College- and Career-focused CTE Programs: An article by Jane Furey in AERA Open examines the association between school district income level and access to college-focused CTE programs, defined in the research as programs that lead to occupations which require a postsecondary credential (typically a bachelor’s degree), or career-focused CTE programs, which typically support direct transition to the workforce after high school. The research analyzed CTE programs offered in Michigan during the 2019-20 school year and found that 57% of school districts offered at least one CTE program, with 53% offering college-focused CTE programs and 29% offering career-focused programs.  

On average, 4% of high school students in a district are enrolled in a career-focused CTE program and 12% are enrolled in a college-focused program. School districts serving high-income students are more likely to offer college-focused CTE programs and just as likely to offer career-focused programs compared to low-income districts, and rural districts are less likely to offer either option compared to urban districts.  

Interestingly, the report also found that school districts located in communities with a higher share of adults holding a bachelor’s degree or higher offer slightly fewer CTE programs and have lower enrollment in CTE across the board. The author hypothesizes that college-educated parents may advocate more for traditional college prep/AP coursework than for CTE 

Career Navigation in a Fragmented Labor Market: A report from the Project on Workforce at Harvard University examines how community college students and low-wage workers navigate the labor market and gather career information. Drawing on a nationwide survey and interviews, the researchers found that students’ and workers’ careers are primarily shaped by repeated pivots, often in response to external shocks such as layoffs, college stop-outs, health issues and caregiving responsibilities. These shocks prompt individuals to seek labor market information. 

Community college students rely the most on family for career information (25.7%) while low-wage workers primarily leverage online tools (20.3%). Both groups indicated that teachers, career counselors and employers offer the most reliable career information. However, many participants also stated that career information is often overwhelming, misleading and confusing. Furthermore, several career coaches interviewed said that they have high caseloads but receive little training and lack access to reliable labor market information.  

Delaware Pathways Outcomes: A report from RTI International analyzes the postsecondary and workforce outcomes of students in high school career pathway programs in Delaware. Examining administrative and survey data from career pathway graduates between 2022 and 2024, the researchers found that these students graduate high school at much higher rates than the total student population. About half of pathway graduates participated in an immersive work-based learning (WBL) experience, with higher rates for graduates who were enrolled in vocational-technical (vo-tech) high schools (81%) compared to comprehensive high schools (29%). Furthermore, the study linked WBL participation to stronger postsecondary enrollment and a greater likelihood that a student secured a career aligned with their pathway. 

Pathway graduates who secure full-time employment in a career aligned with their program tend to earn more than those who work in an unrelated field, with outcomes varying by program. Health science students, for instance, are more likely to enroll in postsecondary education than architecture and construction students. When considering different institutions, law and public safety students have the highest WBL participation rate (94%) in vo-tech high schools, while in comprehensive high schools, education and health science students have the highest WBL participant rates (46%).  

Effective State-developed CTE Pathways: A study from Insightful Education Solutions presents the results of a national assessment of secondary CTE programs focused on the extent to which states take the lead in structuring, aligning and reporting on CTE pathways and outcomes. The researchers analyzed 47 states and DC based on the following four areas: 

Structure: Whether a state organizes CTE programs down to the pathway level 

Data: Whether a state collects and reports pathway-level student participation and outcomes data  

Workforce Alignment: Whether CTE student activity reflects state workforce needs 

Transparency: Whether pathway information and data are easily accessible 

Researchers found significant variation in how states structure and assess CTE programs. Forty-four states have state-developed CTE program structures fully or partially in place, but fewer states report detailed pathway enrollment and outcomes data. There were also differences in the level of alignment between pathway activities and state workforce needs. The evaluation focused on state-led program structure, which may have disadvantaged states in which CTE program development occurs more frequently on the local level.  

State profiles provide information on each area examined as well as the most active programs and industries, and several specific policy actions and initiatives are highlighted as well. Arizona, for example, makes its data easily accessible on the state’s education website. 

It has been relatively quiet this week on the Hill, as Congress has been on recess. They return next week for a two-week session before Memorial Day. Late Monday night, Senate Republicans unveiled a reconciliation package with money for ICE, Border Patrol and security related to the East Wing ballroom project. They plan to put the reconciliation bill on the floor the week of May 18, the final week both chambers are scheduled to be in session this month. Conversations on the war with Iran also continue, as House Democrats called for answers on the economic cost of the war. Read more policy updates below.  

• Advance CTE Releases Vision for CTE: On May 1, Advance CTE released their vision for the future of CTE: “The Connected Path: A Shared Vision for Opportunity & Empowerment Through Career Technical Education.” The vision, supported by ACTE and numerous other education groups, focuses on ensuring students are connected to flexible CTE pathways that are aligned with industry needs and emerging technologies.  

• Reps. Thompson and Bonamici Introduce Bill to Create Skill Savings Accounts: On May 7, Reps. Thompson and Bonamici, co-chairs of the Congressional CTE Caucus, introduced the bipartisan Skill Savings Account Act. This bill creates skill savings accounts for workers of all ages to use for education expenses including workforce development and nontraditional learning opportunities. ACTE and Advance CTE have endorsed this bill.  

• ED and DOL Announce New Grant Competition: On May 1, the Departments of Education (ED) and Labor (DOL) announced the Fiscal Year (FY) 2026 competition for the Competitive Grants for State Assessments (CGSA) Program. The purpose of the CGSA program is to enhance the quality of assessment instruments and assessment systems used by states for measuring the academic achievement and growth of elementary and secondary school students. Applications close on June 16, 2026.  

• ED Finalizes Comprehensive Centers Program Requirements: On May 8, ED finalized requirements for the Comprehensive Centers Program, which provides technical assistance to state, regional and local education agencies on various topics. The Department identified college and career readiness as one of the topics applicants may focus on when proposing to establish a technical assistance center under the program. ACTE and Advance CTE commented on these proposals earlier this year, recommending that the Department consider highlighting CTE. 

• IES Launches FY 2026 SBIR Grant Contest: On April 30, the Institute of Education Sciences (IES) launched its FY26 Small Business Innovation Research (SBIR) Grant Competition, which awards funding to companies developing education technology products (such as virtual and augmented reality, simulations and learning software). Applications for proposals are due on June 29.  

• DOL Names New Senior Leadership: Following the departure of Labor Secretary Lori Chavez-DeRemer, Acting Secretary Keith Sonderling announced new senior DOL leadership on May 1. 

• ED and Treasury Employees are Transferred as Part of Program Shift: In a letter that was released on May 4, the Treasury Department confirmed that it has started preparations to take over ED’s 9 million defaulted student– loan accounts. As part of this transfer, seven ED employees will move to the Treasury, and two Treasury employees will move to ED.  

• ED and DOL Host Roundtable Discussion on Degree-Connected Apprenticeships: On April 30, as part of National Apprenticeship Week, ED and DOL hosted a discussion with community college, university and workforce-development leaders to spotlight degree-connected Registered Apprenticeships across the country. 

• Congress Awarded More than $290 Million in Community College Funding Through Earmarks: An analysis conducted by the Association of Community College Trustees found that Congress awarded more than $290 million in funding to local community college projects in FY 2026 through earmarks, provisions in federal budget bills that direct funds to local community projects. ACTE conducted a similar analysis and found that CTE-related projects received over $209 million in funding through earmarks.  

• Federal Education Data Updates Lag: An analysis by Chalkbeat found that, after the Trump Administration slashed staffing and contracts at the Institute of Education Sciences, a significant number of data tables and research (including the Digest of Education Statistics) have not been updated since January 2025, limiting the public’s access to recent and reliable education statistics.  

There was significant activity across federal agencies and Congress this week. On April 28, Secretary McMahon testified in the Senate regarding the Department of Education’s (ED) fiscal year (FY) 2027 budget request to Congress. Lawmakers worked on a number of bills as well, including the Farm Bill and a bill to fund and reopen the Department of Homeland Security, which was finally passed. The Department of Labor (DOL) also celebrated National Apprenticeship Week. Read more updates below.  

• Secretary McMahon Testifies on President Trump’s Fiscal Year 2027 Budget Request: On April 28, the Senate Appropriations Committee Subcommittee on Labor, Health and Human Services, Education, and Related Agencies convened a hearing titled “A Review of the President’s Fiscal Year 2027 Budget Request for the Department of Education.” Secretary of Education Linda McMahon testified regarding ED’s FY 2027 budget request to Congress. Read more on the blog.  

• ED Releases Final Rule on Higher Graduate Loan Caps: On April 30, ED finalized regulations that will put new loan limits in place for postbaccalaureate degrees. The finalized rule maintains ED’s definition of ‘professional.’ Access to the highest amount of federal loans will be limited to 11 degree programs. All other degree programs will be deemed ‘graduate,’ and students will have access to $20,500 per year or $100,000 in total.    

• Trump Administration Fires National Science Board Members: On April 24, President Trump fired all members of the National Science Board, which oversees activities at the National Science Foundation (NSF). Several lawmakers expressed outrage at the decision, and the White House indicated that the NSF’s work will continue as normal and that the duties of the board may need to be updated. 

• House Advances the Farm Bill: On April 30, the House voted to pass the Farm, Food and National Security Act of 2026, advancing the bill to the Senate for consideration. The bill includes a new community college grant program that would provide colleges with funding to develop and implement agricultural job training and educational opportunities. 

• DOL Publishes WIOA State Allotments: On April 28, the DOL published state allotments for WIOA grant programs to the Federal Register, including Wagner-Peyser and Workforce Information Grants. 

• DOL Launches Website to Expand AI-Focused Registered Apprenticeship Programs: On April 29, DOL announced the launch of its AI in Registered Apprenticeship Innovation Portal, a resource for organizations looking to build artificial intelligence literacy and develop AI-focused Registered Apprenticeship programs.  

• New Senate Report on Office for Civil Rights: A new report from the Senate Health, Education, Labor and Pensions Committee found that the Office for Civil Rights at ED resolved only 1% of its pending cases in 2025, following staffing reductions and regional office closures. 

• ED Launches Federal Student Aid Fraud Prevention Effort: On April 27, ED launched a fraud detection capability for the Free Application for Federal Student Aid (FAFSA) form. Effective immediately, fraud detection is built directly into the FAFSA itself, with every applicant evaluated in real-time using risk-based identity screening. Applicants who display a certain level of fraud risk will now be required to present government-issued identification before accessing federal student aid funds such as Pell Grants and federal student loans.    

• ED and Treasury to Launch New Collection Program for Defaulted Loan Borrowers: Two agency officials that spoke with POLITICO indicated that ED and the Treasury Department are set to launch a new loan collection program as soon as July targeting defaulted student loan borrowers. These borrowers are expected to begin receiving communications on their defaulted loans, but the agencies indicated that specific collection tactics, like seizing wages to pay debt, are not expected to be launched until sometime after the midterms.  

• Federal Court Expands Pause on Postsecondary Data Collections to Include More Schools: Following an earlier ruling pausing collections for some schools, a federal judge on April 24 expanded the pause to include more than 170 additional colleges. The ruling pauses ED’s collection of race and sex admissions data from these schools, which the agency plans on evaluating to determine if schools are engaging in DEI-related practices. 

• Trump Administration Reallocated Over $1B in Education Funding: An analysis conducted by Education Week based on published budget documents found that, in the first few months of the Trump Administration, ED took over $1 billion in funding that was appropriated by Congress for specific programs and either reallocated the funds to serve other purposes or have not spent it at all.  

• Secretary McMahon Meeting with Senate HELP Committee Canceled: A closed-door meeting between Education Secretary McMahon and the Senate Committee on Health, Education, Labor and Pensions was canceled on April 29 after disagreements over transparency related to inter-agency agreements.  

• DOJ Extends Deadline for ADA Website Compliance: On April 20, the Department of Justice extended the deadline for state and local governmental entities (including public educational institutions) to ensure their webpages and mobile apps meet new accessibility requirements under the Americans with Disabilities Act.  

On April 28, the Senate Appropriations Committee Subcommittee on Labor, Health and Human Services, Education, and Related Agencies convened a hearing titled “A Review of the President’s Fiscal Year 2027 Budget Request for the Department of Education.” Secretary of Education Linda McMahon testified regarding the Department of Education’s (ED) fiscal year (FY) 2027 budget request to Congress.

The hearing provided members of the subcommittee with the opportunity to ask McMahon questions about ED’s proposed funding levels and other policy changes implemented over the last year.

The budget request for FY 2027 proposes level funding for the Perkins State Grant while also proposing cuts or program elimination for several other programs. A summary of the Trump Administration’s budget request can be found here.

Throughout the hearing, senators asked McMahon about the interagency agreements (IAA) that would shift the administration of program funding from ED to other agencies, including the Department of Labor (DOL).

In reference to the IAA transferring the administration of Perkins funding to DOL, Ranking Member Tammy Baldwin (D-WI) said that ED claimed success “without evidence” that the transfer of funds went smoothly. She went on to say, “That transfer has not gone smoothly and it has, in fact, cost the taxpayers even more.”

In response, Chair Shelley Moore Capito (R-WV) asked McMahon about the metrics ED uses to define success from the move. McMahon said that the metrics are based on whether the funds are “going out on time and getting to where they needed to go without complaints.” She also said that ED has not received complaints from states regarding this IAA.

As the appropriations process continues to unfold, McMahon will continue to testify before both the House and Senate Appropriations Committees in the coming weeks.

A recording of the hearing can be found here.

The Role of Course Modality in Dual Enrollment: A brief from the Early College Research Center analyzes student data from North Carolina and found that DE coursetaking grew from 40,000 enrollments in 2014-15 to 140,000 in 2021-22. In addition, the researchers also learned the following:  

• The proportion of DE courses delivered online rose from one-third to two-thirds over the study period. CTE DE courses were far less likely to be delivered online (32%) compared to general education courses (62%).  

• Online CTE DE students earned an average of 13.7 college credits, more than CTE DE students taking courses at their high school or other non-college location (11.5) and CTE DE students taking courses on college campuses (11.2). 

• The completion rate for students who took CTE DE courses in high schools or other non-college locations was 86%, compared to 82% for courses held on a college campus and 75% for courses held online. 

• Regardless of modality, CTE DE students were more likely than the overall high school population to enroll in postsecondary education and earn an undergraduate certificate or associate degree.   

The Role of Policy Design in Free College Programs: An article by Daniel Sparks and Sade Bonilla in Education Finance and Policy analyzes the impact of tuition-free messaging based on Virginia’s Get a Skill, Get a Job, Get Ahead (G3) Program. Launched in 2021, G3 offers free tuition for students enrolled in noncredit and credit workforce-aligned programs, including associate degrees and industry certifications. 

The researchers examined the period before and after the implementation of G3 (2016-2023) and found that the number of community college programs eligible for G3 grew by 30% from 2016 to 2021, indicating that colleges sought to align their programming with the initiative. This increase was driven largely by new career-oriented certificate programs in health care, engineering and IT. 

First-time college student enrollment in G3 eligible programs began growing prior to the adoption year, and the proportion of students enrolled in these programs doubled from 2016 to 2023. Low-income and first-generation college students experienced greater enrollment increases in G3 programs compared to other students, and increases were similar across racial/ethnic and age groups.  

Undergraduate Degree Earners: The National Student Clearinghouse Research Center recently released new data on undergraduate degree earners in the 2024-25 school year. Major takeaways from the data include the following: 

• In 2024-25, more than 3.4 million students earned an undergraduate credential, a 3.2% increase from the previous year. 

• • 865,400 students (+2.6%) earned an associate degree and 579,400 (+5.7%) earned an undergraduate certificate. Certificates have experienced substantial growth since the COVID-19 pandemic, gaining over 150,000 earners from 2020 to 2025.  

• CTE-related fields experienced the most growth, including mechanic and repair technologies for associate degrees (+10.9%) and construction trades for certificates (+10.5%). 

• About 1.9 million women (+2.7%) and 1.4 million men (+3.2%) earned an undergraduate credential.  

• There were about 52,500 students under 18 who earned a certificate or associate degree, likely dual-enrolled high school students. This population has grown by over 38,000 students in the past decade. 

• Across all credentials, Black students experienced the largest increase (+6.6%), followed by Hispanic (+5.4%), multiracial (+4%) and Asian students (+3.7%). Native American (-2.1%) and white students (-0.4%) experienced small decreases. 

Youth Apprenticeship and Opportunity Youth: A report from New America examines how youth apprenticeship (YA) programs can help opportunity youth (16-to-24 year olds who are neither enrolled in school nor regularly working) develop skills and pursue careers. Drawing on literature and interviews with practitioners and youth apprentices, the report identifies four key recommendations: 

• Increase the number of YA programs: Intermediaries should assist employers in developing programs through training and information sharing that are aligned to fit the needs of specific groups and labor markets. 

• Expand YA access: Youth apprenticeships have traditionally supported high school students, but they should also support 19-to-24 year olds who would benefit from the additional wraparound supports and guidance these programs offer compared to Registered Apprenticeships. Counselors should also be made aware of opportunities, inform youth and offer application guidance.  

• Ensure youth apprentice success: Apprentices should be connected with supports such as bus passes, have flexible scheduling, develop strong work relationships and engage with rigorous and meaningful hands-on training. 

• Strengthen partnerships’ goals, funding and operational practices to maximize inclusiveness: In addition to collaborating with a wide range of partners, programs should also assess data to identify performance gaps, engage with youth when designing programs and leverage funding that can expand opportunities for youth. 

Congress spent most of the week attempting to pass a budget resolution that would allow them to fund immigration enforcement agencies and reopen the Department of Homeland Security without a bipartisan agreement. On April 21, the House Committee on Education and the Workforce approved its WIOA Reauthorization Bill. There was significant activity in the Department of Education (ED)and in the Department of Labor (DOL), Secretary of Labor Lori Chavez-DeRemer also announced her departure. Read more detailed updates below.  

• House Education Committee Approves WIOA Reauthorization Bill: On April 21, the House Committee on Education and the Workforce approved the “A Stronger Workforce for America Act of 2026,” the House Republicans’ proposal to reauthorize the Workforce Innovation and Opportunity Act (WIOA). The committee approved the bill on a party- line vote. A summary of the bill can be found here. 

• ED Solicits Comments on New Postsecondary Accountability Metric: On April 17, ED issued a notice in the Federal Register soliciting comments on the new postsecondary accountability framework that was established under the One Big Beautiful Bill Act and is slated to take effect on July 1. The metric—known as Student Tuition and Transparency System (STATS) and Earnings Accountability—would require undergraduate degree programs to show that their average graduate earns more than those who only hold a high school diploma. Programs that fail to showcase this in two out of three consecutive years would lose access to federal student loans and potentially Pell Grants. 

• Labor Secretary Chavez-DeRemer Announces Departure: On April 20, Secretary of Labor Lori Chavez-DeRemer announced that she would be leaving her position for a role in the private sector. The announcement follows an investigation launched by the agency’s inspector general amid allegations of misconduct. The White House indicated that Deputy Labor Secretary Keith Sonderling will become the Acting Secretary of Labor in her place. 

• Title I Grants to Continue to Be Distributed Through ED: Following concerns from state leaders on the transfer of grant programs from ED to the DOL, Assistant Secretary for Elementary and Secondary Education Kirstin Baesler told leaders on April 17 that Title I and other formula grants under ESSA will continue to be managed by ED’s grant management system. This does not appear to impact the broader IAAs around these programs, which continue.  

• $289M in IES Research Funding May Go Unspent: An analysis from the Knowledge Alliance found that more than a third of federal education research funding—about $289 million—may go unspent when the current fiscal year expires on Sept. 30. The analysis highlighted a near standstill of special education research, with about 85% of special education research funding remaining unspent. 

• ED Wraps Up First Week of Accreditation Rulemaking: Last week, ED concluded the first weeklong meeting of its accreditation rulemaking committee. While some negotiators praised the Department’s attempt to overhaul accreditation policies to emphasize viewpoint diversity among faculty and other provisions, others expressed concern that the proposed regulations defied federal law. The second and final week of negotiations begin on May 18. 

• ED and Health and Human Services (HHS) Announce First Grant Competition under Partnership: On April 22, ED and HHS announced the Fiscal Year (FY) 2026 competition for the Child Care Access Means Parents in School (CCAMPIS) Program, a grant that aims to support campus-based child care services for low-income student parents. Applications close May 29, 2026.  

• Higher Education Groups Challenge DEI Ban: Higher education groups filed a lawsuit on April 20, challenging a recent executive order that threatens to strip federal contracts from colleges and other organizations over their diversity, equity and inclusion efforts. Under the order, federal agencies have until April 25 to insert the new DEI ban into their contracts.    

• ‘Clean Slate’ Legislation Reintroduced to Provide Relief to Previously Defaulted Borrowers: On April 16, lawmakers reintroduced three bills aimed at providing relief and a “clean slate” by removing default records from the credit history of borrowers who have acted to rectify their defaulted federal student loans. The three bills were referred to the House Education & Workforce Committee for consideration.    

• 27 States Opt In To Federal School Choice Program: As of April 15, 27 states have indicated their desire to participate in the first nationally available federal private school choice tax incentive program, according to the IRS. There is not yet a formal opt-in process for states, although the program is set to launch Jan. 1, 2027.   

• Senate Passes Resolution Recognizing Community College Month: On April 22, the Senate agreed to a resolution declaring April 2026 as Community College Month. 

• Secretary of Education Visits States on National Tour: U.S. Secretary of Education Linda McMahon continued her Returning Education to the States tour, visiting two more states. On April 16, she toured Lincoln Technical Institute in Connecticut, which offers hands-on training in health sciences and skilled trades. On April 20, she toured Central Oregon Community College in Bend, Oregon, to witness their aviation training programs. 

On the national level, in 2023-24, there were about 8.6 million secondary CTE participants, a small increase over prior years, while postsecondary CTE participation remained largely unchanged from the previous year at about 3.3 million students. To supplement this nationwide data with a better understanding of state CTE enrollment trends, ACTE reached out to states to identify potential policies, data system changes or other innovations that could have impacted CTE participation numbers.  

One such state is Delaware, where postsecondary CTE enrollment, which had been stable for several years, increased by 30% from 2022-23 to 2023-24. Jonathan Wickert, state CTE director in Delaware, and other Delaware Department of Education (DDOE) staff shared with ACTE that several initiatives likely contributed to this increase: 

• The DDOE participated in both phases of Advance CTE’s Advancing Postsecondary CTE Data Quality Initiative, which occurred between 2019 and 2023. Through this work, the state established a framework for collecting and analyzing postsecondary CTE data; refined internal and external data controls and processes; and developed an internal data dashboard displaying disaggregated learner outcomes, enabling postsecondary institutions to drive continuous improvement.  

• The DDOE created a new postsecondary CTE data system that merged data from the adult education division of the state’s vocational-technical school system with data from the Delaware Technical Community College System. This new data system was piloted in the 2019-20 school year and fully launched the following year. 

• The DDOE received a $2.5 million Youth Apprenticeship Readiness Grant from the U.S. Department of Labor in 2020. Activities under the grant, which lasted from July 2020 to June 2024, focused on increasing youth participation in new and existing Registered Apprenticeship programs. The state launched a statewide youth apprenticeship network, which connected secondary and postsecondary institutions with industry partners to scale apprenticeship programs and support student enrollment, with a focus on construction, hospitality and information technology sectors. Program data reveals that the initiative was successful, with nearly a thousand students enrolling in a Registered Apprenticeship program and over 200 employers engaged.  

• The DDOE leads a continuous improvement model with postsecondary institutions through a partnership with the National Alliance for Partnerships in Equity (NAPE). The model focuses on identifying gaps in institutions’ data processes and student outcomes and has shifted the way institutions review and act upon their student and program data.  

This continued work also directly supports Delaware’s recently released strategic plan by expanding college and career pathways and using data to ensure more students are prepared for success after high school. 

As CTE becomes an increased focus of state policymakers and leaders, it is essential to understand where enrollment is thriving and where additional support may be needed. Targeted data and partnership initiatives, such as the ones occurring in Delaware, can help states not only refine their data collection and dissemination processes but also expand and improve CTE programming. Legislation and executive actions, which ACTE and Advance CTE track on a continuous basis through our CTE State Policy: Year in Review project, can also have a powerful impact on enrollment and outcomes.