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.
S 2727 authorizes grants for eligible educational institutions to develop agriculture workforce training programs. These programs must combine classroom learning with industry experience like internships and apprenticeships, involving partnerships with agriculture companies, industry associations, or nonprofit employment groups. Eligible institutions include land-grant colleges, Hispanic-serving agricultural schools, community colleges with agriculture programs, and career technical schools. Grant funds must cover at least 5% for student recruitment and faculty training to improve worker skills and retention in the agriculture sector.
HR 4945, the GO Ag Act, creates a $5 million grant program to fund new agricultural education programs in secondary schools. It provides competitive grants (max $100,000 per school) for schools to develop new programs focused on agriculture, including curriculum, equipment, and work-based learning. To qualify, schools must show programs are new, align with regional employer needs, and include sustainable funding beyond the grant. Grantees must track student progress (including special populations) and submit annual reports on program effectiveness through 2028.
The RAISE Act of 2025 amends the Elementary and Secondary Education Act of 1965 to require states to establish academic standards for artificial intelligence and emerging technologies in K-12 education. It directly affects public K-12 schools and state education agencies by mandating the inclusion of AI-related learning standards within state curriculum frameworks. The key provision inserts the requirement for these standards into existing law, specifically modifying Section 1111(b)(1)(C) to include "standards for artificial intelligence and other emerging technologies." This policy change focuses on integrating AI education into foundational curriculum requirements without specifying funding or implementation details.
This bill amends the Elementary and Secondary Education Act to integrate accounting education into school programs. It requires states to include "accounting education, including career awareness" as part of a well-rounded K-12 educational experience and creates new funding opportunities for programs teaching accounting. The law specifically aims to increase access to high-quality accounting courses for students from groups historically underrepresented in accounting careers. These changes directly affect K-12 students and school districts receiving federal education funding under Title IV.
The LIFT AI Act (HR 5584) provides federal funding through competitive grants to develop AI literacy programs for K-12 education. It directly affects elementary and secondary schools, teachers, and students by supporting the creation of AI-focused curricula, teacher training on responsible AI use, and hands-on learning tools. Key provisions include funding for project-based learning materials, professional development for educators, and evaluation methods to assess student AI proficiency. The bill aims to integrate practical AI skills into classrooms while ensuring content adapts to evolving technology. It does not fund direct student programs but enables schools to build foundational AI education through grant-supported resources.
The Invest in Rural Teachers Act creates a federal program to provide $5,000 annually for three years to teachers who agree to work in rural schools. Funded with $500 million per year from 2027 through 2030, it allows states to award grants to school districts and educational agencies to pay these bonuses for both new hires (signing bonuses) and teachers who stay for three years (retention bonuses). The program requires states to prioritize hiring teachers who grew up in the local rural communities they serve and to partner with colleges to recruit teachers for rural schools. This directly affects rural school districts and teachers by offering financial incentives to attract and retain educators in underserved areas.
This bill establishes two grant programs to support construction and manufacturing apprenticeship colleges. It provides up to $500,000 per college for community outreach (e.g., connecting with high schools, rural businesses, and workforce boards) and student support services (e.g., academic advising, mental health resources, childcare). The grants target increasing enrollment and completion rates for underrepresented groups, including rural students, first-generation college students, and minorities. Funding of $5 million annually (2026-2030) requires colleges to report on program outcomes like retention rates and diversity metrics. The law directly affects apprenticeship colleges offering work-based training in construction and manufacturing fields.
This resolution (HRES 1063) is a symbolic measure designating February 2026 as "Career and Technical Education Month" to recognize the importance of career and technical education (CTE) programs. It does not create new policies or funding but formally supports CTE's role in preparing students for high-demand jobs by encouraging educators and parents to promote CTE as a valid educational pathway. The resolution references CTE's alignment with workforce needs and cites bipartisan support from past legislation like the 2018 Strengthening Career and Technical Education Act. It affects no specific individuals or programs, serving only as a non-binding statement of support.
The Local School Foods Expansion Act of 2025 expands a federal program to help schools purchase domestically grown, unprocessed fruits and vegetables directly from farmers. It increases the number of participating states from 8 to 14 and requires states to demonstrate support for small/local farmers, Tribal producers, and socially disadvantaged communities. The bill allocates $25 million annually (2026-2030) for the program, including $10 million yearly for administrative costs and technical assistance to help schools and farmers participate. States must also report on program challenges and outcomes, with the USDA required to evaluate impacts like cost, agricultural benefits, and barriers to participation within four years.
