On June 16, the Senate Health, Education, Labor & Pensions Subcommittee on Education & the American Family held a hearing titled “The Future of K-12 Education in the Age of Artificial Intelligence.” The witnesses included: 

• Joshua James, CEO of QuantHub 

• Erin Mote, CEO of InnovateEDU 

• Cynthia Marten, Delaware Secretary of Education 

The hearing focused on a variety of AI topics in education, including privacy and data protections, school cybersecurity breaches, AI bias and discrimination, student mental health and development concerns, professional development for teachers, critical thinking skills, the role of chatbots and virtual companions, and the need for more research that examines the long-term, causal impacts of AI on learning outcomes. Witnesses outlined AI initiatives occurring across the nation, including the Alabama Data Scholars program and Delaware’s AI Assurance Laboratory.  

The discussion also centered on important AI skills students should develop, which include: 

• Basic AI literacy and understanding 

• Critical thinking and judgement, correcting generated responses when needed 

• Ethics and responsible use of AI tools 

• AI tool selection, knowing when to use specific tools and how to apply them effectively 

• Collaboration between human and AI partners 

Joshua James with QuantHub discussed the role schools have in preparing students for careers and industries that will increasingly utilize AI tools, such as agriculture and health care, and pointed to programs that focus on applying AI across industries rather than programs solely focused on AI and technology. Several witnesses also advocated for stronger federal support for AI in education, including preserving the E-rate program, sustaining funding for teacher professional development, supporting federal research and restoring staffing within the Department of Education’s Office of Educational Technology.  

Readers interested in additional information may listen to the hearing here. 

This week, the House Appropriations Committee voted to advance the FY27 budget bill that funds the Departments of Education (ED) and Labor (DOL), and the bill now awaits full consideration by the House. President Trump also signed a bill to fund ICE through the rest of his term, following a 115-day standoff with lawmakers over immigration enforcement concerns. Read more updates below.  

• Ask Your Members of Congress to Support Education and Workforce Development Funding: On June 4, the House Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies released its funding bill for FY27. Overall, the bill proposes broad cuts to both ED and DOL. CLICK HERE to urge your Members of Congress to support education and workforce development funding in FY27!   

• House Appropriations Committee Advances Budget Bill: On June 9, the House Appropriations Committee voted to advance the FY27 budget bill for the Departments of Education and Labor. The bill will now be considered by the House. Read more about the bill on the blog here.  

• Treasury Previews Forthcoming Guidance on Education Tax Credit: On June 10, the Treasury Department released a preview of forthcoming regulations on the new federal scholarship tax credit to stakeholders during a roundtable. 

• StriveTogether Announces Grant Opportunity: This week, StriveTogether announced that applications for the Pathways Impact Fund are open. The fund will award about $1 million over three years to intermediary organizations working on scaling workforce-aligned career pathways in schools. A screener and letter of interest are due by July 10. 

• DOL Releases WANTO Grant Program: On June 5, the DOL opened applications for the FY26 Women in Apprenticeship and Nontraditional Occupations (WANTO) Technical Assistance Grant Program. Interested organizations must submit their application by July 6. 

• ED Announces CTO Challenge Semifinalists: On June 8, ED selected 10 states as semifinalists for the Connecting Talent to Opportunity (CTO) Challenge, which this year focuses on developing and scaling talent marketplaces. States that move on to become finalists will work to implement their plans.  

• EERC Releases Updated Noncredit Data Taxonomy: The Education and Employment Research Center (EERC) at Rutgers University recently released its Noncredit Data Taxonomy 3.0 and Implementation Guide. The guide outlines important elements of noncredit data and includes information on Workforce Pell data for states and institutions.  

• Senate Committee Holds Nomination Hearing: On June 3, the Senate Health, Education, Labor and Pensions Committee held a nomination hearing for Brett Matsumoto, who was nominated by President Trump to lead the Bureau of Labor Statistics, and for two members nominated to serve on the National Labor Relations Board. Interested readers can watch the hearing here.  

• Lawmakers Call on ED to Address Borrower Default and Delinquency Rates: Over 60 Congress members, led by Sen. Warren (D-MA), sent a letter on June 7 to ED expressing concerns about rising student loan default and delinquency rates, and asked the department for details on its plan to help struggling borrowers. 

• ALI Releases Federal Policy Recommendations on Career-connected Learning: The Alliance for Learning Innovation (ALI) recently released a set of policy recommendations on how federal education research and data initiatives can better support career-connected learning programs, including CTE. 

• House Appropriations Committee Advances Bill Designating Graduate Nursing Degrees as Professional: On June 9, the House Appropriations Committee advanced a bill that would designate graduate nursing programs as professional degrees, meaning students in those programs would have higher loan limits. 

• House Advances Bill to Combat Identity Fraud in Federal Financial Aid Applications: On June 10, the House passed the No Aid for Ghost Students Act, which would codify a fraud detection system launched in April for the Free Application for Federal Student (FAFSA). Under the system, applicants deemed a high fraud risk must show their government-issued IDs before they can receive federal financial aid.  

• New Long-term NAEP Data Released: On June 10, ED released new long-term data as part of the Nation’s Report Card. The data is primarily focused on reading and math skills for elementary school children. 

• Labor Secretary Visits North Carolina: On June 1, Acting Labor Secretary Keith Sonderling visited Pitt County to see how apprenticeship programs in Eastern Carolina are preparing students for careers in the skilled trades. 

Condition of Education 2026: The Institute of Education Sciences (IES) recently published the Condition of Education 2026, an annual report mandated by Congress that examines the state of K-12 and postsecondary education across the nation. Findings from the report include the following: 

• Public school enrollment in grades 9-12 increased by two percent from fall 2019 to fall 2024, totaling 15.5 million students. 

• From 2019-24, a higher percentage of female high school completers immediately enrolled in college compared to male high school completers (69% compared to 55% in 2024). 

• From fall 2014 to fall 2024, total undergraduate enrollment decreased by five percent (from 17.3 million to 16.4 million students).  

• The percentage of 18- to 24-year-olds not working nor enrolled in school decreased from 16% in 2014 to 13% in 2024.  

• From 2013-14 to 2023-24, the number of postsecondary credentials awarded increased at every award level except for associate degrees, which experienced a two percent decrease overall. However, associate degree program enrollment in CTE fields of study has been increasing.  

Paid Work-based Learning: A national survey conducted by the Strada Foundation found that 43% of four-year college students and 26% of two-year college students have engaged in a paid work-based learning (WBL) experience, including internships, apprenticeships, co-ops and undergraduate research experiences. The researchers noted that two-year students are more likely to work full-time compared to four-year students, which may make WBL participation more difficult. Additional findings from the survey include the following: 

• Paid WBL experience varies by field of study, with engineering, business and computer science having the highest participation rates.  

• First-generation students and women are less likely to participate in a paid WBL experience for both two- and four-year colleges. 

• Students in better-resourced and more selective schools are more likely to participate in a paid WBL experience. 

• Four-year college students who receive education-to-career guidance, support and labor market information are more likely to participate in a paid WBL experience compared to those who did not receive such guidance.  

Support for Skilled Trades Education: A national survey from Harbor Freight Tools for Schools found that there is strong bipartisan support for skilled trades education, with 78% of Democrats and 80% of Republicans viewing reduced skilled trades coursework as a major problem across the nation. Ninety-five percent of voters also believe that students would benefit from more opportunities to study the skilled trades in high school. More findings from the survey include the following: 

• 84% of voters believe that the government should provide more funding for skilled trades programs, and 86% say elected officials should do more to support the skilled trades and hands-on learning in high school. Voters supported more federal and local funding for skilled trades coursework.  

• More than three-quarters of parents view skilled trades programs as very or extremely important, and eight in ten parents would encourage their child to take a skilled trades course if they were interested in doing so. 

• About half of the students surveyed are interested in taking a skilled trades course, but only three in ten have. One-third of students who want to take skilled trades courses are unable to because their school does not offer them or there are not enough seats.  

• Black and Hispanic students were significantly more likely to be on a waitlist for a skilled trades class compared to white students.  

• Students who take skilled trades courses reporting being more engaged and confident and feeling more college- and career-ready than those who do not.  

High-wage CTE Pathways: An article by Celeste K. Carruthers, Shaun Dougherty, Thomas Goldring, Daniel Kreisman, Roddy Theobald, Carly Urban and Jesús Villero in the Southern Economic Journal examines high school CTE enrollment patterns to assess how various student groups sort into high- and low-wage occupations. Using data from four states and one large metro area, the researchers found a strong negative relationship between Career Cluster potential earnings and the percent of CTE concentrators who are women. In other words, female students tend to concentrate in Clusters that are tied to lower-paying occupations, such as Hospitality and Tourism, Education and Human Services.  

The researchers examined other student groups and found that Clusters with higher enrollments of students who were ever eligible for free or reduced-price meals pay less after high school compared to other Clusters. In addition, in most states, students with disabilities tend to concentrate in lower-earning Clusters. Similarly, Clusters with more non-white students tend to have lower potential earnings.  

On June 4, the House Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies released its funding bill for Fiscal Year (FY) 2027. Overall, the bill proposes broad cuts to both the Department of Education (ED) and the Department of Labor (DOL). The bill would cut ED by approximately $8 billion (10%) and DOL by $3.7 billion (27%).  

In some positive news, the bill provides a $10 million increase for the CTE Basic State Grant  under the Perkins Act and does not adopt the Administration’s proposal to prohibit Perkins funds from being used for postsecondary CTE programs. However, the legislation includes a small cut to CTE National Programs and significant reductions elsewhere, including eliminating funding for the Adult Basic Education program, which is consistent with the Administration’s budget request. It also includes full or partial funding cuts of other programs that support CTE programs and learners, such as the complete elimination of ESSA Title II funding for educator development and cutting the Federal Work Study program at ED, as well as reducing funding for WIOA programs at DOL.    

The bill is scheduled to be considered by the House Appropriations Committee on June 9. In the following weeks, Senate appropriators will release their funding bill for FY 2027. Many expect that their bill will be much different than the House version. Lawmakers on both sides of the Capitol will need to reach a compromise to avoid a shutdown.    

While an increase in Perkins funding is favorable, it is essential that Congress provides sustained investments to the entire education and workforce system to ensure all learners have the opportunity and resources needed to build skills for lifelong career success.  

ACTION NEEDED: CLICK HERE to urge your Members of Congress to support education and workforce development funding in FY 2027! 

Send a message directly using the ACTE Action Center. You can also call or email directly any personal contacts that you have in your Members’ offices, such as from a meeting at NPS, or call the U.S. Capitol switchboard at (202) 224-3121 and an operator will connect you to your Member of Congress.    

This week, the House Appropriations Committee released their proposed FY 2027 appropriations bill for the Departments of Education (ED) and Labor (DOL). While the bill provides a small increase for Perkins, it proposes deep cuts to many education and workforce programs, including eliminating Adult Basic Education State Grants. The bill was approved by the Labor, Health and Human Services, Education, and Related Agencies Subcommittee and now moves for consideration by the full Appropriations Committee. Read more updates below.  

• Committee Releases FY 2027 Labor, Health and Human Services, Education, and Related Agencies Appropriations Bill: On June 4, the House Appropriations Committee released the FY 2027 bill for the Labor, Health and Human Services, Education, and Related Agencies Subcommittee. On June 5, the bill was considered in subcommittee. Read our breakdown of the bill on the CTE Policy Watch blog.  

• House Committee Holds Hearing on AI in Postsecondary Education: On June 3, the House Education and Workforce Committee hosted a hearing on AI in postsecondary education. Readers can watch a recording of the hearing here and read a summary of the hearing here.  

• NCFL Launches In-demand STEM Careers Grant: This week, the National Center for Families Learning (NCFL) launched a grant program aimed at expanding STEM workforce credentials and learning opportunities for middle and high school students and their parents. Applicants—which can include schools, districts, nonprofit organizations and government agencies—must submit their proposals by June 18. 

• BlackRock Launches Skilled Trades Grant: This week, BlackRock launched a $25 million grant program to expand the nation’s skilled trades workforce training programs. Nonprofits must submit their proposals by July 10. 

• ED and HHS Announce Grant Competition Under Family Engagement and School Support Partnership: On May 29, ED and the Department of Health and Human Services (HHS) announced the School Safety Enhancement (SSE) program’s FY 2026 competition to bolster school safety and school infrastructure security. The SSE program provides competitive grants to state educational agencies to develop, implement, and strengthen statewide school safety systems and the physical security of schools. Applications are due July 28, 2026.  

• ED and DOL Launch Postsecondary Grant Program: On June 3, ED and DOL announced the launch of the Postsecondary Student Success Grant Program (PSSGP). One of the focuses of the program is expanding short-term career pathway programs, and applications from nonprofits and postsecondary institutions are due on June 29.  

• ED Projections on Workforce Pell Reach: ED officials projected 184,000 students could take advantage of Workforce Pell in FY 2027–28, the second year of the policy’s implementation. They also predicted that as many as 28,000 existing undergraduate certificate programs could be eligible based on program requirements. They did acknowledge that making programs eligible will take time and come at some cost for states and higher ed institutions.  

• Nursing and Health Groups Sue ED: This week, 10 nursing groups as well as the American Academy of Physician Associates sued ED over its reclassification of specific health occupations, excluding them from the federal definition of “professional degree” programs and limiting how much students can borrow through federal loans.  

• FCC Announces Review of E-Rate: On May 3, the Federal Communications Commission (FCC) announced they would be conducting an evaluation of their E-Rate program that supports internet access for schools and libraries. They are considering reforming or ending the program altogether as part of their review.   

• National Spring 2026 Postsecondary Enrollment Figures Released: On June 4, the National Student Clearinghouse Research Center released national postsecondary enrollment data for the Spring 2026 semester. Skilled trades programs continue to experience enrollment increases.  

• OESE Programs Move to the IES: Four programs under the Office of Elementary and Secondary Education moved to the Institute of Education Sciences (IES) this week. The programs include the Comprehensive Centers Program, Equity Assistance Centers Program, Education Innovation and Research Program, and the Javits Gifted and Talented Students Education Program 

• Secretary of Education Linda McMahon Visits Vermont on National Tour: On June 2, Secretary of Education McMahon toured the Center for Technology, Essex in Essex Junction, Vermont, a career and technical education school preparing roughly 400 students for a wide range of high-demand technical fields.  

On June 4, the House Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies released its funding bill for Fiscal Year (FY) 2027. 

On June 5, the bill was considered in subcommittee. A recording of the subcommittee markup can be found here.  

Overall, the bill proposes broad cuts to both the Department of Education (ED) and the Department of Labor (DOL). The bill would cut ED by approximately $8 billion (10%) and DOL by $3.7 billion (27%).  

In some positive news, the bill includes an $8 million increase for CTE programs under the Perkins Act, and there is no indication that the subcommittee accepted the Administration’s proposal to prohibit Perkins funds from being used for postsecondary CTE programs. However, the bill eliminates funding for the Adult Basic Education program, which is consistent with the Administration’s budget request, and cuts numerous other programs that support CTE programs and learners, including once again also proposing the complete elimination of ESSA Title II funding for educator development and cutting the Federal Work Study program.  

The bill would also fund the following programs at these levels: 

• Every Student Succeeds Act Title I Grants – $16.5 billion, a decrease of $1.9 billion 

• Pell Grant – $22.7 billion, an increase of $250 million and $7,445 for the maximum Pell Grant award, and increase of $50 (However, this increase is paid for by cutting subsidized student loans) 

• Registered Apprenticeships – $290 million, an increase of $5 million 

• Strengthening Community College Training Grants – $75 million, an increase of $10 million 

In addition to these programs, the bill would eliminate funding for the WIOA Adult training program and the WIOA Youth Job Training program. 

The bill will next be considered by the full House Appropriations Committee, and that markup is tentatively scheduled for June 9. In the following weeks, Senate appropriators will release their funding bill for FY 2027. Many expect that their bill will be much different than the House version. Lawmakers on both sides of the Capitol will need to reach a compromise to avoid a shutdown.  

ACTE will continue to provide appropriations updates as the process continues to unfold.

The Department of Education (ED) released final Workforce Pell regulations on May 18, providing states and institutions with the guidance needed to begin offering Workforce Pell Grants after the policy goes into effect this summer. While the regulations provide important clarity, many implementation details will continue to be shaped at the state level over the coming months. States will ultimately play a central role in determining labor market alignment, supporting employer engagement, and building the data infrastructure necessary to ensure program quality and accountability.

Recognizing the significant implementation work ahead, states have already begun developing strategies to operationalize Workforce Pell. In May, the National Governors Association (NGA) convened leaders from 37 states, territories, and the District of Columbia for a Workforce Pell Implementation Lab focused on helping states prepare for the July launch.

According to NGA, state leaders are working through a range of policy and operational questions, including:

• Identifying eligible programs and credentials.
• Aligning training programs with workforce needs.
• Coordinating among higher education, workforce development, and economic development agencies.
• Strengthening employer partnerships.
• Developing data systems to track outcomes and support accountability.

Many states are building on existing efforts to define credential quality, evaluate labor market demand, and connect education programs to employment outcomes. These foundations will be critical as states seek to ensure Workforce Pell funding supports programs that deliver value for students and employers alike.

While Workforce Pell expands access to financial aid, stakeholders across the workforce and education communities have emphasized that implementation must focus on quality. The final regulations establish baseline quality requirements, but advocates note that states will ultimately determine how effectively those standards are applied. Strong state oversight, coupled with investments in workforce data systems, will be necessary to ensure students have access to reliable information about program quality and employment outcomes.

Despite broad support for Workforce Pell, implementation faces several challenges.

The timeline is among the most immediate concerns. Institutions have only a short period between the release of final regulations and the July 1 implementation date to update systems, identify eligible programs, train staff, and communicate with students. It is important to remember that very few programs will likely be eligible initially, but that as states develop systems, the number can be expanded – programs can be added at a later date.

Additionally, many states lack comprehensive data systems for tracking credential attainment, employment outcomes, and earnings across education and workforce programs. There are also ongoing questions about employer engagement, career navigation services, and student supports.

As Workforce Pell officially launches this summer, implementation will likely unfold over several years rather than a single academic cycle. State leaders, institutions, employers, and workforce organizations will continue refining policies and practices as they gain experience with the new program.