CTE Policy Watch: A blog for CTE advocates

Research Roundup: Community and Technical Colleges

In honor of April being Community College Month, we will be highlighting some recent community and technical college research for this and the next Research Roundup. 

Three-year Findings from the Viking ROADS Demonstration: A recent study by MDRC examined the Viking Resources for Obtaining Associate Degrees and Success (Viking ROADS) initiative at Westchester Community College in New York, which launched in 2018 and provides full-time students with counseling, career and tutoring services; financial aid; and specialized enrollment options, such as reserved seats in courses.

Students were randomly assigned into either the initiative or a control group. Although much of Viking ROADS took place during the COVID-19 pandemic, researchers found that students engaged had a 12-percentage-point higher graduation rate. Credit attainment also rose – at its peak, students in the initiative were earning 4.3 more credits compared to control group students. Strikingly, among students who earned 60 or more credits (the amount needed to graduate), only 70% of control group students earned their degree compared to 84% of Viking ROADS students. 

Community College Student Trends: A research brief from CompTIA analyzed community college student attitudes on the job market, career pathways and related topics. The researchers surveyed 462 community college students nationwide and found the following: 

• About two-thirds of students report feeling generally positive about the job market after graduation, but 44% of students have economic anxiety. 
• Nearly half of the students report that their academic programs either require (24%) or recommend (24%) attaining an industry-recognized credential. 
• In addition, 81% of students believe that industry-recognized credentials help them advance their careers. 
• For students earning a credential as part of their program, 96% report advancing a step ahead in their career readiness; 46% said they advanced multiple steps ahead. 
• The majority of students ranked many digital skills as important across all careers, such as digital fluency (82%), data and analytics (79%), and IT/cloud/cybersecurity (67%), while 70% of students are working on improving their AI career readiness.  

Promoting Motivation and Learning in Online Courses: A report from the Postsecondary Teaching with Technology Collaborative and the Community College Research Center evaluated student engagement and self-directed learning (SDL) skills in online STEM courses. Students from nine broad-access institutions, including seven community colleges, were interviewed about their experiences. 

The researchers categorized their findings into four categories: 

• Peer and faculty interactions motivate students, but these interactions in online learning can be scarce and lead to isolation. Specific interactions that built confidence in students include listening to questions on course content from peers and attending optional synchronous sessions held by faculty. 
• Students want more help as they develop their applied learning skills (such as setting goals and taking notes).  A few students mentioned that direct guidance from their professors – such as weekly emails on upcoming deadlines/strategies to use – were extremely helpful. 
• Students face barriers when seeking help in online courses, including fears of being perceived as unprepared. Students with engaging professors felt more comfortable asking for help. 
• Many students develop their SDL skills from previous experiences and perseverance, citing their families and communities as inspiration for them to complete college. 

The researchers end with recommendations to faculty, such as prioritizing interactions with and between students and providing additional assistance in navigating course resources. 

Governors Reshaping Workforce Development: A report from the Project on Workforce and the National Governors Association examined how governors are utilizing WIOA and similar policies to implement workforce development strategies. The researchers conducted interviews and surveys with workforce development policymakers and workforce administrators across 34 states. 

The researchers noted several overall findings: 

• Workforce governance structures have been facing major shifts in many states, with governors focusing more on workforce policy within their offices and states merging or realigning roles in state workforce agencies. For instance, in 2018, Alabama created the Governor’s Office of Education and Workforce Transformation. 
• WIOA planning by states is often stakeholder driven, such as Maine’s Economic Development Strategy, which provides a framework for collaboration between public and private entities. However, some states find such planning too burdensome. 
• Owing to limitations in WIOA funding streams, states are getting creative in finding funding for workforce development. Governor’s WIOA Reserve Funds and Pell Grants are some sources that states report using. 
• Policies aimed at supporting workers are helping states boost their workforce. States often target specific populations, such as youth in CTE programs or individuals with disabilities. 

House and Senate Lawmakers Agree to Budget Resolution

This week, House and Senate lawmakers adopted a budget resolution that will be used as the framework to enact President Trump’s legislative agenda through the budget reconciliation process. The House voted 216-214 to pass the resolution on Thursday. The Senate started the process over the weekend in a 51-48 vote to pass the resolution.

Now lawmakers on both sides of Capitol Hill can begin the process of crafting a reconciliation bill that will serve as the core of President Trump’s legislative agenda. The package will likely focus on tax cuts, energy policy, border security and military spending while also cutting up to $2 trillion in federal spending over the next 10 years.

Reconciliation bills can pass with only a simple majority in the Senate, so no bipartisan negotiations are required. However, the exact scope of the reconciliation bill is still subject to negotiations within the Republican party and it is not yet clear how education policy fits into the process. Republican leaders in both chambers will negotiate a final package that reflects a broad consensus of both the House and Senate Republican caucuses.

ACTE will continue to monitor the negotiations and communicate the latest developments as they occur. If you have any questions, please don’t hesitate to reach out to ACTE’s Government Relations Manager, Jimmy Koch ([email protected]).

DC Digest April 7-10

This week, lawmakers narrowly adopted a budget framework that allows Congress to move forward on a budget reconciliation bill with extensive tax provisions as well as cuts of up to $2 trillion in federal spending. At the same time, Congress is beginning work on Fiscal Year (FY) 2026 appropriations bills, with an outline of the President’s budget priorities expected later this month and a full Administration budget proposal expected mid-May. Meanwhile, Administration officials made several appearances this week discussing their agendas. Read more for details. 

• Sens. Gary Peters (D-MI) and John Boozman (R-AR) reintroduce Making Education Affordable and Accessible Act (MEAA): The bill would expand opportunities for dual enrollment and early college high schools, increasing opportunities for CTE students pursuing these pathways into successful careers. Read ACTE’s endorsement of the MEAA. 

• House CTE Caucus Co-Chairs Circulate Letter to Increase Perkins Funding: The co-chairs of the bipartisan House CTE Caucus, Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR), are circulating a “Dear Colleague” letter addressed to the House Labor, Health and Human Services and Education Appropriations Subcommittee. The letter requests increased funding for Perkins in the FY 2026 Labor, Health and Human Services, and Education appropriations bill. Read more on the blog, and urge your Representatives to sign the letter! 

• Lawmakers Consider Resolution Requesting Documents from Administration Regarding Department of Education (ED): The House Education and Workforce Committee considered and struck down a resolution, H.Res. 237, requesting that the Administration share documents on their plans to dismantle ED. It was originally introduced by Democratic lawmakers in March. 

• Secretary Linda McMahon Remarks at ASU+GSV Summit: Secretary McMahon spoke at a summit cohosted by Global Silicon Valley and Arizona State University focused on education, workforce and technology. McMahon acknowledged that the Department of Education cannot be closed without congressional approval and discussed possible changes to the Institute of Education Sciences.  

• Lawmakers’ Letter to Secretary McMahon on Pandemic Relief Extension Policy: Democratic congressional leaders in both the House and Senate sent a letter to Secretary McMahon requesting her reconsideration of the liquidation extension policy for COVID-19 relief funds.  

• Labor Secretary Lori-Chavez DeRemer Embarked on America at Work Listening Tour: Secretary DeRemer began her America at Work listening tour with a roundtable to discuss supporting apprenticeships, among other methods to enhance America’s workforce. She also discussed the importance and impact of the skilled trades.  

ACTION ALERT: Ask Your Representatives: Support Increased Funding for CTE in Fiscal Year (FY) 2026

The co-chairs of the bipartisan House CTE Caucus, Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR), are circulating an important “Dear Colleague” letter addressed to the Chair and Ranking Member of the House Labor, Health and Human Services and Education Appropriations Subcommittee. The letter requests increased funding for the Carl D. Perkins Career and Technical Education Act (Perkins) in the Fiscal Year (FY) 2026 Labor, Health and Human Services, and Education appropriations bill. It is critical that the letter garners strong backing in the House to show support for Perkins funding in this year’s uncertain and challenging federal fiscal climate. 

CLICK HERE to ask your Representative to sign the letter and support increased CTE funding in the FY 2026 Labor, Health and Human Services and Education appropriations bill! 

Representatives have until April 24 to sign the letter, and can do so by contacting:  

• Brian Arata ([email protected]) in Rep. Thompson’s office  

• Allie Pearce ([email protected]) in Rep. Bonamici’s office 

 

Note: Senators will have a similar letter opportunity soon, but this one is just for House members! 

DC Digest March 30 - April 7

This week, the Department of Education (ED) was active in issuing guidance and making announcements as it works to implement the Administration’s agenda. In Congress, budget reconciliation remained the primary focus, as the Senate worked through votes on its version of a budget resolution. Keep reading for more details. 

• House Education and Workforce Committee Holds Hearing on AI in the Classroom: On Tuesday, the House Education and Workforce Subcommittee on Early Childhood, Elementary and Secondary Education held a hearing analyzing the impact of artificial intelligence (AI) on K-12 education. Read more on the blog! 

• House Appropriations Committee Releases Schedule for Members to Make FY 2026 Appropriations Requests: The House Appropriations Committee posted guidance on when Members of Congress must submit requests for earmarks, funding or language in the FY 2026 appropriations bills.  

• Committee for Education (CEF) Funding Letter to Congress: CEF sent a letter this week on behalf of its members (including ACTE) to urge Congress to protect students by opposing cuts to federal education investments as they move forward with the budget reconciliation process. 

• ED Provides Update on COVID Relief Funding Extensions: Following the letter issued by ED in late March that it was eliminating previously granted COVID relief fund extensions, an email was sent this week with more guidance on how to submit specific projects for late liquidation approval. These projects must have been properly obligated by 9/30/24 and necessary to mitigate the effects of COVID on students’ education, and states must justify why ED should grant the funding extension request.  

• ED Letter to States, Schools on Using Federal Funds for School Choice: ED sent a letter to state education chiefs reminding them of how Title I allows states and schools to use funds to let students take courses offered outside of their home school, among other flexibilities. This is primarily an effort to expand school choice, and will likely be followed with additional material on the subject, but does include references to CTE.  

• ED Requires States and School Districts to Certify Title VI Compliance: On April 3, ED sent a letter to State Commissioners overseeing K-12 State Education Agencies requiring their certification compliance with Title VI of the Civil Rights Act of 1964, which prohibits race-based discrimination in federally funded programs, as well as certification from districts. The certification notes that “illegal DEI practices may subject the individual or entity using such practices to serious consequences” including loss of federal funding or other liabilities.  

• ED’s Office of Postsecondary Education Announces Negotiated Rulemaking: Negotiated rulemaking is the process that must be used under the Higher Education Act to negotiate proposed postsecondary regulations with stakeholders. In this case, ED invites public feedback on ways to streamline higher education regulations and federal student assistance programs to create efficiencies for students, institutions and stakeholders. They also invite ideas to improve the Public Service Loan Forgiveness Program, the Pay As You Earn (PAYE) Repayment plan and the Income-Contingent Repayment (ICR) plan.  

House Education and Workforce Committee Holds Hearing on AI in the Classroom

On Tuesday, the House Education and Workforce Subcommittee on Early Childhood, Elementary and Secondary Education held a hearing analyzing the impact of artificial intelligence (AI) on K-12 education.

The witnesses for the hearing included:

• Sid Dorbin: Chair, Department of English, University of Florida
• Julia Rafal-Baer: CEO, ILO Group
• Erin Mote: CEO, InnovateEDU/EDSAFE Alliance
• Chris Chism: Superintendent, Pearl Public School District

The hearing served as an opportunity for lawmakers to highlight the power as well as the pitfalls AI will have in modern classrooms. Chair Kevin Kiley (R-CA) noted in his opening statement that AI is already widely adopted by students in limited ways. Nearly 50% of K-12 students use ChatGPT at least weekly. Of those students, 35% frequently use it to summarize information, 32% to generate ideas and 26% to get initial feedback on their work.

Kiley added, “So, the question is not whether students will use AI, that's already happening. Rather, the question is how schools can support students in using AI responsibly and in unlocking its full potential to advance student achievement.”

Chris Chism of the Pearl Public School District highlighted that his district has its own internal AI enterprise system to safeguard student data. He added that AI can make educators, students and administrators more efficient.

Lawmakers also stressed that there would need to be federal guidelines for AI use in schools. Erin Mote said that only relying on states to deploy AI without federal guidance is “a recipe for fragmentation.”

A recording of the hearing can be found here.

Building AI Resilient CTE Pipelines

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

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

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

Research Roundup: College and Career Readiness, Work-based Learning, Earnings Growth, Short-term Credentials

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

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

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

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

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

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

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

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

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

The researchers made several key findings: 

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

DC Digest: March 22-28

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

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

DC Digest: March 15-21

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

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