CTE Policy Watch: A blog for CTE advocates

DC Digest: September 19-25

Despite both chambers of Congress remaining in Washington, it was another quiet week for CTE-related items. The agenda for lawmakers included legislation to support law enforcement, actions to shore up funding for the Food and Drug Administration (FDA), energy permitting regulations, committee hearings and a few pending nominations. Both chambers continue their work this week, where the top priority is developing an omnibus spending bill, discussed in more detail below. As this process unfolds, ACTE will keep you updated on the CTE news you need. In the meantime, here are some news and notes.

• Department of Education Guidance on Public Service Loan Forgiveness (PSLF) and TEACH Grants: Recent changes to the Public Service Loan Forgiveness program (PSLF) and updates to the TEACH Grant program may provide ACTE members with an opportunity to receive PSLF credit for federal student loan payments previously made and enjoy streamlined requirements for the TEACH Grant program. Read more about the changes here.

• Department of Labor to Rescind Industry-Recognized Apprenticeship Program: The Department of Labor has announced that it will rescind the Industry-Recognized Apprenticeship Program and focus resources on registered apprenticeships. The Federal Register is scheduled to publish the final rule on September 26, 2022. You can view the draft rule here.

• Sens. Roger Marshall (R-KS) and Chris Coons (D-DE) Introduce Senate Companion to Supporting Small Business and Career and Technical Education Act of 2022: On September 19, Sens. Marshall and Coons introduced the Supporting Small Business Career and Technical Education Act, which directs Small Business Development Centers (SBDCs) and Women Business Centers (WBCs) to assist small businesses in hiring career and technical education (CTE) program graduates. The bill also gives CTE program graduates access to SBDC and WBC resources that are useful for starting a small business. Read more about the bill here.

• Fiscal Year 2023 Appropriations Update: Senate Majority Leader Chuck Schumer (D-NY) has announced that the Senate will hold weekend talks in hopes of drafting an “omnibus” funding bill to extend government funding beyond September 30. Of the 12 appropriations bills Congress develops each fiscal year, none have passed and been signed into law for fiscal year (FY) 2023. A stopgap funding measure will be required to avoid a government shutdown. Lawmakers will also try to insert their own spending priorities into the omnibus bill, including humanitarian, immigration and defense aid. The Senate plans to begin floor consideration of the spending package on Tuesday, September 27. ACTE will keep you posted on all developments in the appropriations process.

• House and Senate Introduce Resolutions Marking September as Workforce Development Month: On September 20, S. RES. 780, to designate September 2022 as “National Workforce Development Month,” was considered and agreed to in the Senate. A companion resolution was introduced in the House on September 22.

• ACTE Joins Statement on Sustainable Systems for Quality Teaching: ACTE has signed on to a letter outlining the need to support the educator workforce. You can read the full letter here.

Research Roundup: Work-based Learning

State Work-based Learning Toolkits: State work-based learning (WBL) toolkits provide guidance to educators, administrators and other career development professionals about effective WBL program implementation in that state. In June, Advance CTE created a tracker of state WBL toolkits. According to the tracker, of the 54 states and territories analyzed, 41 currently have WBL toolkits. The tracker lets users filter by key components that WBL toolkits may include, such as WBL definitions, training forms and employer resources, and explore innovative approaches used by toolkits. You can find a more in-depth analysis of Advance CTE’s State WBL Toolkit Innovation Tracker here.

The Case for Paid Work-based Learning: Recently, New America conducted a study of paid WBL program models at five community colleges across the nation to better understand their design, goals and outcomes. Currently, it is estimated that around one million students receive offers for unpaid internships each year, which can pose significant barriers for students from historically underserved backgrounds. Through interviews with program directors and senior campus administrators, New America found the following themes present among the paid WBL models studied:

• Paid WBL programs enhance a community colleges’ retention strategy, with prior evidence showing that paid experiential learning opportunities can result in higher retention rates.
• On-campus or local paid WBL opportunities can alleviate barriers related to transportation as well as work and family obligations.
• Many programs offered various wraparound services such as reimbursements for travel and course expenses, childcare vouchers and career readiness services.
• Programs were funded in a variety of ways including COVID-19 federal relief funding, donor contributions, corporate sponsorships and local or state appropriations.
• Programs reported a lack of longitudinal data on student outcomes and could only share baseline demographic data on student participation trends.

Equity in Apprenticeships for Young People: Recently, Jobs for the Future (JFF) analyzed federal Registered Apprenticeship data between 2010 and 2020 to gain insight about the demographics and outcomes of youth apprentices – those aged 16 to 24. The following are some of the study’s key findings:

• Between 2010 and 2020, the number of youth apprentices grew 113%, a much faster rate than registered apprentices of all ages.
• When compared to the general population, Hispanic youth are slightly overrepresented as young apprentices (21%) while Black youth are underrepresented (8%).
• Women compromised about 7% of all young apprentices and the top occupations between men and women vary, with women in more service-oriented careers and men in more trades-related careers.
• The average hourly exit wage for all young apprentices was $31. White and Hispanic apprentices roughly matched this average, while Black apprentices made $23 per hour. Additionally, the hourly exit wage for female apprentices was $18 per hour, $13 less than male apprentices.

Tech Apprenticeships in Missouri: In 2020, the Missouri Chamber Foundation created the Industry-Driven IT Apprenticeship Program, which is a four-year program funded by a U.S. Department of Labor grant that provides reimbursements to IT companies that are creating or expanding Registered Apprenticeship programs. Recently, the foundation released new data on the program’s progress over the past two years:

• More than 700 apprentices have completed the program.
• Over 95% were hired for permanent, full-time jobs with an average starting salary of $61,000.
• More than 640 of the participating apprentices identify as a person of color and 605 as women.
• Since its inception, the program has funded 113 apprentices with disabilities and 40 veterans.
• The program is on track to create more than 5,300 total apprenticeships.

Department of Education Guidance on Public Service Loan Forgiveness (PSLF) and TEACH Grants

Recent changes to the Public Service Loan Forgiveness program (PSLF) and updates to the TEACH Grant program may provide ACTE members with an opportunity to receive PSLF credit for federal student loan payments previously made and enjoy streamlined requirements for the TEACH Grant program.

You may be able to receive credit for student loan payments that did not qualify for PSLF under the previous rules. Now until October 31, 2022, all periods of repayment of your federal student loans will count toward your PSLF eligibility, regardless of whether you hold Direct Loans, Perkins loans or another loan type. If you have federal student loans, this is a great opportunity! Many of those working with and teaching in CTE programs may qualify for the expanded PSLF waiver. Additionally, if you received Teacher Loan Forgiveness (TLF), that period of service will concurrently count toward (PSLF). There are a few steps you should take to take advantage of these benefits:

If you currently have direct federal loans and have not applied for PSLF:

• Make sure your employer is eligible for PSLF through the PSLF tool. 
• Consolidate your loans, if you wish. 
• Apply for PSLF before October 31, 2022. 

If you have already received credit toward PSLF:

• No further action will be needed, unless the Department of Education contacts you. 

If you were denied from receiving PSLF previously: 

• You will need to submit a new PSLF form to reevaluate your eligibility for PSLF. 

Recent changes to the TEACH Grant program will also mean that borrowers who received these grants will not be subject to the same requirements as in previous years. Specifically, these new changes include:

• Only four complete teaching certifications across the eight-year requirement 
• Expanded fields of eligibility for TEACH recipients  
• Entrance, exit and loan conversion counseling

The Department of Education will also reconsider grant-to-loan conversions, extend the time to meet service, and remove interest and negative reporting.

You do not need to take any action to take advantage of these new TEACH Grant changes.

You can view a recording of a recent webinar explaining these opportunities at the link here. If you have questions about PSLF and/or TEACH Grants, please contact ACTE Government Relations Manager, Zach Curtis, at zcurtis@acteonline.org.

DC Digest: September 12-18

Last week in Washington, lawmakers in both chambers returned to a relatively light September legislative agenda. Lawmakers’ primary focus in the next week or so will include negotiating and passing a stopgap “omnibus” spending bill to avoid a government shutdown after current funding expires on September 30. Members of Congress may also try to insert other provisions into the bill, including aid for Ukraine and COVID-related aid. ACTE will continue to monitor the budget process for fiscal year (FY) 2023 as work continues on those appropriations bills. As we await further CTE-related news, here are some news and notes:

• ACTE Region V Vice President Shani Watkins Testifies Before House Small Business Committee: On September 15, the House Committee on Small Business, Subcommittee on Innovation, Entrepreneurship and Workforce Development, held a hearing titled, “Back to School, Back to Startups: Supporting Youth Apprenticeship, Entrepreneurship, and Workforce Development,” featuring ACTE Region V Vice President Shani Watkins. During her testimony, Watkins described the CTE programs offered at her school and her varied business partnerships, including how those partnerships provide students with access to paid work-based learning experiences and connections to apprenticeships and future careers. Read more about the hearing here.

• Department of Education Awards Funding to Support and Develop the Educator Workforce: The Department of Education has announced new grant awards to help recruit, prepare, develop and retain a strong, effective and diverse teacher workforce through the Teacher Quality Partnership (TQP) grant program. This year’s investment includes 22 new five-year grants totaling $24.8 million. The TQP program funds teacher preparation programs in high-need communities at colleges and universities for the undergraduate and “fifth-year” level, and for teaching residency programs for individuals new to teaching with strong academic and professional backgrounds. Learn more about the grants here.

• White House Issues Executive Order on Biotechnology Workforce: President Biden has issued an executive order to expand training and education opportunities in biotechnology and biomanufacturing. Within 200 days, the Secretary of Commerce, the Secretary of Labor, the Secretary of Education and other relevant agencies shall produce and make publicly available a plan to coordinate and use relevant education and training programs, such as opportunities at technical schools and certificate programs, CTE, and expanded career pathways into existing degree programs for biotechnology and biomanufacturing. Read the full Executive Order here.

• Sen. Luján (D-NM), Reps. Leger Fernández (D-NM) and Jahana Hayes (D-CT) Introduce Legislation to Expand Federal Loan Forgiveness for Educators: Sen. Ben Ray Luján and Reps. Teresa Leger Fernández and Jahana Hayes have introduced the Loan Forgiveness for Educators Act of 2022 to expand the federal Teacher Loan Forgiveness (TLF) program. The Loan Forgiveness for Educators Act of 2022 updates the TLF program by expanding the most robust benefits to all teachers and leaders working in high-need schools, including CTE teachers. It also enhances benefits and allows service under this program to concurrently count toward the Public Service Loan Forgiveness Program. Read more about the bill here.

• House Education and Labor Chairman Introduces College Affordability Legislation: The LOAN Act would lower the cost of college for current and future student borrowers and their families. The legislation doubles the federal Pell Grant by increasing the max award over 5 years to $13,000, building on the $1,775 increase to the maximum award as proposed in President Biden’s budget; improves the Public Service Loan Forgiveness program by shortening the time to forgiveness and broadly codifying the current PSLF waiver; makes loans less expensive by expanding access to subsidized loans, limiting capitalization of interest including after forbearance and deferment, and creating a safety net for vulnerable borrowers; and lowers interest rates by ensuring that no new loan will have an interest rate higher than 5 percent and allowing both federal and private borrowers to take advantage of these lower rates. Read more about the bill here.

• Rep. Virginia Foxx (R-NC) Shares Thoughts on Higher Education: House Education and Labor Committee Ranking Member Rep. Virginia Foxx shared her thoughts on higher education legislation and the Republican’s Higher Education Act proposal in a recent speech at the American Enterprise Institute. She mentioned an alternate proposal to the JOBS Act and expanding Pell Grants to short-term postsecondary programs, offering “We must change our mentality and recognize there are many paths to the American Dream. The REAL Reforms Act takes the first step towards doing just that. It opens up opportunities to the middle class beyond the traditional college model by expanding the Pell Grant to career-focused credentials offered at a fraction of the cost of that model.”

• Department of Education Names 2022 National Blue Ribbon Schools: Secretary of Education Miguel Cardona has recognized 297 schools as National Blue Ribbon Schools for 2022. The recognition is based on a school's overall academic performance or progress in closing achievement gaps among student subgroups. View the full list here. 

ACTE Region V Vice President Shani Watkins Testifies to House Small Business Committee

On September 15, the House Committee on Small Business, Subcommittee on Innovation, Entrepreneurship and Workforce Development held a hearing titled, “Back to School, Back to Startups: Supporting Youth Apprenticeship, Entrepreneurship, and Workforce Development,” featuring ACTE Region V Vice President Shani Watkins.

During her testimony, Watkins described the CTE programs offered at her school and her varied business partnerships, including how those partnerships provide students with access to paid work-based learning experiences and connections to apprenticeships and future careers.

Watkins was asked questions by several members of the subcommittee, including Reps. Jason Crow (D-CO) and Roger Williams (R-TX), about her experiences as the director of West Sound Technical Skills Center in Bremerton, Washington.

Rep. Williams asked how businesses can form partnerships with CTE programs, and how West Sound Technical Skills Center is preparing students for in-demand careers.

“A huge part of that goes back to what parents understand, and what our typical rhetoric has been, which is college for all,” said Watkins. “So, I think a big part of this goes back to exposing students at younger ages to a variety of careers that go beyond what is typically addressed in an academic environment.”

“It's like a stool with three prongs - [CTE] has government support, it has business support and it has school support.” 

Rep. Crow asked Watkins what barriers students are facing to accessing CTE and work-based learning experiences. 

“First of all, transportation is a huge challenge for us,” observed Watkins. “We are very rural. We have students that travel an hour and a half one way each day to participate in CTE programs with us because they are not offered in their areas, and those students have less access to viable careers in their industries locally.”

“We have a lot of students that have to support their own families, and so that creates a barrier when internship opportunities and work-based learning opportunities are non-paid.” 

The full hearing can be viewed at the link here.

DC Digest: September 6-11

Although the Senate returned to Washington last week, action on CTE-related items was again minimal, with much of the focus on confirming pending nominees and holding hearings. Both chambers will be in session this week, and it is expected that appropriations negotiators will continue work on an “omnibus” agreement to extend government funding beyond September 30 as work continues on Fiscal Year (FY) 2023 spending bills. As we await more from Congress, here are some key news and notes:

• House Small Business Committee to Hold Hearing Featuring ACTE Member: On September 15, at 10:00am ET, the House Small Business Committee will hold a hearing titled “Back to School, Back to Startups: Supporting Youth Apprenticeship, Entrepreneurship, and Workforce Development.” ACTE Board of Directors member Shani Watkins will be serving as a witness at the hearing. ACTE will have more coverage later this week of her appearance before the committee.

• OCTAE Assistant Secretary Talks CTE at Advance CTE Fireside Chat: On September 6, the Office of Career, Technical and Adult Education (OCTAE) Assistant Secretary Amy Loyd spoke with Advance CTE Executive Director Kimberly Green as a part of Advance CTE’s Fall Fireside Chat series. You can view a recording of the webinar here.

• House Subcommittee Holds Hearing on Juvenile Justice: On September 8, the Civil Rights and Human Services Subcommittee of the House Education and Labor Committee held a hearing on investments in juvenile justice programs. Rep. Suzanne Bonamici (D-OR) mentioned the Community Healing Initiative, which is a partnership between Latino Network, Portland Opportunities Industrialization Center and other organizations that offers culturally appropriate interventions and workforce development opportunities to youth of color in the juvenile justice system. Naomi Evans of Coalition for Juvenile Justice said that job training with holistic supports is also critical. Witness Father Steven Boes mentioned that his faith-based program, Boys Town, has a workforce development partnership with Union Pacific and trains welders. You can watch the full hearing here.

• Secretary Cardona Announces Back to School Bus Tour: On September 12, First Lady Jill Biden and Secretary Cardona will kick off the bus tour in Tennessee with a visit highlighting ways states and districts are recruiting and preparing qualified educators into the classroom. Read more about the tour here.

• Department of Labor Awards Trade Adjustment Assistance Funding: The Department of Labor has announced funding to provide training and employment services in 45 states and Puerto Rico to eligible workers. The awards are the department’s final distribution of FY 2022 funds to states through the Trade Adjustment Assistance for Workers Program. The program supports training, employment and case management services, job search and relocation allowances and income support during training.

• Department of Labor Awards Funding Expand Access to Jobs: The Department of Labor has announced the award of $45 million in grant funding to 13 colleges in 12 states to help expand CTE education programs. The grants will enable institutions to focus on specific industry sectors and career pathways training for skill development, rapid reskilling and employment in in-demand jobs. Read more about the grants here.

Research Roundup: Career Exposure, Credentials and Labor Market Practices

Interest In & Exposure to Careers: YouScience released results from their aptitude-based career guidance assessments taken by high school students nationwide in 2021. The analysis found that students have higher aptitude than interest in many career areas, especially those with significant predicted job growth. For example, students had more than three times the aptitude for advanced manufacturing careers than interest and more than two times the aptitude for computer technology careers than interest. The report also revealed the effect of gender stereotypes on interest in careers. For instance, females had a much greater difference between aptitude and interest for advanced manufacturing careers than males. The authors conclude that students need more exposure to a variety of careers to find a match between their talents, interests and goals.

Impacts of Industry-recognized Credentials: A recent study by the Thomas B. Fordham Institute examined how completing industry-recognized credentials (IRCs) in high school impacted students’ short-term postsecondary education and employment outcomes. Researchers utilized data from Texas high school students who graduated between 2017 and 2019 to uncover the following:

• IRC completion was weakly associated with a higher likelihood of employment in the short term.
• IRC completion was associated with a 9% increase in annual earnings in the short term, with the largest benefits to students not enrolled in a postsecondary institution and those who completed an IRC in education, cosmetology or transportation.
• IRC completion is positively correlated with postsecondary enrollment and persistence. In fact, students who completed an IRC were 3 percentage points more likely to remain in postsecondary education for a second year.
• The majority of students who completed an IRC were not pursuing education or employment in their IRC field of study.
• While CTE concentrators as well as Hispanic, Asian and higher-achieving students were most likely to earn IRCs, the high school one attended is the most important predictor of earning an IRC.

Labor Market Experiences of Recent Graduates: In May 2022, Cengage Group conducted a survey of respondents who completed a degree or non-degree postsecondary education program within the past 12 months to better understand recent graduates’ perspectives on the labor market. The following are some of the report’s key findings:

• Half of recent graduates had second thoughts about the program they were studying, but felt it was too late to switch, with non-degree graduates experiencing less of this regret.
• Nearly half of recent graduates didn’t apply for entry-level jobs because they felt underqualified, with degree graduates slightly more likely to report this. About 60% of graduates found a job within 12 months in 2022, which is 19 percentage points higher compared to 2021, and degree graduates found jobs quicker than non-degree graduates.
• Almost all graduates said they would pursue online training if their employer covered the cost.
• Roughly 61% of graduates think that employers should stop requiring a two- or four-year degree for many occupations.

Employer Policies & Economic Mobility: Recently, WorkRise released a report that summarizes research on employer policies and how these affect economic security and mobility for individuals who have faced historical exclusion in the labor market. Researchers specifically studied pay, scheduling, leave, hiring, retention, work systems, and diversity, equity and inclusion (DEI) employer policies. Overall, the report found that promising practices for increasing economic mobility exist in compensation, hiring, promotion, scheduling, work systems and DEI policies, without negatively impacting a firm’s performance. However, researchers emphasized that there are gaps and exceptions to these promising practices in research that must be studied further.

OCTAE Assistant Secretary Talks CTE at Advance CTE Fireside Chat

On September 6, the Office of Career, Technical and Adult Education (OCTAE) Assistant Secretary Amy Loyd spoke with Advance CTE Executive Director Kimberly Green as a part of Advance CTE’s Fall Fireside Chat series. This is one of Assistant Secretary Loyd’s first public appearances to discuss CTE since her Senate confirmation in June. OCTAE oversees the Perkins Act and other federal CTE-related initiatives, including community colleges, adult education and literacy, and correctional education.

Assistant Secretary Loyd was asked to discuss the experiences that led her to her current role. She pointed to her Native heritage and her parents’ careers as education professionals as defining factors in her career path. She attended Santa Fe Community College, Northern New Mexico Community College, St. John’s College and the Harvard Graduate School of Education, where she earned her doctorate in educational leadership. Among her professional degrees, she has also earned an EMT certification.

Across her work with Jobs for the Future (JFF) and the Cook Inlet Tribal Council in Alaska, Loyd has focused on K-12 education, community colleges, adult education, workforce development, economic development and diversity, equity, and inclusion.

Loyd expressed that she hoped to ensure that CTE programs closely reflect the communities that they serve. Further, she also emphasized the need for culturally responsive education and a need to support students through training and wraparound services, especially Alaska Native and Native American communities. Loyd also pointed to her observations of the Swiss apprenticeship model, in which 70% of secondary-school-aged children participate in a hands-on apprenticeship program that culminates in an industry-recognized credential.

When asked what she hoped to achieve by the end of her appointment at the Department of Education, Loyd expressed a desire to align CTE programs and practices with the Biden Administration’s priorities for CTE. ACTE looks forward to continuing our close partnership and work with OCTAE under Assistant Secretary’s Loyd’s leadership.

You can view a recording of the webinar here.

DC Digest: August 29-September 5

CTE-related action in Washington was minimal last week. This week, Congress is set to return and their to-do list will include starting negotiations on an “omnibus” government funding package that may also contain supplemental funding for Ukraine, COVID-19 preventative measures and more that was requested by the White House. Congress must pass appropriations bills or a continuing resolution to extend government funding by September 30 in order to avoid a government shutdown. Here are some other news and notes to catch you up as we Congress returns:

• White House Announces Plan to Address Educator Shortages: On August 31, the White House announced its strategy to help K-12 schools address staffing shortages in teaching and other critical school professions. The Biden Administration plans to work with the private sector, nonprofit organizations and state and local education and workforce leaders to better highlight open positions and expand teacher apprenticeship opportunities. These efforts will be overseen jointly by the Department of Education and Department of Labor. Read more about the White House plan here.

• First Lady, Secretary Walsh, Secretary Raimondo Highlight First Group of Apprenticeship Ambassadors: First Lady Dr. Jill Biden celebrated a milestone at the White House for the Apprenticeship Ambassador Initiative, where members of the initial cohort of Apprenticeship Ambassadors discussed steps being taken to expand apprenticeship programs throughout the nation and promote the benefits of registered apprenticeships in numerous industries. Read more about the initiative here.

• Department of Education Awards Funding to Alaska Native Education Programs: The Department of Education has awarded 28 three-year grants totaling $35.3 million through the Alaska Native Education (ANE) program to Alaska Native organizations and entities in Alaska governed predominately by Alaska Natives. Eligible activities include training and professional development for educators, early childhood and parent outreach and enrichment programs. Read more about the awards here.

White House Announces Plan to Address Educator Shortages

In an August 31 fact sheet, the White House announced its strategy to help K-12 schools address staffing shortages in teaching and other critical school professionals. The Administration plans to work with the private sector, nonprofit organizations, and state and local education and workforce leaders to better highlight open positions and expand teacher apprenticeship opportunities. These efforts will be overseen jointly by the Department of Education and Department of Labor.  

The White House has worked with several hiring technology companies to ensure that schools are better able to identify talent and advertise open positions. These efforts will include:  

• ZipRecruiter, which provides an employment marketplace for millions of job seekers and hiring tools for employers, has launched a new online portal specifically for jobs at K-12 public schools. Posting jobs on this platform is free for schools, school districts and states.  
• Handshake, a leading platform connecting postsecondary learners and recent graduates to careers, will hold a free national virtual event this October focused on career exploration in education. Further, they will publish a list of all schools and districts that are hiring this school year.
• Indeed, a job site serving millions of employers and job seekers, will facilitate hiring fairs for educators across the country. Participating institutions will gain free access to Indeed’s suite of hiring tools.  

Secretary Miguel Cardona of the Department of Education and Secretary Marty Walsh of the Department of Labor also issued a joint letter to state and local education and workforce leaders encouraging actions to improve educator recruitment and retention. Specifically, they recommended that states and localities utilize remaining American Rescue Plan (ARP) funds, such as ESSER and SLFR, to increase teacher pay. Further, they promoted the expansion of high-quality programs to prepare and support teachers, particularly registered apprenticeships. The Department of Labor is committed to supporting these programs in its next round of apprenticeship expansion grants. Once registered with the Department of Labor, apprenticeship programs are eligible to be supported by WIOA Title I funds. They highlighted Tennessee’s Grow Your Own program, which prepares teaching assistants, career-changers, and high school students to enter the teaching profession.  

The Administration is also working with state and national nonprofits, including teachers’ unions, to promote and expand pathways for teachers. These organizations have partnered together to support their members in pursuing registered apprenticeships and other available high-quality pathways into education professions. The Pathways Alliance, which is comprised of public and private organizations concerned with developing a robust and diverse teacher pipeline, will also create national guidelines for high-quality registered teacher apprenticeship programs.  

ACTE will continue to monitor these developments and work with government officials to lift up the needs of CTE programs. Should you have questions about these efforts or need assistance in taking advantage of one of these programs, please contact ACTE’s Government Relations Manager, Zach Curtis (zcurtis@acteonline.org).