[Federal Register Volume 91, Number 70 (Monday, April 13, 2026)]
[Rules and Regulations]
[Pages 18780-18786]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2026-07084]
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DEPARTMENT OF EDUCATION
34 CFR Part 75
[Docket ID ED-2025-OS-0679]
Final Priority and Definitions--Secretary's Supplemental Priority
and Definitions on Career Pathways and Workforce Readiness
AGENCY: U.S. Department of Education.
ACTION: Final priority and definitions.
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SUMMARY: The Department of Education (Department) announces a final
priority and definitions for use in currently authorized discretionary
grant programs or programs that may be authorized in the future. The
Secretary may choose to use the entire priority for a grant program or
a particular competition or use one or more of the priority's component
parts. This priority and definitions augment the initial set of three
Secretary's Supplemental Priorities on Evidence-Based Literacy,
Educational Choice, and Returning Education to the States published as
final priorities on September 9, 2025; the additional Secretary's
Supplemental Priorities on Meaningful Learning Opportunities, published
as a final priority on February 12, 2026, and Advancing Artificial
Intelligence in Education, published as a final priority elsewhere in
this issue of the Federal Register; and the additional proposed
Secretary's Supplemental Priority on Promoting Patriotic Education
published as a proposed priority on September 17, 2025.
DATES: The final priority and definitions are effective May 13, 2026.
FOR FURTHER INFORMATION CONTACT: Zachary Rogers, U.S. Department of
Education, 400 Maryland Avenue SW, Room 7W213, Washington, DC 20202-
6450. Telephone: (202) 260-1144. Email: [email protected].
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Purpose of this Regulatory Action: On September 25, 2025, the
Department published a notice of a proposed supplemental priority and
definitions (NPP) in the Federal Register (90 FR 46111). This final
priority and definitions may be used across the Department's
discretionary grant programs.
Summary of the Major Provisions of This Regulatory Action: Through
this regulatory action, we establish one supplemental priority and
associated definitions. Each major provision is discussed in the Public
Comment section of this document.
The NPP contained background information and our reasons for
proposing the priority and definitions. The Department describes the
differences between the proposed priority and definitions and those
established as final in this notice of final priority and definitions
(NFP), as discussed in the Analysis of Comments and Changes section in
this document.
Program Authority: 20 U.S.C. 1221e-3, 3474.
Public Comment: In response to our invitation in the NPP, the
Department received comments from 176 commenters on the proposed
priority and definitions.
Generally, we do not address technical and other minor changes or
suggested changes that the law does not authorize us to make under
applicable statutory authority. In addition, we do not address general
comments regarding concerns not directly related to the proposed
priority or definitions.
Analysis of Comments and Changes: An analysis of the comments and
of any changes in the priority and definitions since publication of the
NPP follows.
General Comments
Comments: Many commenters expressed general support for the
proposed priority on Career Pathways
[[Page 18781]]
and Workforce Readiness. Commenters indicated that the priority
addresses timely workforce challenges and reflects the need for
stronger alignment between education and employment systems. Several
commenters stated that the priority appropriately emphasizes
preparation for careers in a changing economy and supports learners in
developing skills relevant to current labor market needs. Some
commenters noted that the priority aligns with existing best practices
in education, workforce development, and career-connected learning,
while others expressed appreciation for the Department's focus on
employable skills, career exploration, and pathways to high wages.
Several commenters also indicated that the priority complements
ongoing federal, state, and local workforce initiatives and could
strengthen coordination across education and workforce systems. These
commenters supported the Department's approach and encouraged its
implementation.
Analysis: We appreciate the commenters' general support for the
Career Pathways and Workforce Readiness priority. The comments reflect
broad agreement that the priority addresses critical workforce needs
and aligns with current practices in the field. Commenters' support
affirms the importance of connecting education to labor market needs
and preparing individuals to succeed in an evolving economy. The
Department recognizes that the priority's emphasis on career connected
learning and workforce readiness is responsive to stakeholder input and
consistent with the goals of strengthening economic opportunity and
workforce participation. We appreciate the input and general support
from these commenters.
Changes: None.
Comments: Many commenters urged the Department to explicitly name
adult learners in the Career Pathways and Workforce Readiness priority.
Commenters emphasized that workforce challenges extend beyond the K-12
system and that working-age adults represent a critical segment of the
current and near-term labor force. Several commenters noted that
limiting eligibility or emphasis to K-12 students would exclude
millions of adults who are motivated to work but lack foundational
skills or credentials. A few commenters described the broader economic
and social impacts of adult education, including increased earnings,
reduced reliance on public assistance, improved family stability, and
intergenerational benefits. Several commenters shared examples of adult
learners earning credentials, securing employment, and supporting their
families more effectively because of adult education programs.
Analysis: We appreciate commenters' strong and consistent support
for the inclusion of adult learners. The comments demonstrate broad
agreement that workforce readiness initiatives should address the needs
of working age adults. Commenters provided evidence through anecdotes
focused on students with whom they had worked to indicate that adult
education programs function as essential onramps to employment,
postsecondary education, and training. The Department recognizes that
including adult learners aligns with the stated purpose of preparing
individuals to thrive in a dynamic and evolving economy.
Changes: We are revising the priority to add adult learners in part
4 to ensure that adult learners can benefit from the opportunities
included within this priority, and the definition of talent
marketplace, subpart (c) refers to students as learners to include both
youth and adults.
Comments: Many commenters emphasized that literacy, numeracy,
digital skills, problem-solving, and critical thinking are foundational
to workforce readiness. Commenters were concerned about and cautioned
against defining program success solely by short-term employment
outcomes, noting that such an approach risks placing learners into low-
wage jobs without long-term mobility. Several commenters stressed that
educational skill gains should remain a required and measurable outcome
within career pathway initiatives.
Analysis: We appreciate commenters' emphasis on foundational skills
as the basis for sustained employment and career advancement. The
comments reflect a shared understanding that workforce readiness
depends on more than technical training alone and that strong
educational foundations enable individuals to adapt to the evolving
workforce. The Department acknowledges that maintaining a focus on
educational skill development supports long-term economic mobility and
aligns with the goals of career pathway models. We believe that while
this is deeply relevant to this content, the priority captures the
intent of these comments and additional language based on the
recommendation is not needed.
Changes: None.
Comments: Numerous commenters highlighted apprenticeships, pre-
apprenticeships, and other work-based learning models as effective
mechanisms for connecting education to employment. Commenters shared
that these experiences allow learners to apply academic skills in real
world settings while developing skills that make learners more
employable. Those commenters emphasized that those work-based learning
opportunities should be paid and offered with flexible scheduling to
accommodate adult learners balancing work, family, and educational
responsibilities. The commenters also encouraged clearer alignment
between pre-apprenticeships and registered apprenticeships. One
commenter recommended a focus on apprenticeships for teachers to
support State and local workforce systems. The commenter highlighted
various teacher shortage areas, like special education, and saw
apprenticeships as a tool to prepare teachers, especially instructional
assistants, career changes, and other individuals.
Analysis: We appreciate commenters' support for work-based learning
as a component of effective career pathways. The comments highlight the
importance of designing these opportunities in ways that are supportive
of all learners, including those with financial and scheduling
constraints. The Department agrees with the importance of creating paid
work based learning opportunities and recognizes that intentional
alignment between education, training, and employment can strengthen
workforce readiness and improve learner outcomes; including via paid
opportunities for learners. The Department also acknowledges the
effectiveness of teacher apprenticeship programs as a mechanism for
preparing educators and addressing a workforce shortage area.
Changes: In order to address these comments around the importance
of paid opportunities for learners, specifically educator
apprenticeships, we have added a new subpart (e) to the priority to
provide intentional focus on the inclusion of paid apprenticeships for
educators.
Comments: Many commenters cited persistent workforce shortages
across multiple industries and reported that employers struggle to find
workers with appropriate skills, citing skills gaps as the reason for
the workforce shortages, rather than a lack of interested potential
workers. Several commenters described the desire for education programs
that collaborate directly with employers to align instruction with
labor market needs.
Analysis: We appreciate commenters' insights regarding labor market
conditions and employer demand. The comments illustrate a clear
connection
[[Page 18782]]
between workforce shortages and gaps in education and training. The
Department acknowledges that career pathways and workforce readiness
initiatives should be informed by labor market data and employer
engagement while ensuring that learners gain transferable skills that
support long-term adaptability. We believe these elements are already
permitted within the language of the priority and decline to make
changes.
Changes: None.
Comments: Some commenters raised concerns related to access,
particularly concerning adult learners who are low income, or who have
limited English proficiency, prior educational disruption, or lack of
digital access. Commenters stressed the importance of providing access
to devices, broadband, and digital literacy instruction to said adult
learners to decrease any access gaps. Several commenters cautioned that
without intentional design, career pathway initiatives could exclude
the learners most in need.
Analysis: We appreciate the commenters' focus on access. The
comments highlight the importance of designing education and workforce
programs that are accessible for all participants. The Department
recognizes that supportive program design and attention to digital
access are essential to ensuring that career pathways support all
learners and contribute to broader economic participation and, if
authorized by program statute, such design may be included in their
project submissions to grant competitions.
Changes: None.
Comments: A couple of commenters emphasized the importance of
flexibility and learner choice within career pathways. These commenters
cautioned against approaches that pressure learners into specific
pathways or discourage postsecondary education options. Commenters
advocated for pathways that allow individuals to pursue careers aligned
with their interests, strengths, and long-term goals.
Analysis: We appreciate commenters' emphasis on learner-centered
approaches. The comments highlight the importance of offering flexible
pathways for learners. The Department recognizes that flexible, choice-
driven pathways can better support learner engagement and long-term
success. We believe that the priority captures the intent of these
comments and that additional language based on the recommendation is
not needed.
Changes: None.
Comments: One commenter wrote with concern about the finality of
the priority and asked the Department not to finalize the priority
until it (1) completes a meaningful regulatory impact review under
Executive Orders 12866 and 14094; (2) conducts or properly certifies a
Regulatory Flexibility Act analysis; (3) identifies and seeks Paperwork
Reduction Act clearance for new information collection burdens the
proposal would create; and (4) clarifies our Unfunded Mandates Reform
Act determination. The commenter also requested information about
programs likely to use the supplemental priority and definitions in FY
2026-2028 as well as information on the estimated number of applicants
and awards per program.
Analysis: We appreciate the commenter's review of the proposed
priority and their attention to statutory requirements and direction of
certain Executive Orders. While each of the laws and Executive Order
are relevant to the work of Federal agencies, for this public comment,
they would not be evaluated against the substance of the priority. On
January 20, 2025, Executive Order 14094 was rescinded, and its
direction is not in effect. The Department continues to conduct
analysis pursuant to Executive Order 12866; see the regulatory impact
analysis section below. The Regulatory Impact Analysis section of the
Notice of Proposed Priority explains that this priority is not a
significant regulatory action under section 3(f) of Executive Order
12866 and that application submission and participation in competitive
grant programs that might use this proposed priority and definitions is
voluntary. Pursuant to the Unfunded Mandates Reform Act of 1995,
agencies must assess the effects of Federal regulatory actions and
whether the action imposes an enforceable duty upon State, local, or
Tribal governments, or imposes a duty upon the private sector. Based on
the analysis above, the Departments concluded there are no unfunded
Federal mandates, as defined in 2 U.S.C. 658(6). We believe, based on
the Department's administrative experience, that entities preparing an
application would not need to expend more resources than they otherwise
would have in the absence of this proposed priority. Therefore, any
potential costs to applicants would be de minimis. Paperwork Reduction
Act clearance requirements would be determined if this priority is used
in a grant competition, specifically in relation to the program's grant
application package. The Department does not believe changes are
necessary. For further information about programs that use the
supplemental priority and definitions in FY 2026-2028 as well as
information on the number of applicants and awards per program, we
would recommend setting up an alert in the Federal Register at https://www.federalregister.gov/agencies/education-department to receive
updates on all grant opportunities.
Change: None.
Priority Element Comments
Comments: A few commenters supported activities aligned to State
and local workforce priorities and emphasized the importance of
tailoring workforce development efforts to regional labor market needs.
Commenters noted that States are best positioned to identify priority
industries and occupations and encouraged the Department to preserve
flexibility for State and local implementation. Some commenters
recommended clearer guidance on how States should demonstrate alignment
with labor market data and workforce plans.
Analysis: We appreciate commenters' support for aligning workforce
development activities with State and local priorities. The comments
reflect broad agreement that locally informed approaches strengthen
workforce relevance and effectiveness. The Department recognizes the
importance of allowing States flexibility to respond to regional
economic conditions while aligning activities with workforce demand. We
agree with the commenters that States are best positioned to identify
priority industries and occupations and believe the priority as written
provides such flexibility.
Changes: None.
Comments: Several commenters supported cross-agency alignment among
State education, higher education, workforce, vocational
rehabilitation, and related agencies. Commenters emphasized that
coordination reduces duplication, improves service delivery, and
strengthens career pathways. Some commenters recommended explicit
encouragement of shared data systems and joint planning processes.
Analysis: We appreciate commenters' strong support for alignment
across State agencies that support workforce development. The comments
underscore the value of coordinated service delivery and shared
accountability. The Department recognizes that cross-agency
collaboration can improve outcomes for learners and jobseekers.
Some commenters recommended explicit encouragement of shared data
systems and joint planning processes.
[[Page 18783]]
The Department appreciates these suggestions and agrees that shared
data infrastructure and coordinated planning can be valuable tools for
strengthening collaboration and improving transparency and outcomes.
However, we decline to make changes to the priority in response to
these comments. The Department believes the current language already
provides sufficient flexibility for States to implement shared data
systems and joint planning processes in a manner that best reflects
their governance structures, statutory authorities, and local needs.
Maintaining this flexibility allows States to pursue alignment
strategies that are most effective within their specific contexts while
continuing to advance the goals of coordinated service delivery and
shared accountability.
Changes: None.
Comments: Many commenters supported activities that help States
identify and regularly re-evaluate lists of in-demand and high-value
industry-recognized credentials. Commenters emphasized that credential
lists must remain current and responsive to labor market changes. The
commenters recommended that States engage employers and utilize sector
partnerships in credential validation processes. A small number of
commenters cautioned against overemphasis on short-term credentials
without clear labor market value.
Analysis: We appreciate commenters' support for maintaining current
and relevant credential lists. The comments highlight the importance of
employer engagement and data-informed decision-making in credential
identification. The Department recognizes the need to balance
responsiveness to labor market demand with credential quality and
portability and believes this can be done within the current language
of the priority.
Changes: None.
Comments: A few commenters expressed support for increased
attention to skilled trades, noting strong demand and clear pathways to
high wages. Commenters highlighted construction, manufacturing, and
infrastructure-related trades as areas of need. Some commenters
recommended elevating skilled trades alongside postsecondary degree
pathways to reduce stigma and increase participation.
Analysis: We appreciate commenters' support for skilled trades as
an essential component of workforce development. The comments reflect
recognition of the role skilled trades play in economic growth and
infrastructure development. The Department acknowledges the importance
of promoting multiple high-quality pathways to employment. We believe
that the priority as proposed captures the intent of the comment and
therefore, we decline to include additional language within the
priority.
Changes: None.
Comments: A few commenters supported industry-led sector
partnerships as a mechanism for aligning education and training with
employer needs. Commenters emphasized that employer leadership helps
ensure relevance and sustainability. Some commenters recommended
including labor organizations and community-based partners in sector
partnerships to support access.
Analysis: We appreciate commenters' support for industry-led sector
partnerships. The comments highlight the value of employer engagement
and collaborative approaches to workforce development. The Department
recognizes that inclusive partnerships can strengthen alignment and
improve outcomes. We believe that the priority as proposed captures the
intent of the comment and therefore, we decline to include additional
language within the priority.
Changes: None.
Comments: Some commenters emphasized that credentials should lead
to economic self-sufficiency and advancement and recommended measuring
success not only by attainment, but also by employment and wage
outcomes. A commenter observed that the recently authorized Workforce
Pell Grants will expand access to affordable short-term programs that
could lead to high-wage employment outcomes.
Analysis: We appreciate commenters' support for credential
attainment aligned with labor market needs. The comments reflect a
shared understanding that credentials are most valuable when they lead
to meaningful employment and advancement. The Department recognizes the
importance of aligning credential attainment with workforce outcomes
and uses performance measures, at the programmatic level, to assess the
attainment of those outcomes. We also agree with the commenter who
highlighted the potential for Workforce Pell Grants to increase access
to high-value short-term programs aligned to workforce demand. We
further believe that supporting the development of such programs that
are aligned with high-skill, high-wage, or in-demand industry sectors
or occupations in their States, strengthens the connection in this
priority between credential attainment and labor market outcomes.
Changes: We added new subparts (ix) and (x) to enable the
Department to support grantees in the development or expansion of
short-term programs that meet Workforce Pell Grant requirements.
Comments: One commenter gave their support for the priority and
requested that the Department pay more attention to helping talented
students, especially those with special skills in areas like
technology, design, or leadership. The commenter also noted that many
of those particular students do not get the support or opportunities
they need to reach their full potential. The recommendation highlighted
that this may be done by adding priorities that offer mentorships, and
making sure students have the opportunity to grow their abilities and
succeed in future careers.
Analysis: We appreciate the commenter's support for the priority
and agree that all students should have the opportunity to reach their
potential through multiple pathways. We agree that mentorship, similar
to internships, externships, and apprenticeships, provides such
opportunities.
Changes: In order to incorporate the value of mentorships within
the priority, we have edited subpart (a)(vii) to include mentorship as
one of the options within work-based learning.
Comments: Some commenters emphasized that compensation or academic
credit should be essential for access and participation, particularly
for adult learners and low-income students. Commenters expressed
support for paid work-based learning opportunities, including
internships, externships, pre-apprenticeships, and registered
apprenticeships.
Analysis: We appreciate commenters' strong support for paid work-
based learning opportunities. The comments underscore the importance of
access to experiential learning. The Department recognizes that
compensated work-based learning can strengthen career readiness while
reducing barriers to participation. We believe that the priority as
proposed captures the intent of the comment and therefore, we decline
to include additional language within the priority.
Changes: None.
Comments: Multiple commenters encouraged expanding apprenticeships
beyond youth participation, with one commenter recommending a focus on
apprenticeships to prepare individuals to become teachers, especially
to support instructional assistants, career
[[Page 18784]]
changers, and others already working in education in this effort.
Analysis: The Department appreciates the value commenters place on
apprenticeships. The Department recognizes that apprenticeships can be
useful for all age groups and agrees that apprenticeship programs to
prepare educators can be a beneficial approach to teacher preparation.
As such, we added a new paragraph to the priority that focuses on
teacher apprenticeships.
Changes: We added a new paragraph (e) to the priority on teacher
apprenticeships.
Comments: Several commenters supported the use of apprenticeship
intermediaries to expand and manage apprenticeship programs. Commenters
noted that intermediaries can reduce administrative burden and increase
employer participation.
Analysis: We appreciate commenters' support for apprenticeship
intermediaries. The comments highlight the need to build State and
employer capacity to implement apprenticeships effectively. We believe
that the priority as proposed captures the intent of the comment and
therefore, we decline to include additional language within the
priority.
Changes: None.
Comments: Multiple commenters supported the creation of pre-
apprenticeships as onramps to registered apprenticeships. Commenters
emphasized their value for populations lacking prior exposure or
prerequisites. Additionally, some commenters supported the creation of
new registered apprenticeships, including those serving in-school and
out-of-school youth and encouraged expansion into nontraditional
sectors.
Analysis: We appreciate commenters' support for pre-apprenticeships
as preparatory pathways. The priority as proposed includes several
components highlighting pre-apprenticeships. Therefore, we decline to
make additional changes to the proposed priority.
Changes: None.
Comments: A commenter recommended technical assistance to help
States develop and scale apprenticeships. Commenters noted variation in
State capacity and experience.
Analysis: We appreciate commenters' recommendations regarding
technical assistance. The Department recognizes that capacity-building
can support effective and supportive implementation and believes this
can be done within the context of the current language of the priority.
Changes: None.
Comments: Many commenters supported providing career and college
exploration and advising opportunities to increase awareness of
postsecondary and career options. Commenters noted that exposure to a
broad range of career pathways helps learners make informed decisions
and reduces misalignment between education and employment. Several
commenters emphasized the importance of beginning career exploration
early and continuing it through adult learning.
Those commenters recommended that the advising opportunities should
be grounded in labor market information and be accessible to learners
with varying levels of educational attainment.
Analysis: We appreciate commenters' support for career and college
exploration and advising. The comments reflect broad agreement that
informed decision-making is essential to learner success and workforce
alignment. The priority as proposed in subpart 4(b) includes language
that supports this, and we therefore decline to make additional changes
to the priority.
Changes: None.
Comments: A few commenters addressed the provision of financial
tools to help learners compare the costs and benefits of educational
and career pathways and noted that transparent information about
tuition, student loan debt, and earnings outcomes can help learners
make more informed choices and reduce the risk of unsustainable debt.
Several commenters stated financial tools present earnings data
clearly and include information relevant to adult learners and first-
generation students and cautioned that earnings data should be
contextualized to avoid oversimplification.
Analysis: We appreciate commenters' support for tools that promote
transparency regarding educational costs and labor market outcomes. The
comments underscore the importance of helping learners understand the
long-term financial implications of postsecondary and career decisions.
The Department recognizes that accessible and accurate financial
information can support informed decision-making and financial
security, and applicants can include activities relating to this in
project proposals if authorized in program statute.
Changes: None.
Comments: A few commenters supported the development of talent
marketplaces that connect employers, students, and jobseekers through
digital tools. Commenters noted that talent marketplaces could improve
alignment between education and workforce needs by translating
credentials, learning experiences, and job requirements into discrete
competencies. Several commenters also emphasized the potential of these
systems to support skills-based hiring and improve transparency in
credential value.
Analysis: We appreciate commenters' support for talent marketplaces
as a strategy to strengthen connections among learners, employers, and
education and training providers. The Department recognizes the
potential of digital infrastructure to support skills matching and
improve workforce alignment. We believe these elements are included
within the language of the priority and decline to make changes.
Changes: None.
Comments: Some commenters specifically supported credential
registries as a component of talent marketplaces. Commenters noted that
centralized, State-maintained registries could improve transparency and
help learners and employers understand credential value and recommended
ensuring communication across systems and minimizing administrative
burden for providers.
Analysis: We appreciate commenters' support for credential
registries. The Department recognizes that transparent and
interoperable registries can support informed decision-making and
alignment with labor market needs. We believe these elements are
included within the language of the priority and decline to make
changes.
Changes: None.
Final Priority
The Department establishes the following priority for use in any
Department discretionary grant program.
Priority
Projects or proposals that are designed to do one or more of the
following:
(a) Support workforce development programs that are aligned with
State priorities. This includes one or more of the following:
(i) Coordinating activities to local workforce priorities.
(ii) Activities that support alignment of workforce activities
across State agencies that support workforce development (e.g.,
education, higher education, workforce transformation, job and family
services, vocational rehabilitation services including pre-employment
transition services and transition services).
(iii) Activities that support States in identifying in-demand and
high-value
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industry-recognized credentials and/or re-evaluating existing lists of
credentials.
(iv) Providing support for the skilled trades.
(v) Developing industry-led sector partnerships.
(vi) Promoting the attainment by individuals of an in-demand and
high-value industry-recognized postsecondary credential.
(vii) Providing work-based learning opportunities (e.g.,
internships, externships, pre-apprenticeships, registered
apprenticeships, and mentorships) for which a student may receive wages
and/or academic credit.
(viii) Expanding the availability of pre-apprenticeships and
registered apprenticeships, including through dual or concurrent
enrollment (as defined in 20 U.S.C. 7801(15)), by doing one or more of
the following:
(1) Supporting apprenticeship intermediaries.
(2) Creating pre-apprenticeships.
(3) Creating new registered apprenticeships to include
apprenticeships for in-school and out-of-school youth.
(4) Providing technical assistance for States to create new
registered apprenticeships to include apprenticeships for in-school and
out-of-school youth, as well as adult learners.
(ix) Supporting the development of new high-quality, short-term
programs that meet the eligibility requirements of the Workforce Pell
Grants program in Section 83002(b) of the Working Families Tax Cut Act
(Pub. L. 119-21), including program length requirements and alignment
with high-skill, high-wage, or in-demand industry sectors or
occupations, as determined by the Governor in the state where the
project is located.
(x) Supporting the expansion of high-quality, short-term programs
that meet the eligibility requirements of the Workforce Pell Grants
program in Section 83002(b) of the Working Families Tax Cut Act (Pub.
L. 119-21), including program length requirements and alignment with
high-skill, high-wage, or in-demand industry sectors or occupations, as
determined by the Governor in the state where the project is located.
(b) Provide career and/or college exploration and advising
opportunities to promote greater awareness of the range of
postsecondary educational and career options.
(c) Provide opportunities for students to use financial tools to
compare the cost and benefits of the career options and educational
pathways they are considering, including the long-term impact of taking
out student loans on their financial security, including likely entry
and mid-career earnings in fields selected by students as compared to
entry and mid-career earnings in high-wage, high-growth, and high-
demand occupations in each of the career clusters.
(d) Support the development of talent marketplaces (including
credential registries, skills-based job description generators, and
learning and employment records) that connect employers, students, and
jobseekers by converting job descriptions and learning assertions into
discrete, industry-recognized competencies.
(e) Prioritize and expand Registered Apprenticeships in education,
including Registered Apprenticeships to prepare one or more of the
following:
(i) Elementary educators,
(ii) Secondary educators, or
(iii) Special educators, including those serving infants, toddlers,
preschoolers, children, or youth with disabilities by including one or
more of the following:
(1) Supporting the development and expansion of Registered
Apprenticeship programs designed to lead to educator certification.
(2) Creating targeted pathways for instructional assistants,
paraprofessionals, substitute teachers, career changers, and other
individuals already working in educational settings to earn teaching
credentials and to become certified educators while employed.
(3) Aligning secondary and postsecondary educator-registered
apprenticeship programs with State educator licensure requirements and
workforce shortage areas.
(4) Providing technical assistance to school districts, educator
preparation providers, institutions of higher education, and registered
apprenticeship intermediaries to establish or expand Registered
Educator Apprenticeship programs.
(5) Promoting earn-and-learn models through registered
apprenticeships that reduce financial barriers and increase access to
the teaching profession, particularly in high-need subject areas,
including provision of:
(A) Paid work experience in a full-time position;
(B) A progression of wage increases; and
(C) Coursework that leads to certification, delivered to
accommodate full-time work schedules.
Types of Priorities:
When inviting applications for a competition using one or more
priorities, we designate the type of each priority as absolute,
competitive preference, or invitational through a competition notice.
The effect of each type of priority follows:
Absolute priority: Under an absolute priority, we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority, we give competitive preference to an application by (1)
awarding additional points, depending on the extent to which the
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2)
selecting an application that meets the priority over an application of
comparable merit that does not meet the priority (34 CFR
75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority, we are
particularly interested in applications that meet the priority.
However, we do not give an application that meets the priority a
preference over other applications (34 CFR 75.105(c)(1)).
Final Definitions
The Secretary establishes the following definitions for use in any
Department discretionary grant program in which the final priority is
used.
Credential Registry, with respect to a component of a Talent
Marketplace, means a digital repository and database, maintained by a
State or State Workforce Agency, as defined at 29 U.S.C. 3225a(a)(8).
In-demand Industry Sector or Occupation, as defined in section
3(23) of the Workforce Innovation and Opportunity Act (WIOA), means (i)
an industry sector that has a substantial current or potential impact
(including through jobs that lead to economic self-sufficiency and
opportunities for advancement) on the State, regional, or local
economy, as appropriate, and that contributes to the growth or
stability of other supporting businesses, or the growth of other
industry sectors; or (ii) an occupation that currently has or is
projected to have a number of positions (including positions that lead
to economic self-sufficiency and opportunities for advancement) in an
industry sector so as to have a significant impact on the State,
regional, or local economy, as appropriate.
Learning and Employment Record--The term ``Learning and Employment
Record,'' with respect to a Talent Marketplace, means a digital tool
maintained by a State or State Workforce Agency, as defined at 29
U.S.C. 3225a(a)(8).
Recognized Postsecondary Credential means credential consisting of
an
[[Page 18786]]
industry-recognized certificate or certification, a certificate of
completion of an apprenticeship, a license recognized by the State
involved or Federal Government, or an associate or baccalaureate
degree, as defined in section 3(53) of WIOA.
Skills-Based Job Description Generator--The term ``Skills-Based Job
Description Generator,'' with respect to a Talent Marketplace, means a
digital tool, maintained by a State or a State Workforce Agency, as
defined at 29 U.S.C. 3225a(a)(8).
Talent marketplace means a digital, interconnected system of
technologies maintained by a State or State Workforce Agency, as
defined at 29 U.S.C. 3225a(a)(8), that
(a) is publicly available;
(b) includes an integrated:
(i) Learning and Employment Record;
(ii) Credential Registry; and
(iii) Skill-Based Job Description generator;
(c) utilizes artificial intelligence to enable learners and
jobseekers, employers, and education and training providers to
transform, transcribe, and transact earned learning assertions, job
descriptions, and degree and non-degree credentials into discrete
competency statements; and
(d) may be curated into interoperable individual records of
achievement and learning and employment recommendations.
Work-based learning is used in accordance with 20 U.S.C. 2302(55),
to mean sustained interactions with industry or community professionals
in real workplace settings, to the extent practicable, or simulated
environments at an educational institution that foster in-depth,
firsthand engagement with the tasks required in a given career field,
that are aligned to curriculum and instruction.
Regulatory Impact Analysis: This regulatory action is not a
significant regulatory action subject to review by the Office of
Management and Budget under section 3(f) of Executive Order 12866. This
regulatory action is not considered an ``Executive Order 14192
regulatory action.'' We have also reviewed this regulatory action under
Executive Order 13563. We are issuing the priority and definitions only
on a reasoned determination that their benefits would justify their
costs. The Department believes that this regulatory action is
consistent with the principles in Executive Order 13563. We also have
determined that this regulatory action would not unduly interfere with
State, local, and Tribal governments in the exercise of their
governmental functions. In accordance with these Executive Orders, the
Department has assessed the potential costs and benefits, both
quantitative and qualitative, of this regulatory action. The potential
costs are those resulting from statutory requirements and those we have
determined are necessary for administering the Department's programs
and activities.
Discussion of Costs and Benefits: The priority and definitions
would impose no or minimal costs on entities that receive discretionary
grant award funds from the Department. Additionally, the benefits of
implementing the priority and definitions outweigh any associated
costs, to the extent these de minimis costs even exist, because the
priority and definitions would result in higher quality grant
application submissions. Application submission and participation in
competitive grant programs that might use the priority and definitions
is voluntary. We believe, based on the Department's administrative
experience, that entities preparing an application would not need to
expend more resources than they otherwise would have in the absence of
the priority and definitions. Because the costs of carrying out
activities would be paid for with program funds, the costs of
implementation would not be a burden for any eligible applicants that
earn a grant award, including small entities.
Intergovernmental Review: This action is subject to Executive Order
12372 and the regulations in 34 CFR part 79. This document provides
early notification of our specific plans and actions for this program.
Regulatory Flexibility Act Certification: This section considers
the effects that the final regulations may have on small entities in
the educational sector as required by the Regulatory Flexibility Act, 5
U.S.C. 601 et seq. The U.S. Small Business Administration Size
Standards define proprietary institutions as small businesses if they
are independently owned and operated, are not dominant in their field
of operation, and have total annual revenue below $7,000,000. Nonprofit
institutions are defined as small entities if they are independently
owned and operated and not dominant in their field of operation. Public
institutions are defined as small organizations if they are operated by
a government overseeing a population below 50,000.
This regulatory action does not impose new reporting requirements
or compliance burdens on these entities. Any potential effects are
minimal, indirect, or result from voluntary participation in a Federal
program. Therefore, the Department concludes that this rule will not
have a significant economic impact on a substantial number of small
entities, in accordance with 5 U.S.C. 605(b).
Paperwork Reduction Act: The priority and definitions do not
contain information collection requirements or affect currently
approved data collections.
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document in an accessible format. The Department will
provide the requestor with an accessible format that may include Rich
Text Format (RTF) or text format (txt), a thumb drive, an MP3 file,
braille, large print, audiotape, compact disc, or another accessible
format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. You may also access documents
of the Department published in the Federal Register by using the
article search feature at www.federalregister.gov.
Linda McMahon,
Secretary of Education.
[FR Doc. 2026-07084 Filed 4-10-26; 8:45 am]
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