Which Community College Awards Are Likely to Prepare Students for Post-completion Success?:  This report and data dashboard from the Community College Research Center examines a variety of community college awards to see which are leading students into high-demand, high-wage careers or to transfer to a bachelor’s degree program.

The researchers found that 56% of community college credentials awarded in 2022-23 were workforce/career-technical credentials, programs aimed at leading students to high-wage careers. Among workforce-focused associate degrees, more than three-quarters are associated with median earnings at or above a living wage two years after completion. Similarly, more than three-quarters of workforce-focused credentials at the certificate level also lead to median earnings at or above a living wage within two years of completion. 

Fields such as nursing, computer and information technology, and engineering technology lead to some of the highest-paying careers; however, women, Hispanic and Black workers remain underrepresented in many of these fields. 

Undergraduate Credential Data: Recent data released by the National Student Clearinghouse Research Center focuses on undergraduate credential attainment across the nation. Key takeaways include: 

• Of the 3.2 million learners that earned an undergraduate credential in 2023-24, 58.8% earned a bachelor’s degree, 25.1% earned an associate degree and 16.1% earned an undergraduate certificate. 
• Although the percentage of learners who received associate degrees declined slightly from the previous academic year (-0.9%), this was the smallest decline yet since 2021-22.  
• The number of first-time certificate earners has been increasing dramatically, reaching 10-year highs across nearly all types of postsecondary institutions. Compared to the previous academic year, the percentage of first-time certificate earners rose by 12.6%.  
• Certificate attainment grew for men and women, but more for men (11.6% compared to 9.7%). Women’s rate of associate degree completion continued to decline, while the number of male associate degree earners has stabilized.   
• Certificate attainment for first-time Black and Hispanic students is outpacing attainment for learners from other racial and ethnic groups. 
• Fields that saw the most growth in first-time certificate attainment were primarily trades-related, such as precision production (+13.9%) and construction trades (+16.1%).  

A National Look at Unfilled Jobs and Unmatched Student Potential: A report from YouScience compares middle and high school students’ aptitudes (where students are likely to thrive) versus their interests in specific Career Clusters.  

The researchers found that, for all Clusters, there were significant gaps between students’ aptitude and interest. Some Clusters, such as Education and Training, have a significantly larger proportion of students expressing interest than aptitude while others, such as Health Science, have more students expressing aptitude than interest.  

The analysis also examined gaps between students showing aptitude and students showing both aptitude and interest, with findings ranging from a gap of 12% in Architecture and Construction to a gap of 28% in Health Science. This research highlights the need for CTE programs to carefully consider how they introduce and expose students to different career pathways.  

The Transfer Playbook: A new guide from the Community College Research Center and the Aspen Institute provides community college and university leaders guidance on improving transfer and bachelor’s degree attainment rates for community college students. The research team compiled data and case studies from transfer partnerships: community colleges and universities with high transfer and degree attainment rates. 

The research team identified three effective strategies: 

• Instituting student-centered reforms, including expanding partnerships to address local workforce needs and investing in staff focused on supporting transfer students and policies. For instance, Northern Virginia Community College and George Mason University admit thousands of students into each college simultaneously while also providing wraparound supports and aligning programs to high-wage careers. 
• Offering adjustable four-year course sequences, tailored education plans that account for work and family responsibilities, and faculty guidance to support transfer students. Tallahassee State College integrates transfer maps into class registration and degree planning processes. 
• Providing quality advising experiences on transfer policies and alignment with career goals. The University of North Texas schedules mandatory advising sessions for transfer students to ensure they are aware of school resources and understand their pathways to earning a degree. 

In honor of April being Community College Month, we will be highlighting some recent community and technical college research for this and the next Research Roundup. 

Three-year Findings from the Viking ROADS Demonstration: A recent study by MDRC examined the Viking Resources for Obtaining Associate Degrees and Success (Viking ROADS) initiative at Westchester Community College in New York, which launched in 2018 and provides full-time students with counseling, career and tutoring services; financial aid; and specialized enrollment options, such as reserved seats in courses.

Students were randomly assigned into either the initiative or a control group. Although much of Viking ROADS took place during the COVID-19 pandemic, researchers found that students engaged had a 12-percentage-point higher graduation rate. Credit attainment also rose – at its peak, students in the initiative were earning 4.3 more credits compared to control group students. Strikingly, among students who earned 60 or more credits (the amount needed to graduate), only 70% of control group students earned their degree compared to 84% of Viking ROADS students. 

Community College Student Trends: A research brief from CompTIA analyzed community college student attitudes on the job market, career pathways and related topics. The researchers surveyed 462 community college students nationwide and found the following: 

• About two-thirds of students report feeling generally positive about the job market after graduation, but 44% of students have economic anxiety. 
• Nearly half of the students report that their academic programs either require (24%) or recommend (24%) attaining an industry-recognized credential. 
• In addition, 81% of students believe that industry-recognized credentials help them advance their careers. 
• For students earning a credential as part of their program, 96% report advancing a step ahead in their career readiness; 46% said they advanced multiple steps ahead. 
• The majority of students ranked many digital skills as important across all careers, such as digital fluency (82%), data and analytics (79%), and IT/cloud/cybersecurity (67%), while 70% of students are working on improving their AI career readiness.  

Promoting Motivation and Learning in Online Courses: A report from the Postsecondary Teaching with Technology Collaborative and the Community College Research Center evaluated student engagement and self-directed learning (SDL) skills in online STEM courses. Students from nine broad-access institutions, including seven community colleges, were interviewed about their experiences. 

The researchers categorized their findings into four categories: 

• Peer and faculty interactions motivate students, but these interactions in online learning can be scarce and lead to isolation. Specific interactions that built confidence in students include listening to questions on course content from peers and attending optional synchronous sessions held by faculty. 
• Students want more help as they develop their applied learning skills (such as setting goals and taking notes).  A few students mentioned that direct guidance from their professors – such as weekly emails on upcoming deadlines/strategies to use – were extremely helpful. 
• Students face barriers when seeking help in online courses, including fears of being perceived as unprepared. Students with engaging professors felt more comfortable asking for help. 
• Many students develop their SDL skills from previous experiences and perseverance, citing their families and communities as inspiration for them to complete college. 

The researchers end with recommendations to faculty, such as prioritizing interactions with and between students and providing additional assistance in navigating course resources. 

Governors Reshaping Workforce Development: A report from the Project on Workforce and the National Governors Association examined how governors are utilizing WIOA and similar policies to implement workforce development strategies. The researchers conducted interviews and surveys with workforce development policymakers and workforce administrators across 34 states. 

The researchers noted several overall findings: 

• Workforce governance structures have been facing major shifts in many states, with governors focusing more on workforce policy within their offices and states merging or realigning roles in state workforce agencies. For instance, in 2018, Alabama created the Governor’s Office of Education and Workforce Transformation. 
• WIOA planning by states is often stakeholder driven, such as Maine’s Economic Development Strategy, which provides a framework for collaboration between public and private entities. However, some states find such planning too burdensome. 
• Owing to limitations in WIOA funding streams, states are getting creative in finding funding for workforce development. Governor’s WIOA Reserve Funds and Pell Grants are some sources that states report using. 
• Policies aimed at supporting workers are helping states boost their workforce. States often target specific populations, such as youth in CTE programs or individuals with disabilities. 

This week, House and Senate lawmakers adopted a budget resolution that will be used as the framework to enact President Trump’s legislative agenda through the budget reconciliation process. The House voted 216-214 to pass the resolution on Thursday. The Senate started the process over the weekend in a 51-48 vote to pass the resolution.

Now lawmakers on both sides of Capitol Hill can begin the process of crafting a reconciliation bill that will serve as the core of President Trump’s legislative agenda. The package will likely focus on tax cuts, energy policy, border security and military spending while also cutting up to $2 trillion in federal spending over the next 10 years.

Reconciliation bills can pass with only a simple majority in the Senate, so no bipartisan negotiations are required. However, the exact scope of the reconciliation bill is still subject to negotiations within the Republican party and it is not yet clear how education policy fits into the process. Republican leaders in both chambers will negotiate a final package that reflects a broad consensus of both the House and Senate Republican caucuses.

ACTE will continue to monitor the negotiations and communicate the latest developments as they occur. If you have any questions, please don’t hesitate to reach out to ACTE’s Government Relations Manager, Jimmy Koch (jkoch@acteonline.org).

This week, lawmakers narrowly adopted a budget framework that allows Congress to move forward on a budget reconciliation bill with extensive tax provisions as well as cuts of up to $2 trillion in federal spending. At the same time, Congress is beginning work on Fiscal Year (FY) 2026 appropriations bills, with an outline of the President’s budget priorities expected later this month and a full Administration budget proposal expected mid-May. Meanwhile, Administration officials made several appearances this week discussing their agendas. Read more for details. 

• Sens. Gary Peters (D-MI) and John Boozman (R-AR) reintroduce Making Education Affordable and Accessible Act (MEAA): The bill would expand opportunities for dual enrollment and early college high schools, increasing opportunities for CTE students pursuing these pathways into successful careers. Read ACTE’s endorsement of the MEAA. 

• House CTE Caucus Co-Chairs Circulate Letter to Increase Perkins Funding: The co-chairs of the bipartisan House CTE Caucus, Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR), are circulating a “Dear Colleague” letter addressed to the House Labor, Health and Human Services and Education Appropriations Subcommittee. The letter requests increased funding for Perkins in the FY 2026 Labor, Health and Human Services, and Education appropriations bill. Read more on the blog, and urge your Representatives to sign the letter! 

• Lawmakers Consider Resolution Requesting Documents from Administration Regarding Department of Education (ED): The House Education and Workforce Committee considered and struck down a resolution, H.Res. 237, requesting that the Administration share documents on their plans to dismantle ED. It was originally introduced by Democratic lawmakers in March. 

• Secretary Linda McMahon Remarks at ASU+GSV Summit: Secretary McMahon spoke at a summit cohosted by Global Silicon Valley and Arizona State University focused on education, workforce and technology. McMahon acknowledged that the Department of Education cannot be closed without congressional approval and discussed possible changes to the Institute of Education Sciences.  

• Lawmakers’ Letter to Secretary McMahon on Pandemic Relief Extension Policy: Democratic congressional leaders in both the House and Senate sent a letter to Secretary McMahon requesting her reconsideration of the liquidation extension policy for COVID-19 relief funds.  

• Labor Secretary Lori-Chavez DeRemer Embarked on America at Work Listening Tour: Secretary DeRemer began her America at Work listening tour with a roundtable to discuss supporting apprenticeships, among other methods to enhance America’s workforce. She also discussed the importance and impact of the skilled trades.  

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) 2026 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 2026 Labor, Health and Human Services and Education appropriations bill! 

Representatives have until April 24 to sign the letter, and can do so by contacting:  

• Brian Arata (brian.arata@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! 

This week, the Department of Education (ED) was active in issuing guidance and making announcements as it works to implement the Administration’s agenda. In Congress, budget reconciliation remained the primary focus, as the Senate worked through votes on its version of a budget resolution. Keep reading for more details. 

• House Education and Workforce Committee Holds Hearing on AI in the Classroom: On Tuesday, the House Education and Workforce Subcommittee on Early Childhood, Elementary and Secondary Education held a hearing analyzing the impact of artificial intelligence (AI) on K-12 education. Read more on the blog! 

• House Appropriations Committee Releases Schedule for Members to Make FY 2026 Appropriations Requests: The House Appropriations Committee posted guidance on when Members of Congress must submit requests for earmarks, funding or language in the FY 2026 appropriations bills.  

• Committee for Education (CEF) Funding Letter to Congress: CEF sent a letter this week on behalf of its members (including ACTE) to urge Congress to protect students by opposing cuts to federal education investments as they move forward with the budget reconciliation process. 

• ED Provides Update on COVID Relief Funding Extensions: Following the letter issued by ED in late March that it was eliminating previously granted COVID relief fund extensions, an email was sent this week with more guidance on how to submit specific projects for late liquidation approval. These projects must have been properly obligated by 9/30/24 and necessary to mitigate the effects of COVID on students’ education, and states must justify why ED should grant the funding extension request.  

• ED Letter to States, Schools on Using Federal Funds for School Choice: ED sent a letter to state education chiefs reminding them of how Title I allows states and schools to use funds to let students take courses offered outside of their home school, among other flexibilities. This is primarily an effort to expand school choice, and will likely be followed with additional material on the subject, but does include references to CTE.  

• ED Requires States and School Districts to Certify Title VI Compliance: On April 3, ED sent a letter to State Commissioners overseeing K-12 State Education Agencies requiring their certification compliance with Title VI of the Civil Rights Act of 1964, which prohibits race-based discrimination in federally funded programs, as well as certification from districts. The certification notes that “illegal DEI practices may subject the individual or entity using such practices to serious consequences” including loss of federal funding or other liabilities.  

• ED’s Office of Postsecondary Education Announces Negotiated Rulemaking: Negotiated rulemaking is the process that must be used under the Higher Education Act to negotiate proposed postsecondary regulations with stakeholders. In this case, ED invites public feedback on ways to streamline higher education regulations and federal student assistance programs to create efficiencies for students, institutions and stakeholders. They also invite ideas to improve the Public Service Loan Forgiveness Program, the Pay As You Earn (PAYE) Repayment plan and the Income-Contingent Repayment (ICR) plan.  

On Tuesday, the House Education and Workforce Subcommittee on Early Childhood, Elementary and Secondary Education held a hearing analyzing the impact of artificial intelligence (AI) on K-12 education.

The witnesses for the hearing included:

• Sid Dorbin: Chair, Department of English, University of Florida
• Julia Rafal-Baer: CEO, ILO Group
• Erin Mote: CEO, InnovateEDU/EDSAFE Alliance
• Chris Chism: Superintendent, Pearl Public School District

The hearing served as an opportunity for lawmakers to highlight the power as well as the pitfalls AI will have in modern classrooms. Chair Kevin Kiley (R-CA) noted in his opening statement that AI is already widely adopted by students in limited ways. Nearly 50% of K-12 students use ChatGPT at least weekly. Of those students, 35% frequently use it to summarize information, 32% to generate ideas and 26% to get initial feedback on their work.

Kiley added, “So, the question is not whether students will use AI, that's already happening. Rather, the question is how schools can support students in using AI responsibly and in unlocking its full potential to advance student achievement.”

Chris Chism of the Pearl Public School District highlighted that his district has its own internal AI enterprise system to safeguard student data. He added that AI can make educators, students and administrators more efficient.

Lawmakers also stressed that there would need to be federal guidelines for AI use in schools. Erin Mote said that only relying on states to deploy AI without federal guidance is “a recipe for fragmentation.”

A recording of the hearing can be found here.