This week lawmakers continued to negotiate a pathway forward regarding the nation’s borrowing authority, while the House examined federal investments in workforce development and the Senate hosted U.S. Secretary of Education Miguel Cardona to testify on the Biden Administration’s federal fiscal year 2024 (FY24) budget request. Elsewhere, the U.S. Department of Education (ED) announced this year’s Presidential Scholars and circulated new guidance encouraging postsecondary institutions to assist in wider K-12 learning recovery efforts.
Debt Ceiling Impasse Continues
Earlier this week, top Congressional leaders from both parties in the House and Senate met at the White House with President Biden to determine a pathway forward for increasing the nation’s statutory borrowing authority (known informally as the debt ceiling or debt limit). Recent estimates from the U.S. Treasury Department have indicated that the federal government will exhaust its current options by June 1 of this year. Failure to raise the debt ceiling would result in a national default on the nation’s existing debt obligations and would have devastating economic consequences.
Since the beginning of the year, House Republicans have demanded a litany of policy and spending concessions from Democrats and the Biden Administration in exchange for raising the debt limit. These concessions include significant and dramatic cuts to domestic discretionary program funding, including Career Technical Education (CTE) programs funded by the Carl D. Perkins Career and Technical Education Act (as amended by the Strengthening Career Technical Education for the 21st Century Act; Perkins V). Democrats in Congress and President Biden have maintained that the debt limit should be extended without preconditions to avoid a default and negotiate separately on these other issues unrelated to the nation’s borrowing authority.
Unfortunately, the meeting that took place on Tuesday failed to provide a clear path forward beyond this current impasse. With the debt limit deadline fast approaching, lawmakers have directed their staff to begin behind-the-scenes negotiations on a potential compromise and are expected to reconvene sometime in the near future. This situation remains fluid and Advance CTE will continue to closely monitor developments related to this situation and the potential impacts it may have on the CTE community.
House Holds WIOA Hearing
On Thursday, May 11, the House Education and Workforce Committee’s Higher Education and Workforce Subcommittee held a hearing titled “Examining America’s Workforce Challenges: Looking for Ways to Improve Skills Development.” The hearing featured testimony from an array of witnesses ranging from employers to workforce development leaders and other stakeholders who provided perspectives and recommendations regarding ways to update and improve the Workforce Innovation and Opportunity Act (WIOA). The hearing is a likely precursor to further House Education and Workforce Committee consideration of this legislation and focused particular attention on aspects of current law that could be changed to improve training services and related activities supported by WIOA. In addition, the hearing also highlighted the importance of resourcing state workforce development and CTE systems to improve results and related outcomes for workers and learners. An archived webcast of the hearing, including witness testimony and opening statements, can be accessed here.
Secretary Cardona Testifies on FY24 Budget in the Senate
Also on Thursday, May 11, the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies (Labor-HHS-ED) hosted U.S. Secretary of Education, Miguel Cardona, to testify on the Biden Administration’s FY24 budget request for his agency. During the hearing Labor-HHS-ED Subcommittee Chair, Tammy Baldwin (D-WI), questioned Secretary Cardona at length regarding CTE and the ways in which states, local education agencies and postsecondary institutions are using basic state grant funding from Perkins V to support high-quality CTE programs. During this line of questioning, Chair Baldwin noted that CTE learners graduate high school at higher rates than their non-CTE peers and also emphasized that they are more likely to go on to pursue further education and training.
Notably, Secretary Cardona highlighted a number of CTE programs that he had recently visited that currently make use of existing Perkins V formula resources and noted how closely current Perkins V grant recipients, including employer partners, are collaborating to provide opportunities for learners. As shared previously, however, the Biden Administration is currently requesting $200 million in funding for the creation of a new competitive grant program– a proposal Advance CTE and others have shared significant concerns over. An archived webcast of the hearing, including Secretary Cardona’s testimony can be found here.
Presidential Scholars Announced
This week the U.S. Department of Education (ED) and the White House Commission on Presidential Scholars announced the 59th cohort of U.S. Presidential Scholars—an initiative that annually recognizes 161 high school seniors for academic, career and technical and artistic achievements. The selection process takes into consideration a number of criteria including transcripts and test scores. Each year, this program features 20 CTE scholars for their outstanding achievements and recognizes related accomplishments. A full list of scholars can be found here.
ED Encourages Federal Work Study to Help With Learning Recovery
On Wednesday, May 10, the U.S. Department of Education issued a Dear Colleague letter to postsecondary and school district leaders regarding the federal work study program and wider efforts to support K-12 student populations recover from lost instructional time during the pandemic. The primary purpose of the letter was to encourage postsecondary institutions to use Federal Work Study funding—provided to institutions as part of the Higher Education Act— to support opportunities for enrolled students to serve as tutors, mentors and other supportive roles. Additionally, the letter encouraged the use of the funds to assist in the implementation of afterschool and out-of-school time programs aimed at helping students recover lost learning and instructional time due to the pandemic. The letter also highlighted other funding sources that can be used in support of similar efforts.
Steve Voytek, Policy Advisor
