The Skills Investment Act of 2025 renames "Coverdell education savings accounts" to "Coverdell lifelong learning accounts" and expands their use to cover career training and skill development expenses for people aged 16 and older. It allows account funds to be used for training services, career education programs, youth workforce activities, and adult literacy courses, rather than just traditional education. The bill increases the account limit to $10,000 after age 30 (from $2,000), extends the contribution age limit to 70 (from 18), and creates a new 25% tax credit for employers who contribute to these accounts. It also allows beneficiaries aged 18 and older to deduct contributions to these accounts on their tax returns. These changes take effect in 2026, with some provisions applying to contributions made after December 2025.
HRES 474 is a symbolic House resolution expressing support for doubling federal funding for career and technical education programs. It specifically urges Congress to authorize $13 billion over 10 years for programs under the Carl D. Perkins Act (currently funded at $1.44 billion annually), aiming to address workforce training needs in the post-pandemic economy. The resolution highlights the need to help workers gain skills for higher wages and job security as the economy evolves. It does not change funding levels but formally requests increased investment in these programs. This resolution directly affects career and technical education programs in schools and community colleges nationwide, which serve students seeking vocational training.
HR 4539, the Texture Positive Act of 2025, provides federal grants to states to fund subgrants for eligible entities (like minority- or women-owned businesses with 5+ years of experience) to integrate textured hair care training into cosmetology school curricula. The bill requires these entities to teach students specific techniques for shampooing, deep conditioning, braiding, twisting, and styling naturally coiled, curly, or wavy hair. It directly affects cosmetology schools, their students, and approved training providers by mandating this specialized education as part of their curriculum. The law includes reporting requirements to track how funds are used and the number of students and instructors trained.
The FEED Act of 2025 amends the Food and Nutrition Act to exclude certain income earned by students under 21 participating in career and technical education (CTE) programs from household income calculations for food assistance programs like SNAP. It specifically exempts income from apprenticeships, internships, or work-based learning programs directly tied to their CTE enrollment, provided the student lives with a parent or under parental control. Households must verify the student’s enrollment in a qualifying CTE program and their age/relationship through documentation. This change directly affects low-income students in CTE programs who earn work-based income, making it easier for them to qualify for food assistance without losing benefits due to that income.
HR 3273, the Child Care Workforce Development Act, provides financial support to early childhood educators and students. It establishes a loan repayment program where educators serving 5 years with qualified childcare providers (like centers receiving Child Care Block Grant funds) can have up to $6,000 annually of their student loans repaid. Additionally, it creates grants of up to $4,000 per academic year for students enrolled in early childhood education programs, requiring them to work in licensed childcare settings for at least one year after graduation (with renewal options). The bill authorizes $25 million annually for loan repayment (2026-2031) and $10 million annually for grants (2026-2030), targeting workforce development in childcare.
HR 3250 creates a federal grant program to support the development and adoption of evidence-based innovative learning models in K-12 schools. The bill directly affects the Department of Education's Institute for Education Sciences, state education agencies, and local school districts, which would receive funding to develop, research, and implement these models. Key mechanisms include competitive grants for early development, mid-phase evaluation, and expansion of promising models; requirements that models be evidence-based and developed with school community input; and annual reporting requirements for grantees. The bill prohibits federal mandates on specific learning models while requiring that grant funds supplement rather than replace existing funding. The program is authorized for funding from 2026-2035 (Title I) and 2027-2036 (Title II).
The CONSTRUCTS Act of 2025 establishes a federal grant program to fund training programs for residential construction careers at rural community colleges and similar institutions. It prioritizes serving rural communities and underserved populations - including low-income individuals, veterans, and groups with historically low construction industry employment - through competitive grants. Grantees must create or expand training in specific trades (like carpentry, plumbing, and electrical work), form partnerships with construction businesses to ensure fair wages, and offer flexible scheduling and job placement support. The program authorizes $20 million annually from 2025 to 2029 to increase skilled construction workers and support affordable housing development.
This bill amends the Elementary and Secondary Education Act to explicitly include accounting education as part of a well-rounded K-12 curriculum. It requires schools to develop and strengthen programs teaching accounting, including increasing access to high-quality accounting courses for students from groups historically underrepresented in accounting careers. The key provision inserts specific language into existing law, directing schools to promote accounting career awareness and expand course availability through grade 12. This directly affects K-12 students, particularly those from underrepresented backgrounds, by making accounting education a recognized component of career-focused learning.
The Mental Health Career Promotion Act (S 3783) creates a federal grant program to help schools and community colleges connect students with mental health career opportunities. It provides $50 million annually (2026-2030) for partnerships between schools, community colleges, and mental health providers to offer students career exposure through presentations, internships, mentorships, and shadowing. The program targets high school students (grades 9-12) and community college students, requiring activities to be culturally and linguistically appropriate. Grants must support concrete career pathways in mental health fields, including roles like counselors, social workers, and peer specialists, with annual reporting on program effectiveness.
The Opportunities for Success Act of 2025 amends the Higher Education Act to increase funding for work-based learning programs, authorizing $1.5 billion in 2027 and rising to $2.5 billion annually by 2031. The bill requires institutions to allocate at least 7% of work-study funds to compensate students in work-based learning positions and at least 3% to students with "exceptional need" during periods of nonenrollment. It defines "work-based learning" to include internships, fellowships, and apprenticeships, and establishes new metrics for determining which institutions qualify as "improved institutions" for funding allocation. The legislation also mandates new surveys to evaluate program effectiveness and requires institutions to prioritize students with Federal Pell Grants and exceptional need.
