CTE for English Language Learners: A report from the Annenberg Institute leverages longitudinal data from Massachusetts to examine the association between English language learner (ELL) status and CTE participation. Focusing on public high school students who were expected to graduate between 2007 and 2019, the researchers found that ELLs are five percentage points less likely to concentrate in CTE than similar non-ELLs but experience positive postsecondary outcomes when they do concentrate in CTE.  

In addition, ELLs who participate in CTE coursework earn 23% fewer CTE credits than non-ELLs, with the disparity narrowing for comprehensive high schools (12%) and disappearing for regional vocational technical schools (RVTSs). Examining CTE concentration by Cluster, ELLs are less likely to concentrate in Clusters associated with high-wage careers, such as Construction and Engineering & Manufacturing. The researchers suggest that the difference may stem from the CTE program areas ELL students have access to compared to non-ELLs.  

For postsecondary outcomes, ELLs who concentrate in CTE are nine percentage points more likely to enroll in a two-year college and 10 percentage points more likely to enroll in a four-year college than ELLs who did not concentrate in CTE. Also, ELLs who concentrate in CTE earn more after high school, on average, than ELLs who did not concentrate in CTE. 

High School Industry Certifications: A study by Elizabeth J. Glennie, Ben Dalton, Roger Studley and Erich Lauff in Career and Technical Education Research examines whether earning an industry certification in high school is associated with higher rates of postsecondary enrollment and attainment. The researchers utilized data from Florida, focusing on students who entered high school in the 2012 and 2013 school years and tracking them four years after graduation.  

Analysis of the data revealed that earning an industry certification in high school is positively associated with two-year and four-year college enrollment. Looking at degree attainment, earning a high school industry certification is positively associated with two-year degree attainment but not four-year degree attainment.  

When disaggregating industry certifications by Cluster (the research was conducted using the old Career Clusters Framework), the researchers found varied results; for instance, certifications in the Health Science Cluster are associated with two- and four-year college enrollment, but the Information Technology and Architecture & Construction Clusters are only associated with four-year college enrollment.  

Among learner groups, economically disadvantaged students who earned a certification are more likely to enroll in a two- or four-year college than other economically disadvantaged learners, and outcomes are similar for males and females.  

Community Colleges in an AI-driven Economy: The Project on Workforce at Harvard University and the Education Design Lab recently released a playbook that outlines the role of community colleges in an AI economy. Drawing on case studies and interviews with community college leaders, the researchers identify dynamic labor market alignment and institutional agility as key factors for meeting and quickly responding to shifting employer demand.  

The researchers also developed data and technology frameworks that community colleges can use to evaluate their student and labor market data systems and the technologies they use in the classroom.  

• The data framework focuses on labor market and student outcomes data and provides potential sources community colleges can leverage for each metric, from state UI wage records to the MIT Cost of Living Wage Calculator. 

• The technology framework identifies five areas community colleges can support with AI and emerging technologies, outlining potential strategies, challenges and promising models. For example, Sinclair Community College in Ohio recently launched the AI Excellence Institute, a three-year initiative that aims to integrate AI across teaching, learning and workforce preparation. Other areas the framework focuses on include work-based learning, career navigation and employer partnerships.  

Newly released data from the National Center for Education Statistics (NCES) shows that the majority of high schools across the nation offer CTE, work-based learning and career preparation experiences to students.  

The data comes from the High School and Beyond Longitudinal Study of 2022, a nationally representative study that examines the academic, postsecondary and career opportunities for ninth grade students in the 2022-23 school year. Students, parents, counselors, teachers and administrators were surveyed for the study. ACTE analyzed the new data through DataLab and found the following CTE-related data points: 

• 89% of counselors reported that their school offers CTE, and 79% that their school offers career pathways, clusters or programs of study. 
  • 26% of counselors said that their school offers on-site CTE courses only, 14% off-site only and 50% on- and off-site. 
  • 87% of counselors said that their school allows students to earn dual credits in CTE courses. 

• Among administrators who reported that ninth graders in their school can enroll in CTE programs, the average ninth grade participation rate was 41%. 

• 69% of counselors said that their school provides students with community service and work-based learning experiences, most frequently community service (59%), cooperative education (56%) and job shadows (50%). Mentoring (29%), school-based enterprises (37%) and internships (44%) are less common. 

• Counselors reported that their school offers students numerous resources for career preparation, most frequently job fairs/career nights (90%) and career aptitude information (89%) and less frequently job seeking/interview training (58%) and connections with local employers (52%).  
  • Additionally, 62% of counselors stated that they often or very often assist students with career choices and planning, while only 27% said the same for job placement and employability skills.  

• 67% of counselors said that their school requires students to have an education or career plan.  

A follow-up data collection that was planned for spring 2026 was terminated following staffing cuts and contract cancellations at the NCES. Readers with any questions can reach out to ACTE’s Research and Policy Coordinator Jesus Galvan (jgalvan@acteonline.org) or analyze the data themselves on DataLab. 

With the Senate and House on August recess, it was a relatively quiet week in Washington. The Department of Education (ED) set final deadlines for colleges to submit overdue Financial Value Transparency and Gainful Employment (FVT/GE) data. Grants related to workforce development and technical training were also announced this week by several agencies, and a long-anticipated request for comment was published on the E-Rate program. Read more updates below.  

• FCC Publishes Potential Changes to E-Rate Program for Comment: On August 14, the Federal Communications Commission published a proposed rule related to potentially narrowing or even terminating the program, which could have a significant impact on educational institutions. Comments are due October 13.  

• ED Gives Final Notice for Overdue Data: On August 11, ED gave a notice stating that more than 1,900 institutions have not reported or have underreported their Financial Value Transparency and Gainful Employment (FVT/GE) data for the 2024 and 2025 reporting cycles. This information was due on Sept. 30, 2025, and Oct. 1, 2025. ED noted that these institutions have until Friday, Jan. 15, 2027, to submit any unreported or under-reported FVT/GE data.  

• ANA Announces Grant Program for Native American Training: The Administration for Native Americans (ANA) announced the availability of grant funds to support Native American economic growth and employability initiatives. One of the program’s priorities is funding centers that train individuals to pursue skilled trades careers in welding, construction, plumbing and other related fields. Applications are due on August 27.  

• Trump Administration Announces Funding for Mining Education: On August 7, the Trump Administration announced that it was investing over $180 million to boost mining education and workforce development efforts. The funds will support programs that train students to pursue mining industries and careers such as metallurgists, geologists, mining engineers and other related fields. 

• IES Plans to Spend Unobligated FY 2025 Funds: According to a lawsuit filed by higher education advocates in June, the Institute of Education Sciences (IES) still had $316 million in unobligated funds left from a total of $768 million originally allocated for Fiscal Year (FY) 2025, which ED had until September 30, 2026, to spend. IES Acting Director Matthew Soldner said they will spend all the remaining money promptly, according to court records released last week. Education groups remain concerned over this spending and are seeking clarity on where the funding is going in the latest court filing.  

• Unions Sue ED Over Professional Degree Designations: On Aug 11, a coalition of unions sued over ED’s new professional degree rules that removed graduate education programs from the definition of a professional degree, lowering the amount of federal loans students in those programs can borrow. The lawsuit follows another one from nursing groups who sued after nursing was originally excluded from the definition.  

• CISA Issues K-12 Cybersecurity Guidance: On August 12, the U.S. Cybersecurity and Infrastructure Security Agency (CISA) released a free collection of K-12 cybersecurity resources to help school and district leaders mitigate and respond to their unique cyber risks.    

This week is the Senate’s last week in session until September 14, so there was a flurry of activity as they attempted to wrap up work before the August recess. The biggest action relevant to education funding was on a continuing resolution (CR) to extend current funding levels beyond the end of the fiscal year and avoid a government shutdown in October. A number of nominations were also approved, but the budget reconciliation bill providing additional defense spending and farm aid did not move forward, setting up a very busy fall. Read more below: 

• Senate Passes CR: Early on August 8, the Senate overwhelmingly approved a CR that would prevent the government from shutting down after Sept. 30 when the fiscal year ends. The CR would keep 2026 funding levels for most programs through December 11, 2026. It also delayed the Office of Management and Budget’s (OMB) proposed changes to federal grant rules until that date. However, the Senate CR differs significantly from the previously passed House CR, so the two chambers will need to come to agreement on the text after the recess.  

• ED Launches “Careers in Your Community” Challenge: On August 4, ED launched the “Careers in Your Community” Challenge, the fourth competition in the CTE Momentum series. The challenge invites teams of high school students to develop and submit proposals that improve career exploration at their schools. Proposals are due November 19, 2026. Read more details about the challenge on our blog.    

• ED Approves First Workforce Pell Program: On August 4, ED approved the country’s first Workforce Pell Grant program at Iowa Central Community College. This allows qualifying students in its emergency medical technician program to receive federal dollars for their education. 

• IES Opens Multiple Grant Programs: On August 6, the Institute of Education Sciences released funding announcements for multiple research grant programs, including for the Research Training Programs in the Education Sciences and Using Longitudinal Data to Support State Education Policymaking programs. The deadline for each of these programs is October 1, and interested readers can learn more about the programs here. 

• Groups Announce Grant Program on Innovative Postsecondary Models: On July 31, a group of education organizations announced a grant program that will support groups developing and promoting innovative postsecondary education models, with a focus on career-alignment and preparing students to attain credentials and enter the workforce. The deadline for groups to submit proposals is September 14. 

• Kids Online Safety Act Advances to Senate Floor: On August 5, the Senate Committee on Commerce, Science, and Transportation held a markup of several bills, including the Kids Online Safety Act, introduced by Sens. Blackburn (R-TN) and Blumenthal (D-CT). This bill would require online platforms, including social media, to implement tools and safeguards for users younger than 17. It was approved by the committee and now moves to the Senate floor for a vote.  

• Secretary McMahon Sends Directive to University Presidents, Governing Boards: On August 3, Secretary McMahon issued a letter to university presidents and governing boards with a series of questions, urging them to post public answers. While the letter does not mention ties to funding decisions, the questions do reflect many of the Administration’s priorities.  

• Federal Statistical Agencies Strained Amid Staffing Cuts: All 13 federal statistical agencies, including the Bureau of Labor Statistics, Census Bureau and ED’s National Center for Education Statistics, have been faced with deep staffing cuts in the last year. This raises concerns about their ability to produce relevant, timely and accurate statistics for decisionmakers and the public.  

• Nearly Half a Million Borrowers to Have Loans Erased: Reporting this week indicates that about half a million federal student loan borrowers are expected to have their loans erased after the conclusion of a lawsuit that has spanned three presidential Administrations.  

• Secretary McMahon Visits Kansas and Pennsylvania on National Tour: On August 5, Secretary of Education Linda McMahon visited Manhattan High School in Kansas and participated in a roundtable discussion with teachers and administrators focused on CTE and workforce readiness. McMahon also visited Villanova University in Pennsylvania and spoke with university leadership on workforce readiness.  

On August 4, the Department of Education (ED) launched the “Careers in Your Community” Challenge, the fourth competition in the CTE Momentum series. The challenge invites teams of high school students to develop and submit proposals that improve career exploration at their schools. Examples of projects may include improving student awareness of local employers and careers; strengthening connections between students, employers, workforce groups and postsecondary institutions; and helping students understand the education, training and skills that different careers may require.   

Submissions will be judged based upon their impact, feasibility, community connection, student engagement and the career pathway knowledge students demonstrate. Teams must be led by a CTE teacher, coordinator or director and submit their proposal by Thursday, November 19, at 6PM ET.  Up to 10 teams may win and receive an equal share of the $50,000 prize pool. Interested readers can learn more about the challenge here and access a suite of resources to support their projects.  

The House began their five-week August recess on July 27, and the Senate has one more week in session before they begin their recess on August 8. The Senate Health, Education, Labor and Pensions (HELP) Committee was busy this week as policymakers look ahead to recess. They held a hearing on AI in the workforce and a markup to advance key education legislation, including a bill that would limit the Department of Education’s (ED) ability to enter into interagency agreements. As Congress heads toward August recess, ACTE also released an advocacy toolkit for members to engage with their representatives. Read more updates below.  

• Senate Committee Advances Legislation to Limit IAAs: On July 30, the Senate HELP Committee voted to advance a bill that would limit ED’s ability to enter into interagency agreements (IAAs) for specific offices. While the bill does not include the Office of Career, Technical and Adult Education (OCTAE), ACTE will continue to work alongside lawmakers and advocate for OCTAE. Read more on the blog here. 

• College Transparency Act Receives Support in Committee: During the same markup, the Senate HELP Committee approved the College Transparency Act, a bill long supported by ACTE. The bill can now move to the full Senate for a vote, although the busy schedule makes timing uncertain.  

• ACTE Releases Advocacy Toolkit for August Recess: August Recess is an annual month-long break where policymakers generally leave Washington, DC, to work in their home states and districts. August Recess is an ideal time for advocacy, as the break allows Members of Congress to engage with their constituents and listen to their opinions on specific issues. Find the advocacy toolkit here.  

• Sens. Rochester, Marshall Introduce Bill to Modernize Data Systems: This week, Senators Lisa Blunt Rochester (D-DE) and Roger Marshall (R-KA) introduced a bipartisan bill, the RESULTS Act, that aims to improve state education and workforce data systems. Specific initiatives include modernizing the State Longitudinal Data System (SLDS) Program and consolidating the SLDS and Workforce Data Quality Initiative at the Department of Labor (DOL). ACTE and Advance CTE have endorsed this bill.  

• ACTE and Advance CTE Hold Congressional Briefing on AI and CTE with CTE Caucus: On July 21, ACTE and Advance CTE hosted a briefing on AI and CTE in conjunction with the Congressional CTE Caucus. Find our takeaways from the briefing here.  

• Senate HELP Committee Holds Hearing on AI and the Workforce: On July 29, the Senate HELP Committee held a hearing titled “The Impact of AI on the Workforce.” Find a recording of the hearing here and read more details in our blog post.   

• ED Finalizes Waiver for Native American CTE Grantees: On July 24, ED issued a notice on the Federal Register finalizing a waiver for 36 Native American CTE Program (NACTEP) grantees in their fifth year of project implementation, enabling grantees to receive funding for an additional year. The NACTEP usually only lasts for up to five years.  

• Arnold Ventures Releases Requests for Proposals for CTE Research: Arnold Ventures is currently accepting applications across multiple policy areas through the Strengthening Evidence and Building Evidence Requests for Proposals (RFPs). The RFPs support quasi-experimental studies that estimate the real-world effects of existing policies, including career pathways. This research would identify programs and policies that widen access to good jobs and economic mobility, with a focus on CTE, apprenticeships and routes to opportunity beyond a traditional college degree. RFPs are due September 11, 2026.  

• OSTP Releases Report on Science Research and Policy: On July 21, the White House Office of Science and Technology Policy released a report that outlines recommendations for advancing national scientific research and priorities. Among the recommendations includes a focus on integrating hands-on, technical training and the skilled trades into STEM education, as well as scaling Workforce Pell and training opportunities.  

• ED Approves South Dakota Waiver: On July 24, ED granted South Dakota’s Returning Education to the States waiver, making it the sixth state to receive this waiver alongside Iowa, Louisiana, Indiana, Vermont and Arkansas.  
• NCES Releases New Postsecondary Data: This week, the National Center for Education Statistics (NCES) released new data from the Integrated Postsecondary Education Data System (IPEDS). The new data shows that, in 2025-26, there were about 2,500 Title IV institutions offering associate degree programs and 2,400 offering bachelor’s degree programs.  

On July 30, the Senate Committee on Health, Education, Labor and Pensions held a markup for several pieces of legislation, including a bill that would limit the Department of Education’s (ED) ability to enter into certain interagency agreements (IAAs).

S.5046, introduced by Sens. Tim Kaine (D-VA), Susan Collins (R-ME) and Lisa Murkowski (R-AK), would prohibit ED’s ability to transfer the following offices to different agencies:

• The Office of Special Education and Rehabilitative Services
• The Office of Postsecondary Education
• The Office of Elementary and Secondary Education
• The Office of Indian Education

Notably, the Office of Career, Technical, and Adult Education (OCTAE) was not included in the initial version of the proposed bill. However, Senators have the opportunity to offer amendments to legislation during committee markups. First, Sen. Patty Murray (D-WA) offered an amendment that would include every office impacted by an IAA, including OCTAE. That amendment failed narrowly in a 12-11 party-line vote.

Sen. Murray later offered an amendment that would require the Secretary of Education to give Congress reports detailing the costs and estimated administrative obligations for each IAA. That passed by voice vote with two votes against.

Lastly, Sen. Ed Markey (D-MA) also filed a CTE-specific amendment that would add OCTAE individually to the list of offices in the bill that would prohibit the transfer. However, that amendment, along with several others, was not formally considered during the markup.

Ultimately, the bill advanced out of the HELP Committee in a 13-9 vote with Sens. Collins and Murkowski joining all the Democrats to advance the measure. While the underlying bill is an important first step toward addressing the IAAs generally, ACTE remains deeply concerned about the transfer of Perkins administration to the Department of Labor. We will continue to share these concerns with Congress as the bill moves forward in hopes of having OCTAE added at another point in the process.

In addition to the IAA bill, the HELP Committee considered several other pieces of legislation, including advancing the nomination of Keith Sonderling to be the next Secretary of Labor. The committee voted along party-lines to advance his nomination, setting up a full confirmation vote by the Senate.

Members also considered the College Transparency Act during the markup. ACTE has long supported this bill. The College Transparency Act would create a secure, privacy-protected data system that helps students compare programs based on outcomes like completion, employment, and earnings so they can make more informed decisions. This bill advanced in a 21-1 vote.

If you have any questions, please contact ACTE’s Government Relations Manager, Jimmy Koch.