My name is Abigail Owen, and I recently joined ACTE as the Media and Advocacy Coordinator. I will be responsible for managing ACTE’s media activities, developing social media content to support policy and advocacy goals, overseeing website and blog content related to policy and research, and sharing information on federal policy activities with members. I am excited to support ACTE’s Policy, Research and Content Department, and the overall association, through media and policy-related communications and grassroots advocacy.

I graduated from Georgetown University with my Master’s in Public Policy in May of 2024. This graduate program is what brought me to DC, where I currently reside. Previously, I was living in Austin, Texas, where I did my Bachelor’s in political science and international relations at the University of Texas.

I have worked for various advocacy and non-profit organizations prior to joining ACTE. In those roles, I strengthened my media relations, strategic communications, programmatic, and political analysis skills. Most recently, I worked on the communications team of FWD.US, an immigration and criminal justice reform advocacy organization. My primary responsibilities were press engagement and media-facing advocacy campaigns. These experiences strengthened my interest in using strategic communications to advance policy goals and increase public understanding of complex issues.

I also worked for the National Democratic Institute (NDI) as a Program Associate on the Latin America and Caribbean team for a year during my last semester of graduate school and post-graduation. In my role at NDI, I supported democracy-strengthening programs in Guatemala and Honduras focused on citizen participation, legislative coordination and election observation. This work was relevant to my policy area of focus in graduate school, which was international development, particularly in Latin America, as I grew up in both Mexico and Panama.

Increasing equitable access to quality education is something I have always been very dedicated to. In graduate school, I was part of an organization that leveraged evidence-based policy tools to maximize partner organizations’ capacity to deliver and evaluate social impact. I worked on two projects that aimed to bridge the gap of educational inequity in Bogotá and Panama City, respectively. Similarly in graduate school, the major theme of my thesis was educational attainment outcomes in Mexico.

I am very eager to apply my dedication to education to the federal policy level in the United States, therefore I am thrilled to be part of the team at ACTE. Please do not hesitate to contact me at aowen@acteonline.org with any questions or comments!

The Institute of Education Sciences (IES) recently released guides to help state and local education agencies better collect and utilize two types of data: educator data and college and career readiness (CCR) data.  

The CCR guide describes the many metrics that can go into college and career readiness data collection, including CTE enrollment, work-based learning participation, credential attainment, postsecondary and workforce outcomes, and much more. The document also features suggested strategies; state and local examples of data governance, sharing and reporting; definitions of CCR indicators used in various states; and sample questions for stakeholders about CCR activities and metrics. Examples range from Jefferson County Public Schools (KY), which analyzes labor market data and CTE enrollment data on an annual basis with its Local Needs Assessment committee, to Delaware’s development of an interactive CCR dashboard, and much more.  

The educator data guide takes a similar approach, with challenges, tips and examples related to data on the types of credentials and teaching certifications educators hold, salary and benefits, staffing needs across subject areas, and retention. A spotlight is presented on Educators Rising, a student organization that encourages learners to pursue teaching professions. Other examples include Mesa Public Schools (AZ), which has used educator workforce data to develop a “grow your own” pathway for individuals looking for a change of career or teachers looking to move into high-needs subject areas. The district’s analysis of educator data also led to the expansion of its Educational Professions CTE program, which now includes more than 700 high school students. 

Practitioners interested in exploring additional data-related resources can view the “Data & Program Improvement” section of ACTE’s High-quality CTE Library as well as the “Data” tab of ACTE’s Teach CTE Repository. 

Ohio CTE Expansion of Effective Access: A toolkit from the Ohio Department of Education & Workforce provides CTE and workforce leaders with resources and recommendations to expand CTE programming across JobsOhio regions. Alongside an overview of the CTE landscape in the state, the toolkit outlines three steps leaders in each region should take:  

• Understanding Your Region’s Effective Access Status: Leaders should take the time to review the current CTE programs offered in their region and identify participation rates across school districts and counties. To this end, the toolkit provides data on middle and high school CTE participation for each JobsOhio region, allowing leaders to identify underperforming areas and provide targeted support. 
• Building New CTE Programming Where None Currently Exists: Once leaders identify areas where few CTE programs are offered, the toolkit provides a step-by-step process on how they can build new programs—from examining regional labor demand to consulting with industry partners and developing a curriculum. Additional resources are provided on connecting career pathways across the K-12 spectrum and developing programs in rural, suburban and urban areas. 
• Growing Existing CTE Programming to Further Increase Effective Access: Current CTE programs should be updated or expanded in order to grow CTE access across the state. One way leaders can do this is by conducting targeted outreach to students and their families; this can include hosting CTE exploration days, inviting employers to speak in schools and developing parent-focused fact sheets and resources. Additional strategies and resources are provided for leaders to create flexible program schedules, incorporate industry-recognized credentials into CTE courses and develop meaningful work-based learning experiences. 

Labor Market Returns to Community College Noncredit Occupational Education: An article by Peter Riley Bahr and Rooney Columbus in Educational Evaluation and Policy Analysis analyzes the labor market outcomes of community college noncredit occupational programs. 

The researchers examined community college students in Texas who enrolled in a noncredit program between fall 2011 and 2014 and found that, on average, students who participated in a noncredit program earned about $2,000 more annually two years after enrollment, a 3.8% increase compared to their previous salaries. Gains varied by cluster, with Transportation, Engineering Technologies and Construction seeing the highest salary increases. Men experienced higher gains than women, and programs with longer durations of instruction led to higher gains compared to programs with shorter durations. 

When disaggregating program duration by cluster, the researchers found that earnings gains for students who attempted the shortest-term programs (30 or fewer instructional hours) were the strongest in Construction, Engineering Technologies and Transportation programs. Among the longest-term programs (300+ hours of instruction), Nursing, Protective Services and Engineering Technologies saw the strongest gains. Enrollment in noncredit programs also led to a 5.6 percentage point increase in employment immediately after a program. 

National Postsecondary Credential Attainment: New data released by the National Student Clearinghouse Research Center examines postsecondary credential attainment rates for students who first pursued a credential in fall 2019. Major takeaways from the data include the following: 

• The national six-year credential attainment rate for fall 2019 students was 61.1%, holding steady from previous cohorts. 
  • Attainment rates vary across institution types: students from private, nonprofit four-year universities had the highest attainment rate (74.6%), followed by public four-year universities (70.9%) and community colleges (44.1%).  
• Students who previously took dual enrollment (DE) courses were about 14 percentage points more likely to earn a credential (71.1%) compared to students with no DE experience (57.2%).  
  • This difference was larger for community college students: 57.1% of community college students with previous DE experience earned a credential compared to 40% with no experience. 
• Asian (75.7%) and white (69%) students had the highest credential attainment rates. Black (44%), Native Hawaiian/Pacific Islander (44.5%) and Native American (45.2%) students had the lowest rates. 
• Female students had a higher credential attainment rate (64.3%) than male students (58.1%). 
• Students who enrolled in a postsecondary program at age 20 or younger were significantly more likely to earn a credential (63.8%) than students aged 21-24 (35.6%) and students 25 or older (36.6%). 

The Blueprint for Statewide Re-enrollment Success: A report from ReUp Education analyzes New Jersey’s Some College, No Degree (SCND) initiative. Launched in 2022 through a partnership between ReUp and the state, the initiative aims to re-enroll adults who left college without earning a degree or credential—840,000 adults in New Jersey fall into this category. 

The report found that, since the program’s inception, over 13,500 students have re-enrolled in postsecondary education and over 1,400 have graduated with a credential. Of these graduates, 51% earned a bachelor’s degree and 49% earned an associate degree. Furthermore, more than 28,000 are currently exploring a return to education, with 45% seeking to re-enroll as soon as possible and 23% planning to return within 6-12 months. The top pathways for two- and four-year college graduates are Health Professions and Business/Management. 

ReUp also estimates that the initiative will contribute $128 million to the state economy and that each graduate will expand the tax base by $6,590 per year. Despite the potential economic return, adults identified barriers that prevent them from returning to school, including cost (51%), time commitment (21%) and lacking access to online or hybrid courses (7%).  

For the past week or so, lawmakers have been primarily focused on tackling health care subsidies under the Affordable Care Act, and work has stalled on the remaining FY 26 appropriations bills that have to yet pass. The continuing resolution (CR) currently funding the government expires on January 30, 2026, giving Congress limited time to address federal funding for programs before adjourning for the holidays. In other news, the AHEAD Committee at the Department of Education (ED) wrapped up its first week of negotiated rulemaking, focusing on implementation of Workforce Pell next year. Read more updates below. 

• First Week of Workforce Pell Rulemaking Concludes: On Dec. 12, the Accountability in Higher Education and Access Through Demand-driven Workforce Pell (AHEAD) Committee concluded its first week of negotiated rulemaking. The committee came to a consensus for implementing Workforce Pell next year, adopting a series of changes aimed at better aligning Workforce Pell with WIOA and other education and workforce programs. A detailed recap of the committee’s activities can be found on Workforce Pell Watch. 

• Senate HELP Committee Holds Hearing on Workforce Development: On Dec. 9, the Senate Health, Education, Labor and Pensions (HELP) Committee held a hearing that discussed CTE programs and examined their role in equipping workers with the skills needed to enter high-wage careers. During the hearing, several senators expressed concerns regarding the shift of Perkins funds to the Department of Labor (DOL). You can watch the hearing here. 

• ED Launches Talent Marketplace Challenge: On Dec. 15, ED launched the Connecting Talent to Opportunity Challenge. Beginning in January of next year, the Department will call on Governors to work alongside education and workforce leaders to develop and scale talent marketplaces that include a credential registry, learning and employment records and skills-based job description generators. Up to 10 semi-finalists and finalists will receive tailored technical assistance and earn a portion of the $15M prize pool. In addition, the House Education and Workforce Committee held a hearing on these topics on Dec. 10. You can watch the hearing, titled, “Building a Talent Marketplace: How LERS Empower Workers and Expand Opportunity,” here.    

• ED Awards $256M in Education Innovation and Research Grants: On Dec. 15, ED awarded $256M in Education Innovation and Research (EIR) grants to improve literacy across the nation. Aligning with Secretary McMahon’s initial supplemental grant priorities, the majority of grants were awarded to support projects in rural communities. 

• ED Announces Crackdown on Student Aid Fraud: On Dec. 11, ED announced that it has prevented over $1B in student aid fraud through the use of new validity processes that were implemented earlier this year.  

• ED Awards Over $208M in Mental Health Grants: On Dec. 11, ED awarded over $208M in grants to expand mental health professional recruitment and retention and strengthen the mental health workforce in schools. These grants were awarded after the Department identified new grant priorities earlier this year, discontinuing mental health grants that focused on DEI and diversity-related initiatives. 

• Credential Engine Releases Report on 2025 Credentials: A recent report from Credential Engine provides data on total credential counts for 2025. In total, students and workers earned over 1.85M unique credentials. This includes over 264K degrees, 14K occupational licenses and 486K certificates (such as academic and apprenticeship certificates).  

• ED Updates Accreditation Handbook: On Dec. 10, ED announced that it was seeking comments regarding updates to the Department’s Accreditation Handbook. The Department is specifically requesting comments on how the handbook can reduce postsecondary costs, drive intellectual diversity and better assist accreditation agencies in evaluating postsecondary education programs.   

• ED Officially Ends the SAVE Plan: On Dec. 9, ED announced that it was officially ending the Saving on a Valuable Education (SAVE) Plan for student loan repayment after reaching a settlement with the state of Missouri. Initiated during the Biden Administration, the SAVE Plan aimed at helping low-income student loan borrowers with lower monthly payments and an accelerated timeline to finish payments. Over seven million borrowers are currently enrolled in the SAVE Plan and will be required to enroll in new payment plans. 

• ED Launches New FAFSA Earnings Indicator: On Dec. 8, ED launched a new earnings indicator embedded in the FAFSA application process. Once prospective students submit information on institutions they are interested in attending, FAFSA will present data on whether graduates of the institution make more than high school graduates. Secretary McMahon highlights the tool as a way for students and families to make more financially transparent decisions when considering taking on loans and student debt. 

• ED Brings Civil Rights Staffers Back to Work: On Dec. 5, ED recalled dozens of staffers on administrative leave to return to work at the Office for Civil Rights, aiming to reduce the office’s backlog of discrimination complaints. This action follows the Department’s layoffs throughout the year and the numerous lawsuits that followed. 

FY 2026 appropriations remain a top priority for lawmakers as the continuing resolution signed to end the government shutdown is set to expire on January 30 next year. However, little has moved forward so far as Congress continues to negotiate over funding for education, workforce development and other federal programs. The House and Senate have also recently begun hosting CTE-related hearings as a potential Perkins reauthorization looms in the future. In other news, the Education Department (ED) will conduct negotiated rulemaking next week to determine specific rules and requirements for Workforce Pell implementation. Read more updates below. 

• AHEAD Committee to Meet Next Week: Next week, the Accountability in Higher Education and Access through Demand-driven Workforce Pell (AHEAD) Committee will meet to begin developing regulations for implementing Workforce Pell and other provisions that were passed under the One Big Beautiful Bill Act (OBBBA) earlier this year. ED has posted the list of members serving on the committee as well as the agenda, draft regulations and other important documents. ACTE will be monitoring the committee as it convenes and report back on developments. 
• Senate to Hold Hearing on Workforce Development: Next week on Dec. 9, the Senate Health, Education, Labor and Pensions (HELP) Committee will host a CTE-related hearing titled “Building Pathways: Advancing Workforce Development in the 21st Century.” ACTE will report back on the blog summarizing the main takeaways. 
• Education and Workforce Committee Holds Hearing on Student Data: On Dec. 3, the House Education and Workforce Committee’s Early Childhood, Elementary, and Secondary Education Subcommittee held a hearing on safeguarding student privacy and parental rights. Much of the hearing discussion focused on parents’ access to educational data. You can view the hearing here.  
• Veterans’ Affairs Committee Holds Hearing on Veterans’ Workforce: On Dec. 2, the House Committee on Veterans’ Affairs Subcommittee on Economic Opportunity held a heard on “Strengthening the Workforce of Veterans in America.” The hearing featured witnesses from the federal Department of Veterans Affairs as well as industry representatives. You can view the hearing here.  
• Secretary McMahon Commences Civics Tour: On Dec. 2, Secretary McMahon announced the start of ED’s History Rocks tour, aiming to visit schools across all 50 states engaging in civics education. The tour is part of the America 250 Civics Education Coalition.  
• ED Launches New Portal for Foreign Funding: On Dec. 1, ED announced that it was launching a new portal for postsecondary institutions to disclose large foreign funding gifts and contracts they receive. The portal will go live next year on January 2 and is part of the Administration’s focus on national security concerns. 
• ED Announces New Appointments to Accreditation Committee: On Nov. 25, ED appointed five new members to the National Advisory Committee on Institutional Quality and Integrity (NACIQI), which provides accreditation-related policy recommendations to the Department. The new appointees include policy experts from education groups and a student representative from Western Carolina University. 
• DOL Releases WIOA Guidance: On Nov. 25, the Department of Labor (DOL) released guidance that encourages states to utilize WIOA waivers that would exempt them from specific statutory regulations, including exemptions from various funding and workforce development requirements. The guidance aligns with the Administration’s goal of handing states more control over specific programs.  
• Groups Sue ED for Outsourcing Federal Programs: On Nov. 25, a group of school districts, unions and nonprofits expanded a lawsuit against ED after the Department announced that it was outsourcing various programs to other federal agencies last month. The groups allege that these moves would harm K-12 and postsecondary education programs.  
• ED Releases Fact Sheet on Professional Degrees: On Nov. 24, ED released a fact sheet that provides additional information on specific professional degree programs eligible for higher graduate loan caps under the One Big Beautiful Bill Act (OBBBA). Particularly, the fact sheet focuses on nursing programs because of the media attention surrounding the new professional degree program designations. 

The Effects of High School Remediation on Long-run Educational Attainment: A paper from the Annenberg Institute examines how enrolling in remedial high school courses influences students’ access to other coursework and postsecondary outcomes. The author leverages state policy in Florida, which requires students who score low on statewide mathematics and reading assessments to take remediation courses in those subjects the following year. 

After analyzing data from a large urban school district in Florida, the author found that students who take a remedial course are 20 percentage points less likely to take a CTE course in the same year they take the remedial course and eight percentage points less likely to ever take a CTE course in high school. Remedial students earn fewer CTE credits and are less likely to be a CTE participant. They are also six percentage points less likely to take college-credit courses and other advanced coursework.  

In addition, students who take a remedial course are 20% less likely to earn a two- or four-year degree. The author suggests that about half of this effect stems from remedial students having reduced access to other high school coursework, such as CTE. 

Interest Surging in Nondegree Credentials but How Do Students Finance Them?: An article from the Pew Charitable Trusts examines how students pay for nondegree and workforce credentials. The researchers analyzed data from the National Training, Education and Workforce Survey (NTEWS) and found that more adults than ever are pursuing nondegree credentials. 

• Thirty-four percent of U.S. adults have a nondegree credential. Within this group, about half do not have a degree and the other half do (16% and 18% of all U.S. adults, respectively).  
• Most students use their own money to pay for nondegree credentials; specifically, 71% paid out of pocket for their most important professional license and 51% for their most recent vocational certificate.  
  • Other funding sources relied on by students include government/private loans (19% for most important license, 20% for most recent vocational certificate); financial support from employers (24% and 15%, respectively); and grants or scholarships from non-employer sources (13% and 15%, respectively).  

Postsecondary Fall Enrollment Trends: The National Student Clearinghouse Research Center recently released preliminary fall 2025 postsecondary enrollment data. Major takeaways from the data include the following: 

• Total postsecondary enrollment in fall 2025 grew 2% compared to the previous fall. Growth occurred across all institution types, with community college enrollment increasing the most (+4%).  
• Postsecondary certificate programs (+6.6%) and associate degree programs (+3.1%) experienced the strongest growth in fall 2025.  
• Fields of study at two-year colleges that experienced the strongest enrollment increases include Mechanic and Repair Technologies/Technicians (+10.4%); Health Professions and Related Clinical Sciences (+10.1%); and Engineering Technologies/Technicians (+8.3%).  
• Postsecondary enrollment growth occurred across all age groups. Students aged 17 or younger (+6%) saw the strongest growth, followed by 25- to 29-year-olds (+3.3%) and 18-year-olds (+3.2%). 
• Hispanic (+3.1%), Black (+3.5%) and multiracial (+2.9%) learners’ postsecondary enrollment all increased in fall 2025. Asian student enrollment held steady, and white student enrollment declined by 3.7%. 
• Male and female postsecondary enrollment grew slightly, by 1.5% and 2.2%, respectively. Growth was stronger at two-year colleges, with male enrollment increasing by 2.2% and female enrollment increasing by 4.2%. 

Global Education at a Glance: The Organisation for Economic Co-operation and Development (OECD) recently published their annual Education at a Glance report, which provides comprehensive data on the state of education globally. 

The report found that employed adults, on average, have higher literacy, numeracy and adaptive problem-solving skills across all OECD nations compared to unemployed adults. Younger adults also have higher skill levels across most nations compared to older adults. However, the researchers noted that while educational attainment rates are rising, skill levels among adults have largely stagnated or even declined. In the U.S., adults have average skill levels compared to other nations, but literacy skills declined between 2012 and 2023 across all age groups and education levels.  

The report also found that, while financial returns from postsecondary education are the highest in the U.S. compared to other OECD nations, few alternatives offer Americans a pathway to higher earnings. For instance, young adults in most nations experience a wage increase when they earn the equivalent of a high school diploma, but Americans do not: U.S. adults aged 25-34 who hold a high school diploma earn the same as those who do not.  

YouScience recently published a report that examines the challenges and opportunities identified by a survey of more than 400 CTE leaders nationwide. The researchers found five major areas of focus for CTE leaders: 

• Enrollment: Sixty-six percent of CTE leaders state that there is a lack of awareness of CTE programs, and 57% identify persistent misconceptions and biases against CTE. Furthermore, while 76% of leaders say that career exploration tools are critical to boosting enrollment, 52% note that their students have limited access to these tools. Many CTE leaders are developing solutions to these problems, such as introducing middle school students to different CTE pathways and holding CTE family nights. 

• Employer Engagement: CTE leaders have trouble connecting employers and work-based learning opportunities to CTE programs—63% struggle aligning school schedules with employer needs, 55% face liability concerns and 49% state that some employers lack awareness of CTE. The report highlights successful strategies like working with intermediaries to develop relationships.   

• Alignment With Workforce: Aligning CTE programs and curriculum with specific workforce and industry needs is another critical issue. Fifty-four percent of CTE leaders review curriculum and certification programs with industry partners, 59% participate in workforce development networks and 61% conduct labor market research. Incorporating industry credentials is one strategy that CTE leaders have turned to in order to strengthen employer and labor market connections. 

• Measurement and Outcomes: It is important that CTE leaders have comprehensive data showing the impact of CTE in their communities, but 64% rely on manual spreadsheets to track student outcomes and 29% have trouble demonstrating ROI to stakeholders. The researchers argue that modernizing data collection systems is important as manual tracking is time-consuming and diverts attention away from students.  

• Access Gaps: CTE leaders are focused on expanding CTE access to students. Fifty-four percent prioritize providing financial support or scholarships, 54% prioritize accommodations and 53% target flexible scheduling. The researchers also highlight the use of aptitude-based assessments to broaden CTE exposure.