As AI technologies rapidly evolve, there is a clear need for the CTE community to better understand how AI will impact the world of work and future career opportunities for students. ACTE is working with the Education Research & Opportunity Center at the University of Tennessee Knoxville, along with Advance CTE and the Tennessee Board of Regents, on a project to better understand how developments in AI have the potential to impact CTE programs, particularly at the postsecondary level, and help CTE leaders respond to these developments. The project is funded by the ECMC Foundation.

The first phase of the project involves a landscape scan to identify how AI is impacting various careers. The first report was recently released, Fostering AI-Ready Building & Moving CTE Pipelines: Implications for Policy, Practice & Research, and will be followed by reports on each of the other Career Cluster® groupings.

This first report examines how AI is impacting careers in the Supply Chain & Transportation, Advanced Manufacturing, and Construction Clusters. While on the surface, these career areas might seem less prone to changes due to AI advances, there are still significant impacts. Careers in these areas have already begun to see “disruptive applications” of AI, for things like route optimization, warehouse automation, safety enhancement and quality control, on site fabrication, and even routine construction tasks. The report provides in-depth analysis of the occupations in these Clusters and their relative AI exposure, as well as how routine individual tasks are within the occupations. It concludes with recommendations for CTE providers, industry partner and policymakers.

School Pulse Panel: The National Center for Education Statistics recently released college and career readiness data from its School Pulse Panel. Among grade 9-12 public schools in the 2024-25 school year:

• Eighty-four percent align graduation requirements with public postsecondary admissions requirements. 
  • Sixty-three percent include college and career milestones alongside graduation requirements. 
• Sixty-five percent offer dual enrollment courses. 
  • On average, schools offer seven dual enrollment courses. 
  • Seventeen percent of students are enrolled in dual enrollment courses. 
• Seventy-nine percent offer CTE programs to students. 
  • This is a decrease from 86% for the 2023-24 school year. 

Measuring Earnings Growth by Field of Study: A report by the Urban Institute analyzed earnings up to five years after graduates finish their programs. The researchers focused on two subsets of credentials: those with low initial earnings but high earnings growth in the fifth year, and those with low initial earnings and low earnings growth in the fifth year. 

The researchers found that on average, certificate and associate degree holders see an increase of $11,000 in their earnings five years after program completion. Programs above that threshold include biological and physical sciences, electrical and power transmission, criminal justice and corrections, design and radio/TV/digital communications, as well as some health care programs. On the opposite end, fields of studies that see the smallest increase in earnings include medical assisting and cosmetology. 

The researchers also note that quality assurance policies that only measure the first year of earnings after program completion may hinder programs that take time for earnings to increase. Thus, policymakers should carefully consider how to implement quality assurance policies for specific degree pathways. 

Promise and Progress in High School Work-based Learning: A report by American Student Assistance and Bellwether examined work-based learning initiatives in 10 different states, studying how each state has approached strengthening their programs since a 2021 report that analyzed work-based learning policies nationwide.  

The researchers found that the states studied have expanded work-based learning opportunities for underserved students, strengthened collaboration between state agencies, and evaluated programs to identify areas that need improvement. However, states have also struggled significantly with transportation in rural areas, hiring additional staff to support students and businesses, expanding business partnerships, and building high-quality data infrastructure.  

The report also dives into the 10 state’s various initiatives. For example, Louisiana included work-based learning as part of its school accountability ratings, education and workforce agencies in North Carolina are scaling apprenticeship opportunities, and the Blueprint for Maryland’s Future has ignited a series of work-based learning initiatives in the state. 

Examining Short-term Credentials and Student Outcomes in Indiana: A study conducted by the RAND Corporation examines the short-term credential landscape in Indiana, mainly which for-credit certificates are being earned and by whom, the stacking of credentials and earnings outcomes.  

The researchers made several key findings: 

• Certificates earned grew from 3,888 in 2010 to over 25,000 in 2021. High school students contributed considerably to this growth. 
  • The racial/ethnic composition of credential holders is similar to the state’s composition of high school graduates. 
• Most certificate holders (70%) stacked credentials within three years of earning their initial certificate. 
  • Most certificate holders who stacked credentials earned a degree. 
  • Women and Black certificate holders were less likely to stack. 
• Certificate holders earned 20% more in quarterly earnings on average – about $4,700 more per year. 
  • Health care and long-term certificates had the largest gains. 

This week, Congress returned from recess and focused primarily on the budget reconciliation process, which Republicans hope to use to enact significant budget and tax cuts in the coming weeks. Education leaders and stakeholders are learning more about the potential impact of the Administration’s Executive Order (EO) to eliminate the Department of Education (ED) on their schools and communities. Several education organizations and institutions have issued responses and are turning to legal action. Read more for details.

• Department of Education Cancels COVID Relief Funds Extensions: The Secretary of Education notified state education chiefs on March 28 that previously granted extensions for spending down remaining COVID relief funding would be canceled immediately. Some extensions will now be considered “on an individual project-specific basis.” This has the potential to affect states and school districts with funds remaining, even if those funds are already obligated.
• ED Reopens Application for Income-Driven Loan Repayment Plans: ED recently reopened a revised application for income-driven loan repayment plans and loan consolidation. The form had been temporarily unavailable due to a court order to cease implementation of the Saving on a Valuable Education (SAVE) Plan.
• Committee for Education Funding Letter to ED: The Committee for Education Funding sent a letter to Secretary Linda McMahon on behalf of their members (including ACTE) in opposition to the EO calling for the closure of ED. The letter also addressed other recent Administration actions that have drastically cut ED staffing.
• Administration Engages in Legal Battles to Uphold Cuts to Public Education: The Administration requested that the Supreme Court hear appeals to funding cuts that have been blocked by lower federal courts. Notably, a federal judge this week blocked cuts to teacher preparation grants. As of this week, there have been at least nineteen lawsuits that challenge Trump Administration education-related policies or actions.
• Lawmakers Urge Department of Labor (DOL) to Overturn 14(c) Rule: Several Members of the House Education and Workforce Committee issued a letter to Secretary of Labor Lori Chavez-DeRemer requesting that DOL withdraw a proposed rule to halt the issuance of 14(c) certificates, which allows employers to hire workers with disabilities at wages below minimum wage.
• House Subcommittee on Early Childhood, Elementary and Secondary Education to Hold Hearing on AI in K-12 Education: The House Subcommittee on Early Childhood, Elementary and Secondary Education will hold a hearing, “From Chalkboards to Chatbots: The Impact of AI on K-12 Education,” on April 1.

This week, advocates attended ACTE’s National Policy Seminar and spent time on Capitol Hill meeting with their Congressional offices to advocate for CTE and education funding. This event was accompanied by a reception on Capitol Hill highlighting the work of eight Career and Technical Student Organizations (CTSOs). Meanwhile, President Trump introduced the long-expected Executive Order (EO) to begin eliminating the Department of Education, and Washington is reacting. Congress was on recess, but returns on March 24 to a full spring agenda. Keep reading for details.

• President Trump Signs EO to Dismantle Department of Education: President Trump signed an EO instructing the Secretary of Education to take steps toward eliminating the Department of Education. The agency cannot be fully eliminated without the approval of Congress, though some Members of Congress have already spoken out in favor. Senate Health, Education, Labor and Pension Committee Chair Bill Cassidy (R-LA) vowed to introduce related legislation to accomplish the Administration’s goals. See ACTE’s response to the EO and statement on the recent changes to the Department for more info.
• Department of Education Announces FAFSA Changes: The Department of Education announced more than 8 million 2025-26 Free Application for Federal Student Aid (FAFSA) forms have been processed. They also announced changes to the FAFSA form to upgrade user experience. The Department is currently on track for a FAFSA release for next year by October 1.
• Trump Administration Cuts Library Funding: The Trump Administration signed an EO last week to cut funding to a number of federal entities. This includes the Institute of Museum and Library Services, which supports museums and libraries as sites of research and teaching.
• Judge Orders Education Department to Restore Some Grants to Schools: A judge ruled the Trump Administration must restore several grants that it had previously cut, including funding to help place teachers in underserved schools. This funding helps to address teacher shortages and help prepare future educators.

This was a chaotic week in Washington, D.C., marked by huge staff reductions at the Department of Education and a showdown over government funding for Fiscal Year (FY) 2025. Ultimately, Congress cleared a continuing resolution to continue federal funding for the rest of the year at roughly current levels, averting a government shutdown. Both chambers will now recess until March 24. Keep reading for more details.

• Congress Passes CR: The House passed a year-long continuing resolution (CR) to fund the government for FY 2025 through September on March 11 and the Senate followed on March 14, just before current government funding would have expired triggering a shut down. The CR provides roughly level funding for most programs, but does contain some cuts and other anomalies. As the CR is signed into law and official allocations for individual programs are released, we will provide updates.
• ACTE and Advance CTE Issue Statement on Department of Education Funding & Staffing Impacts on CTE: ACTE and Advance CTE released a statement regarding the recent staffing and funding actions of the U.S. Department of Education and their impacts on the CTE community. Read the statement here.
• Institute for Higher Education Policy (IHEP) Leads Coalition in Letter to Congress on Postsecondary Data: IHEP led a coalition of 87 organizations and individual researchers in sending a letter to Congress elevating deep concerns regarding recent Institute of Education Sciences (IES) research and data collection cancellations. ACTE signed on to this letter.
• Senate Confirms Secretary of Labor Lori Chavez-DeRemer: The Senate voted to confirm Lori Chavez-DeRemer as Secretary of Labor earlier this week. She was sworn in shortly after the vote.
• House Holds Hearing on School Choice: The Early Childhood, Elementary and Secondary Education Subcommittee held a hearing on school choice. During opening statements, Rep. Suzanne Bonamici, House CTE Caucus co-chair, highlighted CTE schools in her district as strong and viable educational opportunities.
• Committee for Education Funding (CEF) Briefing: CEF, a large education coalition of which ACTE is a member, held a briefing on Capitol Hill, “The Value and Importance of Federal Investments in Education.” The panel featured Richard Kincaid, Sr. Executive Director of College and Career Pathways at Maryland State Department of Education. Kincaid used his time on the panel to highlight the positive outcomes of CTE programs and benefits to enrolling in CTE. Other panelists also pressed the need for stronger federal investments and for research and data.

ACTE has published a new resource, Strategies to Support Special Populations in CTE, to provide CTE practitioners with access to strategies, tips and examples to support students in special population groups as designated by Perkins V, including students with disabilities, economically disadvantaged learners, foster youth and more.  

The repository can be filtered by special population group and/or by strategy type: 

• Articulated and Flexible Learning 
• Career Exploration and Planning 
• Collaboration 
• Data 
• Instructional Supports 
• Wraparound Supports 

In addition, ACTE offers resources through our other regularly updated repositories, such as our High-quality CTE Library and Teach CTE Repository.  

Please share this repository with your fellow CTE educators to help them locate resources to better serve students from special populations groups. For any questions, comments or concerns, you can contact Jesus Galvan, ACTE’s Research and Policy Coordinator, at jgalvan@acteonline.org.  

Before jumping into our regular roundup of research and data resources relevant to CTE, ACTE would like to share our concern about the recent U.S. Department of Education cancellation of research contracts as well as the reduction in force that appears to essentially eliminate all functions at the Institute of Education Sciences and National Center for Education Statistics, halting critical research and data collection. Read more in our joint statement with Advance CTE. 

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Credentials of Value: The Lumina Foundation recently launched a new national goal they aim to achieve: By 2040, 75% of adults in America will have a credential of value that leads to economic prosperity. Lumina defines a credential of value as a post-high school credential that leads to a career paying 15% more than the national median salary for a high school graduate.

As part of this new goal, Lumina published a data dashboard monitoring the progress of the nation and states in reaching the 75% threshold. As of 2023, 44.1% of adults aged 25-64 in the workforce have a credential of value, including bachelor’s degrees (18%), graduate degrees (13.2%), short-term credentials (7.7%) and associate degrees (5.2%). States and territories have varying percentages of adults with a credential of value, ranging from 22.5% in Puerto Rico’s to 70.4% in Washington, DC. 

The findings, which can be disaggregated by age as well as by race/ethnicity, highlight the benefits of adults earning a post-high school credential while also underscoring disparities. 

Transfer Enrollment and Pathways: The National Student Clearinghouse recently released data on transfer enrollment for the fall 2024 semester: 

• Returning transfer students made up the majority of transfer enrollment (52%), driven by higher growth rates among those transferring after temporarily exiting postsecondary education.
• Although community college enrollment is still below pre-pandemic levels, this sector has gained the most transfer enrollment since fall 2020 (+13.5%). 
• Students from two-year schools with a high vocational focus made up a larger share of two-to-four-year transfers in fall 2024 than the year prior (+6.5%). 
• Two-thirds of transfer students changed their major. 
• Increasing numbers of students transferred into business and health majors compared to fall 2023 (+5.8% and +12.6%, respectively).  
• Black (+8.3%) and Hispanic (+4.4%) students saw the largest increase in transfers since fall 2023; white students were the only racial/ethnic group with decreasing transfer rates (-1.3%). 

Beyond Transfer: Insights from a Survey of American Adults: Public Agenda has released the results of a survey they conducted to better understand Americans’ experiences with transferring postsecondary credits between schools and their perceptions of obstacles toward earning a degree. The survey was completed by 3,077 adult Americans across the country. 

The survey yielded several important findings: 

• A quarter of respondents who attempted to transfer credits report that they were able to transfer only a few or none of their credits.  
• Thirty-seven percent of respondents reported the credit transfer process to be difficult. 
• Twenty percent of respondents had to retake a course they had already completed. 
• A higher percentage of white respondents compared to Black or Latino respondents say they successfully transferred all or most of their credits, and more white respondents found the transfer process easy than students from other racial/ethnic groups.  

Mapping a Path from High School to Success: A report by Education Strategy Group examines various nursing, cybersecurity and mechatronics pathways to identify trends and best practices. 

Across all three pathways, researchers found that most maps included clear outcomes and stackable credentials. The pathway maps also rely heavily on local contexts, such as taking transportation into consideration. Messaging varied from easily understandable maps to complex maps that were confusing. Finally, the researchers noted potential implications for accessibility as some maps impose GPA restrictions, age cut-offs and other requirements that may hinder a student’s access to a pathway. 

The researchers also shared findings and recommendations by pathway: 

• Nursing: Most course maps follow very similar course sequences even while considering local contexts, meaning that programs may be able to build off other programs’ maps.  
• Cybersecurity: Researchers found that the maps were often narrowly focused on obtaining credentials in cybersecurity, not branching out into how cybersecurity can be paired with other IT-related career paths. 
• Mechatronics: Maps should explain in plain language what mechatronics is, how it differs from past manufacturing jobs, and what careers it can lead to today.