Career and technical education (CTE) is having a policy moment. Governors across the political spectrum have highlighted their state’s efforts to improve CTE programs and workforce pathways, and state legislatures take action. At the federal level, Workforce Pell takes effect July 1, extending Pell Grant eligibility to short-term credential and CTE programs. The direction of travel is consistent—and, by most accounts, welcome.

But a new wage analysis from Matt Barnum at Chalkbeat offers important context. Federal salary data shows that the highest-earning non-college pathways are narrower than prominent examples suggest (that is, relatively few workers in these fields are making the $100,000+ salaries commonly featured in stories about non-college pathways), and may skew heavily toward male-dominated fields.

This doesn’t undercut the case for CTE—if states can meaningfully expand access to the pathways that do reliably lead to economic mobility, stackable credentialing, and/or lower-cost training opportunities. But it does mean that the policy conversation must evolve to ensure that students have the information and guidance they need to plan for life after high school, especially when we can’t predict what the future of work looks like.

The Access Problem Is Getting Attention

States have been active this session in support of CTE access:

  • Ohio has seen a 10% increase in CTE participation over the past four years, adding more than 13,000 students. Ohio Department of Education and Workforce (OHDEW) acknowledges that demand continues to outpace availability, with some programs maintaining waitlists—illustrating that growth in participation does not automatically mean growth in access. Gov. Mike DeWine has responded with a $7.1 million Career Pathway Support Networks investment and an additional $3.2 million in grants to expand manufacturing-related CTE programs. Additionally, the state legislature has also advanced S.B. 328, which would require 60 hours of career exploration instruction in grades 6-8 and career coaching beginning in the 2027-28 school year.
  • Vermont S.B. 313 (effective July 1) creates universal CTE access for every high school student. The law prohibits waitlists, requires flexible delivery models including hybrid and school-based options, directs programs to align with Vermont labor market data, and specifies that no student may be prevented from accessing CTE. 
  • California A.B. 805 would establish a Career Apprenticeship Bridge Program to coordinate apprenticeships for young people ages 16-24, create a streamlined youth apprenticeship data system, and build connections across K-12, adult education, and registered apprenticeship programs. 
  • Michigan lawmakers introduced H.B. 6108, which would allow students to substitute a CTE program for a foreign language graduation requirement. The bill  is now in committee. 
  • Pennsylvania Gov. Josh Shapiro has proposed a $200 million annual investment in CTE and apprenticeships in his 2026-27 budget—a 50% increase compared to when he took office, according to his administration. 
  • Texas Gov. Greg Abbott recently issued agency directives to expand apprenticeship opportunities and build unified career planning resources for Texans facing barriers to employment. 

Navigating Student Options

National CTE enrollment has grown roughly 10% in recent years, from 7.8 million to 8.6 million students between the 2022-23 and 2023-24 school years. For school counselors, keeping up with this shift in demand has proven challenging. Nationally, the average counselor case load is 372 students, compared to the American School Counselor Association’s recommended ratio of 250 to 1. Nearly half of CTE educators say their school counselors spend less time on CTE advising than on college preparation.

The result is a gap between the availability of programs and counseling. Students are increasingly being asked to make consequential choices about programs, credentials, and career trajectories with limited access to wage data, labor market information, or adult guidance.

Two recently enacted bills from Louisiana offer a state-level example of how to support more students on their career paths.

  1. Louisiana S.B. 376 (Act 100) authorized paid, credit-bearing career practicums on public high school campuses that integrate financial literacy and workforce readiness alongside technical training.
  2. Louisiana S.B. 482 (Act 413), effective August 1, embeds career coaches directly into the Individual Graduation Plan process, authorizing coaches to work alongside school counselors to assist 8th and 10th graders in developing academic and career plans.

Investing in Programs is Not Enough

The research base is consistent: High-quality CTE programs offer a clear throughline to postsecondary pathways or good jobs, strong employer relationships, and rigorous integration of academic and technical skills. High-quality programs are most likely to be associated with the measurable gains in earnings and employment outcomes that governors want to see. 

But without sufficient counseling, students may enroll in pathways that do not align with their goals, strengths, or the wage realities of their local labor market.

The states that invest in both student access and navigation are better positioned to make good on the promise that CTE, done well, opens the door to economic opportunity. 

This article is sourced from Whiteboard Notes, our weekly newsletter of the latest education policy and industry news read by thousands of education leaders, investors, grantmakers, and entrepreneurs. Subscribe here.