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Enhancing CTE Program Access and Credential Access in Arizona

September 27th, 2024

In this blog, Policy Associate Velie Sando highlights policies enacted by Arizona in 2024 that facilitate access to Career Technical Education (CTE) for adult learners and foster care youth, and that expand industry-recognized credentials for learners who complete apprenticeship programs.

Arizona’s CTE landscape saw multiple legislative developments in 2024, with several key policies enacted to enhance opportunities for learners and strengthen workforce development initiatives.

These policy changes align with Arizona’s broader goals for CTE, which include engaging learners in relevant experiences leading to purposeful and economically viable careers. The state’s commitment to CTE is evident in its extensive program offerings, ranging from Accounting and AgriScience to Welding Technologies. With 14 Career and Technical Education Districts formed throughout the state and 101 school districts participating, Arizona has created a robust infrastructure for delivering quality CTE programs.

One of the changes came with the passage of H.B. 2906, which expanded the capabilities of Career Technical Education Districts (CTEDs) across the state. This legislation empowered CTEDs to construct, maintain, and provide housing facilities for those in foster care or classified as unaccompanied youth. This move recognizes the barriers faced by such learners and aims to provide them with stable living environments conducive to their educational goals.

H.B. 2090 introduced a streamlined process for recognizing completed apprenticeship programs. Individuals who successfully finish a U.S. Department of Labor-approved or Arizona Department of Economic Security-approved apprenticeship program in construction trades can now file their certificates of completion directly. This change not only simplifies the documentation process but also ensures that apprentices’ achievements are properly recognized and recorded, potentially enhancing their employment prospects.

The year also saw modifications to the evaluation of adult education programs through S.B. 1113. This bill amended existing legislation on performance measures for adult education and workforce development programs. Notably, it prohibited the Arizona Department of Education from assigning letter grades to adult education and workforce development program schools established on or before July 1, 2024. This change reflects an innovative approach to assessing these programs, acknowledging their unique nature and the diverse needs of adult learners.

As Arizona continues to evolve its CTE landscape, these policies demonstrate a commitment to addressing the needs of diverse learner populations, streamlining professional recognition processes, and refining evaluation methods for adult education. These changes are likely to contribute to the state’s efforts in reaching its Achieve 60AZ goal of having 60% of Arizona adults hold a degree, high-demand workforce certification, or other high-value credential by 2030.

For more policies enacted in 2024, check out Advance CTE and ACTE’s Mid-Year in Review Webinar. 

Velie Sando, policy associate

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Congress Set to Return Next Week | Legislative Update

September 6th, 2024

This week, Congress remained on recess as lawmakers look to finalize funding legislation this month. Elsewhere, Advance CTE submitted formal comments on newly proposed rules for distance education while U.S. Secretary of Education Miguel Cardona continued a back-to-school bus tour throughout the nation.

Lawmakers Returning for Busy Work Period

Both chambers of Congress remained on recess this week and are expected to return for a new work period early next week. With only a few weeks until the formal start of the 2025 federal fiscal year (FY25), the need to address federal funding for the coming year is expected to be a key priority on Capitol Hill this month. 

House Speaker Mike Johnson (R-LA) is widely expected to introduce legislation that would extend current FY24 funding levels through the early part of 2025—at the start of a new Congress and Presidential Administration. However, the package is likely to contain other controversial provisions opposed by Congressional Democrats and the Biden Administration who favor a shorter-term extension of federal funding through mid-December. This week, the Biden administration also released a set of funding requests for inclusion in any temporary extension of federal funding, known as a continuing resolution (CR), which is likely to be negotiated by Congress this month. Among these funding requests, known as anomalies, the Biden administration is asking Congress for additional funding for the U.S. Department of Education, particularly for the agency’s Federal Student Aid office— the entity responsible for federal student loan servicing as well as the continued rollout of the Free Application for Federal Student Aid (FAFSA) form. 

As these efforts and more continue to unfold, Advance CTE will continue to advocate for a strengthened investment in Career Technical Education (CTE) via the Carl D. Perkins Career and Technical Education Act’s (Perkins V) state grant program.

Advance CTE Responds to Distance Education Rulemaking

Late last month, Advance CTE and the Association for Career and Technical Education (ACTE) formally commented on a recent U.S. Department of Education rulemaking regarding the federal definition for distance education and several other issues related to postsecondary education more broadly. The definition of distance education was last updated in 2020 amid the pandemic, and important improvements were made to the concept of remote learning, including allowing for asynchronous instruction. This allowed postsecondary institutions, including area technical centers (ATCs), to continue to innovate while flexibly supporting the needs of learners. ED’s proposed change would considerably narrow this existing definition, largely disallowing asynchronous instruction, which will limit access to opportunities at these institutions for many learners. Advance CTE and ACTE are calling on ED to reverse course and retain these important flexibilities in the federal regulatory definition of distance education moving forward.

Secretary Cardona Begins Back to School Bus Tour

This week, U.S. Secretary of Education Miguel Cardona kicked off his agency’s 2024 “Back to School” bus tour– an effort intended to showcase how schools are leveraging federal education investments and supporting student achievement. The road trip continued this week with stops in Wisconsin, Illinois, Indiana, Michigan, and Pennsylvania to highlight how school communities are using the Biden-Harris administration’s investment in public education to support learners. Events along the route are intended to emphasize the importance of expanding access to local community colleges, highlight the Department’s teacher recruitment and retention programs, and uplift the Department’s role in supporting youth mental health through school communities.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

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Advance CTE Highlights Mid-Year CTE Policy Trends

August 29th, 2024

In February, Advance CTE released its fourteenth annual State Policies Impacting CTE Year in Review highlighting the state policy trends of 2023. To better meet the needs of State Directors and Advance CTE members, Advance CTE has added a mid-year update on state policy trends. In this policy blog, Policy Associate Velie Sando recounts the 2024 Mid-Year in Review: State Policies Impacting CTE webinar, highlighting Career Technical Education (CTE) policy trends observed so far in 2024.

On August 20th, 2024, Advance CTE and the Association for Career and Technical Education (ACTE) co-facilitated a State Policies Impacting CTE: 2024 Mid Year in Review webinar attended by 150 state and local CTE directors and leaders, providing a mid-year update on CTE policies enacted nationally thus far in 2024. Advance CTE’s analysis revealed significant progress in CTE policy development, with 31 states passing a total of 121 policies as of July 2024. 

Washington State emerged as the frontrunner in policy implementation, enacting 14 CTE-related policies, primarily focused on reducing healthcare workforce labor shortages. The impact of these policies spans across various educational systems:  

  • Secondary education saw the most significant influence with 62 policies; 
  • Postsecondary education with 50 policies 
  • 43 policies impacting the workforce system; and 
  • 47 policies impacting multiple systems. 

For specific content areas, nationwide funding has emerged as the leading focus, with 22 states enacting 54 policies so far, marking a shift from its third-place ranking in 2023. This surge underscores a growing recognition of the need for financial support in CTE programs. 

Industry partnerships and work-based learning follow closely with 18 states enacting 30 policies in both areas, highlighting the importance of collaboration between education and industry sectors.

Access and equity has re-entered the top five policy categories with 15 states enacting 28 policies, emphasizing a renewed commitment to inclusivity in CTE programs. 

Additionally, Data, reporting, and/or accountability (26 policies in 14 states) and Industry-recognized credentials (19 policies in 12 states) remain critical areas of focus, supporting evidence-based decision-making and credentialing that aligns with industry demands.

While the rankings will continue to shift throughout the rest of 2024, these trends reflect a concerted effort to enhance educational outcomes and workforce readiness across the nation through policies that elevate CTE. At the end of the calendar year, Advance CTE and ACTE will aggregate these and all other tracked policies into our annual Year in Review report, and a webinar will be held to discuss these findings.

The legislative landscape remains active, with 13 states and 3 territories still in regular session and two states in special session. Advance CTE and ACTE will continue tracking CTE legislation for these states through the end of the calendar year.

To see more policy trends and access our state policy tracker, check out our State Policy Resources page. For previous year’s Year-in Review reports, visit our Learning that Works Resource Center.

Velie Sando, state policy associate

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New Federal Funding and Engagement Opportunities Connect to CTE | Legislative Update

August 26th, 2024

This summer, a new Department of Education “challenge” initiative aims to engage the next generation of learners to explore paths to green careers, while the National Science Foundation announced a new postsecondary funding opportunity.

Department of Education Launches “Power Your Future” CTE Challenge

Earlier this month, the U.S. Department of Education (ED) launched the CTE Momentum “Power Your Future” challenge. This initiative encourages high school learners to submit “innovation action plans” to advance the use of clean energy in their schools and communities. Through this challenge, ED also hopes these efforts will lead high school learners to consider careers in green technology and innovation. A wide range of stakeholders, including state and local education agencies, area career technical centers, postsecondary institutions and others connected to the Carl D. Perkins Career and Technical Education Act are encouraged to support team applications for funding from this challenge. An upcoming informational webinar is set to take place on September 10 with applications due by November 19, 2024. Read more about the effort here.

Department of Education Congratulates Career Z Finalists

Earlier this month, ED announced the Phase 3 Finalists and Phase 2 Completers for its Career Z Challenge. Sponsored by ED in support of the Biden-Harris administration’s Raise the Bar: Unlocking Career Success initiative, the Career Z Challenge is an open innovation prize competition to support high school learner access to high-quality work based learning opportunities. The Department recently congratulated the Phase 2 and 3 completers, inviting these schools, districts, and partnerships to share ideas to engage young learners through cross-sector collaboration.

National Science Foundation Announces New Funding Opportunity

The U.S. National Science Foundation’s (NSF) Advanced Technological Education (ATE) program has opened the application period for eligible postsecondary institutions to support the education of technicians in high-technology fields. The program involves collaboration among both secondary and postsecondary academic institutions, industry, and economic development agencies to improve the talent pipeline of science and engineering technicians. ATE program funds can support curriculum development, professional development for secondary and postsecondary educators, career pathway development, and other relevant activities. Applications for this funding, including further eligibility information, can be accessed through NSF’s funding page and are due Thursday, October 3, 2024

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

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FY25 Funding Deadline Approaching | Legislative Update

August 16th, 2024

This week, Congress remained on its annual August recess while federal agencies announced new funding opportunities and sought input on improvements to federal student aid application forms.

FY25 Funding Deadline Approaching

This week, both the House and the Senate remained on August recess. Congress is set to return in early September and 2025 federal fiscal year (FY25) funding legislation is widely expected to be prioritized ahead of a key upcoming deadline next month. With FY25 set to begin on October 1 of this year, lawmakers must act before this date to avert a lapse in federal funding for critical programs and initiatives like the Carl D. Perkins Career and Technical Education Act (Perkins V). As a reminder, the most recent FY25 funding proposals from both the House and the Senate remain considerably far apart. However, both chambers’ FY25 measures have proposed increased investments in Perkins V’s basic state grant program. Advance CTE has formally responded to both the House and Senate proposals. 

Due to the significant remaining differences between both of these proposals, however, Advance CTE expects that lawmakers are likely to take up and pass a short-term extension of federal funding, known as a continuing resolution (CR), which will extend funding for a specified period of time ahead of this impending deadline. Much of the current FY25 discussion now centers on the content and length of this likely CR as the November elections approach. This week, a group of conservative lawmakers in the House issued a letter to Republican leadership demanding that any potential CR last through at least the early part of 2025. However, lawmakers elsewhere believe that is critical to complete work on FY25 funding legislation before the end of the current Congress. As these efforts and more take shape, Advance CTE will continue to advocate for a robust investment in CTE made possible by Perkins V’s state grant program and other critical funding streams in support of education and workforce development.  

Commerce Announces Notice of Funding Opportunity

Late last month, the U.S. Department of Commerce’s Economic Development Administration (EDA) announced a new funding opportunity that aims to build on the “Good Jobs Challenge” first created as part of the American Rescue Plan. The Notice of Funding Opportunity (NOFO) would provide competitive grant funding to support sector partnerships made up of a range of stakeholders, including employers, labor unions, and institutions of higher education. Eligible applicants could include state and local governmental entities, postsecondary institutions, and other relevant stakeholders. EDA envisions awarding $25 million in funding, with grants ranging from $1 million to $8 million each, that focus on placing workers in in-demand jobs. The NOFO indicates that priority will be given to applications that prioritize worker representation within a sector partnership and initiatives that aim to support workers at all skill levels. Applications for this funding are due September 27th, 2024. 

Department of Education Requests Information on FAFSA 2025-26 to Support Success

The U.S. Department of Education (ED) published a notice this week requesting information about the 2025-26 Free Application for Federal Student Aid (FAFSA) form and ways to support the successful completion and submission of this form. The request specifically asks for feedback from a host of stakeholders– including students, financial aid administrators, counselors, postsecondary institutions, state and local entities, and others– for ways to improve the “help text” of the form and supplementary materials, like tip sheets for students or other contributors. It also seeks recommendations on ways to support the processing and packaging of student aid. The announcement sets the due date for feedback as September 13, 2024.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

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Congress Begins August Recess Period | Legislative Update

August 9th, 2024

This week, Congress began its annual August recess while new developments in the presidential elections continue to shape the race. Elsewhere, the U.S. Department of Education (ED) has announced that the application form for postsecondary financial aid has been delayed while the agency solicits new applications for disconnected youth initiatives. 

Lawmakers Head Back Home

After a flurry of activity over the last few weeks, lawmakers in both the House and the Senate began their annual August recess in recent days heading back to home states and districts. Just before leaving Capitol Hill for the month, the Senate Appropriations Committee advanced a 2025 federal fiscal year (FY25) funding measure which would, if enacted, provide a critically needed $35 million increase for the Carl D. Perkins Career and Technical Education Act’s (Perkins V) state grant program. The proposal largely takes a different approach than the House for FY25 and would provide larger funding allocations for ED and the U.S. Department of Labor (DOL) along with the various programs these agencies administer and oversee.

Despite this recent progress, both the House and Senate versions of FY25 funding legislation continue to differ significantly. With FY25 set to begin October 1 of this year, lawmakers will need to determine a pathway for federal funding beyond this date– a topic that is likely to be the priority for Congress when it returns in early September. As these efforts continue to take shape, Advance CTE will be advocating for a strong investment in Perkins V’s State Grant program as well as other critical funding streams in support of Career Technical Education (CTE) opportunities.  

Vice President Harris Taps Minnesota Governor Tim Walz as Running Mate

This week, at a rally in Philadelphia, PA, Vice President Kamala Harris formally introduced Governor Tim Walz (MN) as her running mate, joining her on the top of the Democratic Party ticket for this November’s presidential election. The announcement comes after Harris reportedly narrowed down the field of potential candidates to a group of three. 

Walz, a former teacher from a family of teachers, signed the Free School Meals for Kids bill into law which provides Minnesota public K-12 learners to have access to school-provided breakfast and lunch. During his tenure as Governor, Minnesota also approved a last-dollar financial aid assistance program for students in households making less than $80,000 to cover tuition costs at state institutions. During his time in Congress Walz primarily focused on issues related to agriculture and veterans affairs and co-sponsored a number of pieces of legislation in support of wider education and workforce development efforts. 

U.S. Department of Education Announces Release Schedule For 2025-26 FAFSA Form

After garnering feedback from stakeholders from students, families, and higher education professionals, ED announced this week a new schedule and process for the 2025-26 FAFSA Form launch. This form will be accessible, on a limited basis for testing, on October 1 with a full public release slated to be accessible to all students on or before December 1, 2024. 

Feedback has contributed to the department’s development of a new roadmap that is intended to support users with a more streamlined process and accompanying tools to help them complete the form before the following financial aid school year. More information will be shared in the coming weeks. 

Performance Partnership Pilots for Disconnected Youth Application Announced

This week, ED published a preliminary glimpse at the application process for the selection of Performance Partnership Pilots for disconnected youth (P3). The notice, set to be published early next week, establishes timelines for applications according to the upcoming publish date on the Federal Register. Congress has authorized the pilot since 2014 to allow ED and other agencies to waive certain requirements to access funding streams, like Perkins V and other federal legislation, to better support disconnected youth populations. Recipients of the funds can blend them with other federal resources to better coordinate services for this population of young people, estimated to be around 4.7 million people who are neither working nor in school across the country. Applications for these funding flexibilities will be due within the next two months following the formal publication of this announcement. 

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

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Empowering Futures: Delaware Learners Thrive in Career Technical Education Programs

August 6th, 2024

In the ever-evolving landscape of education, Career Technical Education (CTE) programs stand out as beacons of opportunity, providing learners with practical skills, real-world experiences, and a sense of belonging. Recently, Policy Associate Velie Sando had the privilege of speaking with three remarkable learners from Delaware who are blazing trails in their respective CTE programs. Their stories not only showcase the transformative power of CTE but also highlight the inclusive and supportive environments these programs can foster.

Finding Voice and Advocacy in Educators Rising

Leilani Carrera, a fourth-year learner and state president of the Educators Rising Career Technical Education Student Organization (CTSO), embodies the resilience and determination that CTE programs can instill. Despite facing homelessness twice during her high school career, Leilani found the courage to speak up about her challenges. “To belong, you kinda have to put yourself out there. You need to be at the table, and put a little bit of yourself on the table,” she reflects. 

Leilani’s experience underscores the importance of creating supportive environments in CTE programs. Her advisors and educators responded with empathy and practical support, arranging transportation, providing necessities, and ensuring she could participate fully in her program activities. “My advisors were super helpful with me. They made sure that I could get to school, they waited for me, they made sure that I had professional clothing so I could compete, and they arranged time slots for me after school so I could prepare,” she explains. This level of support not only helped Leilani overcome personal obstacles but also empowered her to become an advocate for other learners facing similar challenges.

Bridging Passions in Agriculture and Business

Jennae Overton’s journey through both the Natural Resources and Business CTE programs illustrates how CTE can cater to diverse interests and skills. Drawn to both National FFA (formerly known as Future Farmers of America) and Business Professionals of America (BPA) in middle school, Jennae found a way to pursue both passions in high school through her CTE programs. “Being able to translate learning into real-life situations is super helpful, which is why CTE is so important,” Jennae explains. Her experience highlights the hands-on nature of CTE programs, where classroom learning is immediately applied in practical settings. This approach not only enhances understanding but also makes learning more engaging and relevant.

Jennae’s story also touches on the importance of flexibility in CTE programs. While her CTE programs aligned with her interests and she learned from teachers who were experts in the field, Jennae shares that this is not an experience that all of her peers have. “It can be scary being in a pathway where everybody knows what they want to do and you don’t, so being able to rely on your teachers and for them to say ‘this doesn’t have to be for the rest of your life’ is really beneficial because that makes it feel more comfortable,” she shares. Jennae emphasizes the importance of clear communication about the flexibility of CTE programs, highlighting that learners need to understand how CTE can support various future career choices when deciding which program to pursue.

Breaking Barriers in Teacher Education

Helen Ramos, a first-generation Hispanic learner in the Redesign Teacher Academy and member of the Educators Rising CTSO, brings attention to the evolving landscape of representation in education. Her experience highlights the progress made in diversifying the teaching workforce while also pointing out areas for improvement. Helen notes that while her English proficiency sometimes led to assumptions about her understanding, she also became a valuable resource in helping English Language Learners (ELLs) in her program. “My friends would get papers that were translated and the teacher would tell us to help them and I would volunteer,” she shares. Helen’s journey underscores the need for CTE programs to be mindful of language barriers and cultural differences. 

Helen shared an insight about the name of her CTE program, “Teacher Academy,” highlighting that it may potentially limit participation to learners interested in pursuing teaching as a career when in fact the program equips learners with essential skills that are applicable to various professions beyond education. “People used to think that our program is just for future teachers but we would tell them that it’s also for people who want to build on learning to communicate”, she shares.  Helen raises an important point about marketing CTE programs and opportunities, emphasizing the need for clear communication about the broad applicability of skills learned in these programs.

The Unifying Power of CTE

While each learner’s story is unique, several common threads emerge that highlight the strengths of CTE programs:

  1. Supportive Environments: All three learners emphasized the crucial role of supportive teachers and advisors in their success.
  2. Hands-on Learning: The practical, applied nature of CTE programs was consistently cited as a major benefit, helping learners connect classroom concepts to real-world situations.
  3. Skill Development Beyond the Classroom: From public speaking to advocacy, learners gained valuable life skills that extend far beyond their chosen career paths.
  4. Inclusivity and Representation: While challenges remain, CTE programs are making strides in creating inclusive environments where learners from all backgrounds can thrive.

 

As these Delaware learners demonstrate, CTE programs are more than just career preparation – they are launchpads for personal growth, advocacy, and community building. By continuing to support and expand access to high-quality CTE programs, we can ensure that more learners have the opportunity to discover their passions, develop crucial skills, and build the confidence to succeed in any path they choose.

For more information about leveraging learner voice and designing a learner-centered CTE program, visit the following pages on the Advance CTE website:

Learn more about intensive technical assistance opportunities to get help developing learner-centered CTE programs by completing the Technical Assistance Interest and Request Form

Velie Sando, Policy Associate

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Senate Advances FY25 Funding Proposal | Legislative Update

August 2nd, 2024

This week, the Senate remained in session for a final work period ahead of Congress’ annual August recess and prioritized efforts on federal funding for the upcoming fiscal year. Elsewhere, the Senate has advanced new online safety proposals.

Congress Inches Towards August Recess Amid Appropriations Work

This week the Senate remained in session for a few days of final work ahead of its annual August recess period. Lawmakers in the House recessed early last week and both chambers are expected to return to Capitol Hill in early September. As shared previously, the House has passed nearly half of the annual federal fiscal year 2025 (FY25) appropriations measures that compose the federal budget. The Labor-HHS-ED funding bill, which provides federal resources for the Carl D. Perkins Career and Technical Education Act (Perkins V) and other critical education and workforce development programs, was recently advanced by the House Appropriations Committee along party lines, but it has not yet been considered by the full House. It remains unclear if the House will attempt to advance this measure along with several other pending funding bills in September when lawmakers return from recess. As a reminder, the next federal fiscal year is set to begin on October 1.

In the Senate, the Appropriations Committee formally considered its own FY25 Labor-HHS-ED proposal which proposes a $35 million increase for Perkins V’s state grant program. However, the measure also proposes an additional $10 million for the U.S. Department of Education’s “Career Connected High School” initiative– a newly created competitive grant program that Advance CTE and partners have continued to raise significant concerns about. More broadly, the Senate’s vision for FY25 funding for education and workforce development programs diverges considerably from the House’s and proposes to largely maintain and in some instances increase federal funding for many existing initiatives administered and overseen by the U.S. Departments of Education (ED) and Labor (DOL). 

As Congress continues this work, Advance CTE will be advocating for a robust investment in Perkins V’s state grant program along with other critical programs that increase access to CTE opportunities for learners of all ages. 

Senate Advances Children Online Safety Bills

Earlier this week the Senate formally considered the Kids Online Safety Act (KOSA) and the Children and Teens Online Privacy Protection Act (COPPA 2.0)—two pieces of legislation broadly aimed at providing stronger oversight and related protections for young people online. These bills were advanced by the full Senate on an overwhelming bipartisan basis (91-3). The proposals are intended to strengthen existing federal privacy requirements for youth while clarifying how and in what ways consent can be provided for related data collections. In addition, the legislation would create stronger requirements for social media companies to be more transparent and afford stronger protections for young people using these platforms. This includes limiting the ability of social media companies to target advertisements toward young people. Despite the broad bipartisan Senate support for both measures, it remains unclear at this time whether the House will consider the legislation when lawmakers return in September. 

Steve Voytek, Policy Advisor 

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Presidential Election Comes Into Focus, Congress Continues Work on Funding | Legislative Update

July 26th, 2024

Over the last two weeks, lawmakers have continued to work on federal funding legislation for the next fiscal year while the ongoing Presidential campaign comes into sharper focus. Elsewhere, Congress and federal agencies have been considering learner privacy legislation and efforts to increase learner internet connectivity. 

FY25 Appropriations Continue to Take Shape

This week both the House and the Senate remained in session. In the House, Republican leadership attempted to advance several federal fiscal year 2025 (FY25) appropriations measures through the full chamber. While lawmakers narrowly passed five of the annual dozen appropriations measures by late Thursday this week, these efforts have largely stalled due to inadequate support within the House Republican conference for the remaining funding bills. The Labor-HHS-ED appropriations bill—the funding measure that provides funding for the Carl D. Perkins Career and Technical Education (CTE) Act (Perkins V)—is among the measures with an uncertain future and although House leadership has indicated they will revisit this issue following the Congress’ upcoming August recess period.

As a reminder, the House FY25 Labor-HHS-ED funding measure proposes a $10 million increase for Perkins V’s state grant program and requests the U.S. Department of Education clarify its intent to regulate the federal investment in CTE later this year. However, the proposal also envisions significant funding reductions for many other workforce and education programs. Advance CTE and partners recently issued a statement regarding this proposal. The House has now adjourned a week early to begin the August recess period and lawmakers are expected to return to Capitol Hill in early September.

Meanwhile in the Senate, lawmakers have established topline spending caps for each of the dozen appropriations bills that compose the federal budget, including the FY25 Labor-HHS-ED funding measure. Importantly, this topline cap is higher than the House’s, indicating that the Senate is likely to take a different direction for workforce and education funding in the upcoming fiscal year. Next week, the Senate appropriations committee will formally consider and markup its FY25 proposal for Perkins V funding and other critical education and workforce development programs. 

As these efforts continue to take shape, Advance CTE will continue to advocate for robust investments in Perkins V’s state grant program.  

President Biden Ends Campaign and Endorses Vice President Harris

Over the past weekend, President Joe Biden formally announced that he was ending his Presidential campaign. Shortly after this announcement, he endorsed Vice President Kamala Harris. Throughout the week many leaders in the Democratic Party have followed suit and announced their support of her candidacy. Prior to becoming Vice President in the current administration, Harris served as the U.S. Senator from California where she advocated for public K-12 education, teacher pay, and increased access to and support for postsecondary education and job training. 

Former President Trump Names J.D. Vance as VP Candidate

Last week Congressional Republicans headed to Milwaukee, Wisconsin for the party’s national convention. During the event, former President Donald Trump announced that he selected Ohio Senator J.D. Vance (R-OH) as his running mate. Vance was first elected to the Senate in 2022 and rose to prominence with the publication of a book entitled Hillbilly Elegy. During his time in the Senate, Vance has a limited record on education issues but has co-sponsored several pieces of legislation prohibiting diversity, equity, and inclusion (DEI) policies in schools as well as proposing to allow bipartisan Safer Communities Act funding to be used for hunting, archery, and gun shooting programs. He has also supported bans on cell phone use in classrooms. 

FCC To Allow Hotspots for E-Rate

Last week the Federal Communications Commission (FCC) voted in favor of a new order authorizing the use of E-Rate program funding for Wi-Fi hot spots and wireless internet access services. The 3-2 vote largely broke along party lines, with two Republican Commissioners arguing that the order goes beyond the FCC’s existing statutory authority. The order is aligned with FCC Chair Rosenworcel’s “Learn Without Limits” initiative which broadly calls for more innovative uses of E-Rate resources to increase access to the internet while allocating additional funding for several pilot projects including Wi-Fi on buses.

Senate Considers Learner Privacy Legislation

This week, Senate Majority Leader Chuck Schumer (D-NY) announced that the Senate would take a procedural step to advance two pieces of federal data privacy legislation intended to protect children online. This includes the Kids Online Safety Act (KOSA) and the Children and Teens Online Protection Act (COPPA 2.0). Both measures appear to have bipartisan support and would strengthen protections for youth online. Yesterday, the Senate advanced these measures by a wide margin and is set to further consider them next week. 

ED To Enforce Title IX Rule Next Month

This week the U.S. Department of Education’s (ED) Office of Civil Rights (OCR) announced that it intends to enforce recently updated Title IX regulations set to go into effect August 1 of this year. As a reminder, the regulations would establish a more uniform grievance process for schools and institutions adjudicating allegations of discrimination or misconduct. The rule also codifies new protections for LGBTQ+ learners, staff, and others against discrimination, including discrimination based on one’s gender identity. However, 26 State Attorney Generals have sued to block the rule and lawmakers in the House recently voted in favor of repealing the new regulation. These efforts have led to several court injunctions, blocking the rule from going into effect in many of these same states. In anticipation of beginning to enforce the new regulation where it is currently permitted to do so, OCR has published several new resources to support states and schools to comply with these new requirements. 

Read more on the amendments

DOL Announces New Round of Community College Training Grants 

This month, the U.S. Department of Labor announced the availability of new funding through a fifth round of Strengthening Community College Training Grants (SCCTG)– a program authorized by the Workforce Innovation and Opportunity Act (WIOA) that provides resources for community colleges to develop and provide robust training opportunities for learners. Applications for this funding are due September 24, 2024. Advance CTE is strongly supportive of the SCCTG program and is currently advocating for its codification in WIOA as discussions continue regarding reauthorization of this legislation. 

Read more about the round of grants

Steve Voytek, Policy Advisor 

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FY25 Funding Continues to Take Shape

July 12th, 2024

Lawmakers in both chambers returned to Capitol Hill this week following an extended July 4th recess period. In the House, the Appropriations Committee advanced a new funding measure proposing a funding increase for Career Technical Education (CTE) while proposing significant cuts to many other education and workforce development programs. 

House Appropriations Committee Advances FY25 Funding Proposal

The House Appropriations Committee moved forward this week with formal consideration of its federal fiscal year 2025 (FY25) Labor-HHS-ED appropriations bill. The legislation proposes a $10 million increase for the Carl D. Perkins Career and Technical Education Act (Perkins V). A related committee report also highlights the existing limitations Perkins V places on federal regulations and requests that the U.S. Department of Education (ED) explain why new regulations for Perkins V are needed at this time and the scope of these forthcoming new rules. In recent weeks, ED has indicated that these rules would now be issued in November of this year rather than in August. Advance CTE remains significantly concerned regarding this issue given the significant disruptions new Perkins V implementation rules would cause at this time. 

Despite these positive aspects of the House’s FY25 funding proposal, the legislation also envisions significant funding reductions for a wide range of education and workforce development programs. Advance CTE and the Association for Career and Technical Education (ACTE) issued a statement earlier this week in response to the proposal outlining concerns with these other elements of the legislation. Meanwhile, FY25 funding efforts in the Senate are beginning to get underway and are expected to take a different direction than the House’s vision for FY25 funding for education and workforce development. As these efforts continue to take shape, Advance CTE will continue to advocate for a strengthened investment in CTE via Perkins V’s state grant program. 

Lawmakers Request Teacher Shortage Information from ED

This week, a group of Democratic House lawmakers led by Rep. Krishnamoorthi (D-IL) sent a letter to the U.S. Department of Education requesting information about ongoing efforts to collect more robust data on teacher shortages in critical areas such as CTE. The letter led by Krishnamoorthi argues that “With better, more robust data, we can begin to help address root causes and underlying issues that are causing shortages in these critical areas of the educational continuum.” 

Read the full letter

House Hosts Education Showcase

Just before the July 4th recess period, the House Education and the Workforce Committee held an “Artificial Intelligence (AI) in Education” event to highlight how this emerging technology can improve learning and education more generally. The showcase featured exhibits from a number of companies with AI solutions, including Microsoft, IBM, Google, and others. “This showcase will give participants the opportunity to highlight the first-hand uses and benefits of incorporating AI into education to prepare the next generation for success in the 21st century economy,” Chair Foxx said ahead of the event. House CTE Caucus Co-chair Suzanne Bonamici (D-OR) also provided remarks at the event highlighting the potential for AI to spur further innovation in CTE. 

Chair Foxx Issues ED Regulatory Oversight Letter 

This week, House Education and Workforce Committee Chair Virginia Foxx (R-NC), along with House Committee On Oversight and Accountability Chair James Comer (R-KY) issued a letter to several federal agencies, including the U.S. Department of Education, requesting information regarding the plans to enforce existing regulations and promulgate new rules in the future. The letter comes following a landmark Supreme Court ruling which is widely expected to significantly limit the ability for federal agencies to issue new federal regulations.

GAO Publishes New Report on K-12 Student Arrest Rates

This week the Government Accountability Office (GAO) issued a new report that examined data from the U.S. Department of Education’s Office of Civil Rights (OCR) regarding K-12 student arrest and police referral rates. These data were examined based on learners’ race, ethnicity, gender, and disability status. It found that Native Hawaiian/Pacific Islander, Black, and American Indian/Alaska Native learners were arrested at rates 2-3 times higher than their White counterparts. These disparities grew larger when factoring in disability status. The report recommends that these data be further disaggregated to support a better understanding of the intersection of K-12 schools and police interactions. 

Read the full report

OET Publishes AI Guidance

Earlier this week, the U.S. Department of Education’s Office of Education Technology (OET) published long anticipated guidance for education technology companies for developing AI solutions for educational purposes. The guide comes in response to President Biden’s October 30, 2023 Executive Order on the Safe, Secure, and Trustworthy Development and Use of Artificial Intelligence, which Advance CTE shared last fall. The guidance provides recommendations for the thoughtful and safe use of AI for effectively designing and implementing AI tools in education, including the potential use of AI to support learners navigating education and career pathways. 

Steve Voytek, Policy Advisor 

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Posted in Public Policy | Comments Off on FY25 Funding Continues to Take Shape

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