins V definition for WBL, reporting adequate data and comparing a treatment group (WBL participants) to a control group (non-participants).  

The researchers examined the following set of student outcomes for these 21 studies:  

The analysis found that WBL programs yield positive and statistically significant benefits for secondary and postsecondary students. These impacts were clearest for internships, which were the most common delivery method among the studies analyzed:  

• Internships (9 studies) 

• Occupational simulations (4) 

• Research projects (3) 

• Service learning (2) 

• Apprenticeships (2) 

• Medical practicums (1) 

Furthermore, both employer-driven (e.g., internships) and educator-driven approaches (e.g., simulations, research projects) lead to positive and statistically significant benefits when they include student interaction with employers and hands-on, career-related tasks. 

When examining each type of outcome, only academic achievement and socioemotional health were found to be both positive and statistically significant. The remaining outcomes demonstrated positive but not statistically significant effects. 

In addition, the evidence was limited in several other areas, including impacts for adults, impacts of apprenticeship models, and WBL’s effects on longer-term employment and earnings outcomes. 

To help close gaps in the WBL research landscape, the researchers recommend that policymakers and CTE leaders support linked data systems, develop clear criteria for WBL programs, and fund educator-driven WBL when direct access to employers and workplace training is difficult. 

ACTE is a lead partner in the CTE Research Network 2.0, alongside the American Institutes for Research, Boston College and the Georgia Policy Labs. Readers with any questions may reach out to ACTE’s Research and Policy Coordinator Jesus Galvan (jgalvan@acteonline.org). 

As the Senate and House continue to be on recess, there is little activity on the Hill. There was significant activity from the Education Department (ED) this week though, including a proposed overhaul of the postsecondary accreditation system and guidance on educational technology. The nation’s second Workforce Pell Grant eligible program was also approved this week in Indiana. Read more policy update details below.  

• ED Proposes Overhaul of Accreditation System: On August 19, ED issued a notice of proposed rulemaking in the Federal Register including new proposed regulations that would significantly change the postsecondary accreditation system. The proposed changes, based on the recommendations from a negotiated rulemaking committee and an executive order from last year, would streamline the process for recognizing new accreditors and require colleges to prioritize free-speech rights and ensure faculty are intellectually diverse. Comments are due on September 21.   

• ED Approves Second Workforce Pell Grant Program: On August 19, ED approved the nation’s second Workforce Pell Grant program in Indiana. Eligible students at Ivy Tech Community College can now use federal Pell Grant dollars to enroll in its Clinical Medical Assistant program, an 8-week program that prepares students for careers in key healthcare professions.     

• ED Issues Guidance on Educational Technology: On August 20, ED issued a Dear Colleague Letter that outlines how states and school districts can leverage educational technology to support student outcomes and avoid treating all technology use the same. The guidance focuses on ensuring tools are responsibly designed and evaluated to show educational value; promoting collaboration between states, schools, communities and technology providers; and expanding learning opportunities for students through technology. 

• ED Issues Directive on Student Discipline Policies: On August 18, ED issued a Dear Colleague Letter that outlines how discipline policies must treat students regardless of race. The letter follows ED’s rulemaking that removed disparate impact provisions from their regulations implementing Title VI of the Civil Rights Act of 1964.    

• ED Will Use Own Systems to Send Most K-12 Funds: Reporting from Education Week indicates that ED will continue to use its own grant system to send states Title I and other ESSA formula grant funds despite IAAs transferring administration of those programs’ administration to the Department of Labor (DOL). ED also confirmed that competitive education grants transferred to other agencies will be awarded by those agencies. 

• SHEEO Launches National Coalition to Scale Work-Based Learning: The State Higher Education Executive Officers Association (SHEEO) announced the launch of a 20-state coalition participating in Advancing State and Systems Strategies for Work-Based Learning, a national, multi-state initiative designed to help states build sustainable, scalable approaches to postsecondary work-based learning experiences and quality education-to-career coaching. 

• DOJ Says Some NSF STEM Programs Are Unconstitutional: The Department of Justice (DOJ) recently concluded that several STEM education programs from the National Science Foundation (NSF) that consider race or gender are unconstitutional. The NSF must reallocate funds for these programs, including one aimed at supporting Hispanic-serving Institutions (HSIs), to other STEM education initiatives. Other programs, such as the Advanced Technological Education program, can remain operational. 

• Gates Foundation Announces AI Learning Grants: The Gates Foundation recently announced the AI Transformation Learning Grants program, an initiative that will award funding to postsecondary institutions pursuing innovative uses of AI and technology. Examples of transformative uses include AI-enabled student support and advising systems, adaptive learning pathways, data modernization and workforce readiness. Applications are due September 11. 

• ED Indicates It Will Disperse Delayed Alaska Native Education Funds: Following a delay of over a month, Sen. Lisa Murkowski (R-AL) indicated that ED has agreed to disperse Alaska Native Education program funds to grantees. ED did not provide a reason for the delay nor stated when funds will be dispersed. 

• ED Clarifies How Students Can Access Uncapped Loans: ED is reworking the way it determines whether existing students are eligible for uncapped loans. Last week, staffers at the Office of Federal Student Aid clarified how they are calculating “expected time to credential,”, a formula used to determine how long certain students can remain eligible for the Grad and Parent PLUS programs under new loan limits.  

• ED Recalculates Student Loan Forgiveness Counts: ED is reevaluating account histories for borrowers pursuing Public Service Loan Forgiveness in a way that, in some cases, reduces the number of qualifying payments and pushes those individuals further away from debt cancellation. A spokesperson for ED said they are correcting “coding errors” made by the Biden administration.  

• ED Approves Waivers for Three More States: On August 21, ED approved additional Ed-Flex waivers for Arizona, Nevada and South Carolina, marking 25 states total that are participating in the Ed-Flex program. The program allows states to waive certain federal requirements, including flexibility in how states spend specific federal funds.  

• Secretary McMahon Continues National Education Tour: Secretary McMahon continued visiting states this week as part of her “Returning Education to the States Tour.” At Winchester Public Schools in Virginia, McMahon highlighted the importance of CTE and workforce readiness, touring the district’s area technical center.