On May 14, Secretary of Education Linda McMahon testified before the House Committee on Education and Workforce on the Administration’s FY 2027 budget proposal and other priorities.

One of the main targets of questioning at the hearing was the Department of Education’s (ED) decision to exclude nursing programs as a “professional degree” under new student loan limits. ED’s final rule for these new limits excludes graduate-level nursing programs from its defined “professional degree” category. The change caps federal borrowing for nursing students at $100,000, separating them from designated professional fields, such as medicine and law, that have  $200,000 limits. McMahon argued that the designation aims to reduce students’ costs. It is important to note that this designation has no other impact on nursing programs aside from the loan limits.

There was also significant discussion during the hearing regarding proposed cuts and block grants in the Administration’s budget, as well as the series of inter-agency agreements (IAA) to move several education programs from ED to other agencies.

Regarding CTE, Rep. Haley Stevens (D-MI) expressed concern over the IAA shifting the administration of Perkins funds from ED to the Department of Labor as well as the Trump Administration’s proposal that would be prohibit Perkins funds from being used for postsecondary CTE programs.

McMahon defended the IAA stating that it will allow states to better align their education and workforce development efforts.

A recording of the hearing can be found here.

On May 11, the Departments of Education (ED) and Labor (DOL) jointly launched the Career Pathways Exploration (CPE) Grant Competition. The competition, which utilizes Student Support and Academic Enrichment funds from Title IV of the Elementary and Secondary Education Act, will award funding to states to support the integration of career exploration opportunities in elementary and secondary schools.  

Grant applicants must describe how they will provide career and/or college exploration and advising opportunities to promote greater awareness of the range of postsecondary educational and career options, and how the project or proposal is designed to support workforce development programs aligned with state priorities or meet one of several other workforce-development related goals. Projects that also include a focus on talent marketplaces will receive bonus points. Applications from states are due on June 9. 

The Departments also issued a call for peer reviewers and are seeking experienced K-12 career pathway professionals to review and evaluate grant applications during the summer over a two-week period. Readers interested in the opportunity can view the notice here and contact ED (careerpathways@ed.gov) with any questions. 

College- and Career-focused CTE Programs: An article by Jane Furey in AERA Open examines the association between school district income level and access to college-focused CTE programs, defined in the research as programs that lead to occupations which require a postsecondary credential (typically a bachelor’s degree), or career-focused CTE programs, which typically support direct transition to the workforce after high school. The research analyzed CTE programs offered in Michigan during the 2019-20 school year and found that 57% of school districts offered at least one CTE program, with 53% offering college-focused CTE programs and 29% offering career-focused programs.  

On average, 4% of high school students in a district are enrolled in a career-focused CTE program and 12% are enrolled in a college-focused program. School districts serving high-income students are more likely to offer college-focused CTE programs and just as likely to offer career-focused programs compared to low-income districts, and rural districts are less likely to offer either option compared to urban districts.  

Interestingly, the report also found that school districts located in communities with a higher share of adults holding a bachelor’s degree or higher offer slightly fewer CTE programs and have lower enrollment in CTE across the board. The author hypothesizes that college-educated parents may advocate more for traditional college prep/AP coursework than for CTE 

Career Navigation in a Fragmented Labor Market: A report from the Project on Workforce at Harvard University examines how community college students and low-wage workers navigate the labor market and gather career information. Drawing on a nationwide survey and interviews, the researchers found that students’ and workers’ careers are primarily shaped by repeated pivots, often in response to external shocks such as layoffs, college stop-outs, health issues and caregiving responsibilities. These shocks prompt individuals to seek labor market information. 

Community college students rely the most on family for career information (25.7%) while low-wage workers primarily leverage online tools (20.3%). Both groups indicated that teachers, career counselors and employers offer the most reliable career information. However, many participants also stated that career information is often overwhelming, misleading and confusing. Furthermore, several career coaches interviewed said that they have high caseloads but receive little training and lack access to reliable labor market information.  

Delaware Pathways Outcomes: A report from RTI International analyzes the postsecondary and workforce outcomes of students in high school career pathway programs in Delaware. Examining administrative and survey data from career pathway graduates between 2022 and 2024, the researchers found that these students graduate high school at much higher rates than the total student population. About half of pathway graduates participated in an immersive work-based learning (WBL) experience, with higher rates for graduates who were enrolled in vocational-technical (vo-tech) high schools (81%) compared to comprehensive high schools (29%). Furthermore, the study linked WBL participation to stronger postsecondary enrollment and a greater likelihood that a student secured a career aligned with their pathway. 

Pathway graduates who secure full-time employment in a career aligned with their program tend to earn more than those who work in an unrelated field, with outcomes varying by program. Health science students, for instance, are more likely to enroll in postsecondary education than architecture and construction students. When considering different institutions, law and public safety students have the highest WBL participation rate (94%) in vo-tech high schools, while in comprehensive high schools, education and health science students have the highest WBL participant rates (46%).  

Effective State-developed CTE Pathways: A study from Insightful Education Solutions presents the results of a national assessment of secondary CTE programs focused on the extent to which states take the lead in structuring, aligning and reporting on CTE pathways and outcomes. The researchers analyzed 47 states and DC based on the following four areas: 

Structure: Whether a state organizes CTE programs down to the pathway level 

Data: Whether a state collects and reports pathway-level student participation and outcomes data  

Workforce Alignment: Whether CTE student activity reflects state workforce needs 

Transparency: Whether pathway information and data are easily accessible 

Researchers found significant variation in how states structure and assess CTE programs. Forty-four states have state-developed CTE program structures fully or partially in place, but fewer states report detailed pathway enrollment and outcomes data. There were also differences in the level of alignment between pathway activities and state workforce needs. The evaluation focused on state-led program structure, which may have disadvantaged states in which CTE program development occurs more frequently on the local level.  

State profiles provide information on each area examined as well as the most active programs and industries, and several specific policy actions and initiatives are highlighted as well. Arizona, for example, makes its data easily accessible on the state’s education website. 

It has been relatively quiet this week on the Hill, as Congress has been on recess. They return next week for a two-week session before Memorial Day. Late Monday night, Senate Republicans unveiled a reconciliation package with money for ICE, Border Patrol and security related to the East Wing ballroom project. They plan to put the reconciliation bill on the floor the week of May 18, the final week both chambers are scheduled to be in session this month. Conversations on the war with Iran also continue, as House Democrats called for answers on the economic cost of the war. Read more policy updates below.  

• Advance CTE Releases Vision for CTE: On May 1, Advance CTE released their vision for the future of CTE: “The Connected Path: A Shared Vision for Opportunity & Empowerment Through Career Technical Education.” The vision, supported by ACTE and numerous other education groups, focuses on ensuring students are connected to flexible CTE pathways that are aligned with industry needs and emerging technologies.  

• Reps. Thompson and Bonamici Introduce Bill to Create Skill Savings Accounts: On May 7, Reps. Thompson and Bonamici, co-chairs of the Congressional CTE Caucus, introduced the bipartisan Skill Savings Account Act. This bill creates skill savings accounts for workers of all ages to use for education expenses including workforce development and nontraditional learning opportunities. ACTE and Advance CTE have endorsed this bill.  

• ED and DOL Announce New Grant Competition: On May 1, the Departments of Education (ED) and Labor (DOL) announced the Fiscal Year (FY) 2026 competition for the Competitive Grants for State Assessments (CGSA) Program. The purpose of the CGSA program is to enhance the quality of assessment instruments and assessment systems used by states for measuring the academic achievement and growth of elementary and secondary school students. Applications close on June 16, 2026.  

• ED Finalizes Comprehensive Centers Program Requirements: On May 8, ED finalized requirements for the Comprehensive Centers Program, which provides technical assistance to state, regional and local education agencies on various topics. The Department identified college and career readiness as one of the topics applicants may focus on when proposing to establish a technical assistance center under the program. ACTE and Advance CTE commented on these proposals earlier this year, recommending that the Department consider highlighting CTE. 

• IES Launches FY 2026 SBIR Grant Contest: On April 30, the Institute of Education Sciences (IES) launched its FY26 Small Business Innovation Research (SBIR) Grant Competition, which awards funding to companies developing education technology products (such as virtual and augmented reality, simulations and learning software). Applications for proposals are due on June 29.  

• DOL Names New Senior Leadership: Following the departure of Labor Secretary Lori Chavez-DeRemer, Acting Secretary Keith Sonderling announced new senior DOL leadership on May 1. 

• ED and Treasury Employees are Transferred as Part of Program Shift: In a letter that was released on May 4, the Treasury Department confirmed that it has started preparations to take over ED’s 9 million defaulted student– loan accounts. As part of this transfer, seven ED employees will move to the Treasury, and two Treasury employees will move to ED.  

• ED and DOL Host Roundtable Discussion on Degree-Connected Apprenticeships: On April 30, as part of National Apprenticeship Week, ED and DOL hosted a discussion with community college, university and workforce-development leaders to spotlight degree-connected Registered Apprenticeships across the country. 

• Congress Awarded More than $290 Million in Community College Funding Through Earmarks: An analysis conducted by the Association of Community College Trustees found that Congress awarded more than $290 million in funding to local community college projects in FY 2026 through earmarks, provisions in federal budget bills that direct funds to local community projects. ACTE conducted a similar analysis and found that CTE-related projects received over $209 million in funding through earmarks.  

• Federal Education Data Updates Lag: An analysis by Chalkbeat found that, after the Trump Administration slashed staffing and contracts at the Institute of Education Sciences, a significant number of data tables and research (including the Digest of Education Statistics) have not been updated since January 2025, limiting the public’s access to recent and reliable education statistics.  

There was significant activity across federal agencies and Congress this week. On April 28, Secretary McMahon testified in the Senate regarding the Department of Education’s (ED) fiscal year (FY) 2027 budget request to Congress. Lawmakers worked on a number of bills as well, including the Farm Bill and a bill to fund and reopen the Department of Homeland Security, which was finally passed. The Department of Labor (DOL) also celebrated National Apprenticeship Week. Read more updates below.  

• Secretary McMahon Testifies on President Trump’s Fiscal Year 2027 Budget Request: On April 28, the Senate Appropriations Committee Subcommittee on Labor, Health and Human Services, Education, and Related Agencies convened a hearing titled “A Review of the President’s Fiscal Year 2027 Budget Request for the Department of Education.” Secretary of Education Linda McMahon testified regarding ED’s FY 2027 budget request to Congress. Read more on the blog.  

• ED Releases Final Rule on Higher Graduate Loan Caps: On April 30, ED finalized regulations that will put new loan limits in place for postbaccalaureate degrees. The finalized rule maintains ED’s definition of ‘professional.’ Access to the highest amount of federal loans will be limited to 11 degree programs. All other degree programs will be deemed ‘graduate,’ and students will have access to $20,500 per year or $100,000 in total.    

• Trump Administration Fires National Science Board Members: On April 24, President Trump fired all members of the National Science Board, which oversees activities at the National Science Foundation (NSF). Several lawmakers expressed outrage at the decision, and the White House indicated that the NSF’s work will continue as normal and that the duties of the board may need to be updated. 

• House Advances the Farm Bill: On April 30, the House voted to pass the Farm, Food and National Security Act of 2026, advancing the bill to the Senate for consideration. The bill includes a new community college grant program that would provide colleges with funding to develop and implement agricultural job training and educational opportunities. 

• DOL Publishes WIOA State Allotments: On April 28, the DOL published state allotments for WIOA grant programs to the Federal Register, including Wagner-Peyser and Workforce Information Grants. 

• DOL Launches Website to Expand AI-Focused Registered Apprenticeship Programs: On April 29, DOL announced the launch of its AI in Registered Apprenticeship Innovation Portal, a resource for organizations looking to build artificial intelligence literacy and develop AI-focused Registered Apprenticeship programs.  

• New Senate Report on Office for Civil Rights: A new report from the Senate Health, Education, Labor and Pensions Committee found that the Office for Civil Rights at ED resolved only 1% of its pending cases in 2025, following staffing reductions and regional office closures. 

• ED Launches Federal Student Aid Fraud Prevention Effort: On April 27, ED launched a fraud detection capability for the Free Application for Federal Student Aid (FAFSA) form. Effective immediately, fraud detection is built directly into the FAFSA itself, with every applicant evaluated in real-time using risk-based identity screening. Applicants who display a certain level of fraud risk will now be required to present government-issued identification before accessing federal student aid funds such as Pell Grants and federal student loans.    

• ED and Treasury to Launch New Collection Program for Defaulted Loan Borrowers: Two agency officials that spoke with POLITICO indicated that ED and the Treasury Department are set to launch a new loan collection program as soon as July targeting defaulted student loan borrowers. These borrowers are expected to begin receiving communications on their defaulted loans, but the agencies indicated that specific collection tactics, like seizing wages to pay debt, are not expected to be launched until sometime after the midterms.  

• Federal Court Expands Pause on Postsecondary Data Collections to Include More Schools: Following an earlier ruling pausing collections for some schools, a federal judge on April 24 expanded the pause to include more than 170 additional colleges. The ruling pauses ED’s collection of race and sex admissions data from these schools, which the agency plans on evaluating to determine if schools are engaging in DEI-related practices. 

• Trump Administration Reallocated Over $1B in Education Funding: An analysis conducted by Education Week based on published budget documents found that, in the first few months of the Trump Administration, ED took over $1 billion in funding that was appropriated by Congress for specific programs and either reallocated the funds to serve other purposes or have not spent it at all.  

• Secretary McMahon Meeting with Senate HELP Committee Canceled: A closed-door meeting between Education Secretary McMahon and the Senate Committee on Health, Education, Labor and Pensions was canceled on April 29 after disagreements over transparency related to inter-agency agreements.  

• DOJ Extends Deadline for ADA Website Compliance: On April 20, the Department of Justice extended the deadline for state and local governmental entities (including public educational institutions) to ensure their webpages and mobile apps meet new accessibility requirements under the Americans with Disabilities Act.  

On April 28, the Senate Appropriations Committee Subcommittee on Labor, Health and Human Services, Education, and Related Agencies convened a hearing titled “A Review of the President’s Fiscal Year 2027 Budget Request for the Department of Education.” Secretary of Education Linda McMahon testified regarding the Department of Education’s (ED) fiscal year (FY) 2027 budget request to Congress.

The hearing provided members of the subcommittee with the opportunity to ask McMahon questions about ED’s proposed funding levels and other policy changes implemented over the last year.

The budget request for FY 2027 proposes level funding for the Perkins State Grant while also proposing cuts or program elimination for several other programs. A summary of the Trump Administration’s budget request can be found here.

Throughout the hearing, senators asked McMahon about the interagency agreements (IAA) that would shift the administration of program funding from ED to other agencies, including the Department of Labor (DOL).

In reference to the IAA transferring the administration of Perkins funding to DOL, Ranking Member Tammy Baldwin (D-WI) said that ED claimed success “without evidence” that the transfer of funds went smoothly. She went on to say, “That transfer has not gone smoothly and it has, in fact, cost the taxpayers even more.”

In response, Chair Shelley Moore Capito (R-WV) asked McMahon about the metrics ED uses to define success from the move. McMahon said that the metrics are based on whether the funds are “going out on time and getting to where they needed to go without complaints.” She also said that ED has not received complaints from states regarding this IAA.

As the appropriations process continues to unfold, McMahon will continue to testify before both the House and Senate Appropriations Committees in the coming weeks.

A recording of the hearing can be found here.

The Role of Course Modality in Dual Enrollment: A brief from the Early College Research Center analyzes student data from North Carolina and found that DE coursetaking grew from 40,000 enrollments in 2014-15 to 140,000 in 2021-22. In addition, the researchers also learned the following:  

• The proportion of DE courses delivered online rose from one-third to two-thirds over the study period. CTE DE courses were far less likely to be delivered online (32%) compared to general education courses (62%).  

• Online CTE DE students earned an average of 13.7 college credits, more than CTE DE students taking courses at their high school or other non-college location (11.5) and CTE DE students taking courses on college campuses (11.2). 

• The completion rate for students who took CTE DE courses in high schools or other non-college locations was 86%, compared to 82% for courses held on a college campus and 75% for courses held online. 

• Regardless of modality, CTE DE students were more likely than the overall high school population to enroll in postsecondary education and earn an undergraduate certificate or associate degree.   

The Role of Policy Design in Free College Programs: An article by Daniel Sparks and Sade Bonilla in Education Finance and Policy analyzes the impact of tuition-free messaging based on Virginia’s Get a Skill, Get a Job, Get Ahead (G3) Program. Launched in 2021, G3 offers free tuition for students enrolled in noncredit and credit workforce-aligned programs, including associate degrees and industry certifications. 

The researchers examined the period before and after the implementation of G3 (2016-2023) and found that the number of community college programs eligible for G3 grew by 30% from 2016 to 2021, indicating that colleges sought to align their programming with the initiative. This increase was driven largely by new career-oriented certificate programs in health care, engineering and IT. 

First-time college student enrollment in G3 eligible programs began growing prior to the adoption year, and the proportion of students enrolled in these programs doubled from 2016 to 2023. Low-income and first-generation college students experienced greater enrollment increases in G3 programs compared to other students, and increases were similar across racial/ethnic and age groups.  

Undergraduate Degree Earners: The National Student Clearinghouse Research Center recently released new data on undergraduate degree earners in the 2024-25 school year. Major takeaways from the data include the following: 

• In 2024-25, more than 3.4 million students earned an undergraduate credential, a 3.2% increase from the previous year. 

• • 865,400 students (+2.6%) earned an associate degree and 579,400 (+5.7%) earned an undergraduate certificate. Certificates have experienced substantial growth since the COVID-19 pandemic, gaining over 150,000 earners from 2020 to 2025.  

• CTE-related fields experienced the most growth, including mechanic and repair technologies for associate degrees (+10.9%) and construction trades for certificates (+10.5%). 

• About 1.9 million women (+2.7%) and 1.4 million men (+3.2%) earned an undergraduate credential.  

• There were about 52,500 students under 18 who earned a certificate or associate degree, likely dual-enrolled high school students. This population has grown by over 38,000 students in the past decade. 

• Across all credentials, Black students experienced the largest increase (+6.6%), followed by Hispanic (+5.4%), multiracial (+4%) and Asian students (+3.7%). Native American (-2.1%) and white students (-0.4%) experienced small decreases. 

Youth Apprenticeship and Opportunity Youth: A report from New America examines how youth apprenticeship (YA) programs can help opportunity youth (16-to-24 year olds who are neither enrolled in school nor regularly working) develop skills and pursue careers. Drawing on literature and interviews with practitioners and youth apprentices, the report identifies four key recommendations: 

• Increase the number of YA programs: Intermediaries should assist employers in developing programs through training and information sharing that are aligned to fit the needs of specific groups and labor markets. 

• Expand YA access: Youth apprenticeships have traditionally supported high school students, but they should also support 19-to-24 year olds who would benefit from the additional wraparound supports and guidance these programs offer compared to Registered Apprenticeships. Counselors should also be made aware of opportunities, inform youth and offer application guidance.  

• Ensure youth apprentice success: Apprentices should be connected with supports such as bus passes, have flexible scheduling, develop strong work relationships and engage with rigorous and meaningful hands-on training. 

• Strengthen partnerships’ goals, funding and operational practices to maximize inclusiveness: In addition to collaborating with a wide range of partners, programs should also assess data to identify performance gaps, engage with youth when designing programs and leverage funding that can expand opportunities for youth.