Note: Our biweekly E-Updates provide briefings on action across the Administration, Congress, and U.S. Courts. EducationCounsel’s resources specifically related to the Administration’s executive actions are available by clicking here.

The information included in this publication occurred primarily during the time period of April 17, 2026, through April 30, 2026.
 
Highlights:

• On April 28, USED Secretary Linda McMahon testified before the Senate Labor, Health and Human Services, Education and Related Agencies (Labor/HHS) Appropriations Subcommittee on the fiscal year (FY) 2027 President’s budget request for the U.S. Department of Education (USED).
• On April 21, the House Education and Workforce Committee approved Republican-drafted, H.R. 8210, the Stronger Workforce for America Act, by a partisan vote of 19-14.
• On April 29, USED published its final Reimagining and Improving Student Education (RISE) regulations, which codify the changes in the One Big Beautiful Bill Act (OBBBA) related to student loan limits and repayment.

Administration
 
White House:
 
U.S. Department of Labor (DOL) Secretary Chavez-DeRemer resigns, Acting Secretary Sonderling announced: On April 20, Lori Chavez-DeRemer resigned as U.S. Secretary of Labor, amid a misconduct investigation. The White House officially stated that Chavez-DeRemer was leaving to pursue a role in the private sector. Deputy Labor Secretary Keith Sonderling was named Acting Secretary. As Deputy Secretary, Sonderling has served as the Department's Chief Operating Officer, overseeing the agency's budget and workforce employees. Prior to becoming Deputy Secretary, he was previously a Commissioner of the U.S. Equal Employment Opportunity Commission (EEOC) from September 2020 until August 2024. Sonderling also previously served as Acting and Deputy Administrator of DOL’s Wage and Hour Division from 2017 to 2020.
 
White House and DOL recognize National Apprenticeship Week and launch AI in Registered Apprenticeship Innovation Portal: On April 27, the White House recognized National Apprenticeship Week and the importance of skilled workers and apprenticeships to U.S. economic strength and future prosperity. The Presidential message highlights the Trump Administration’s “commitment” to expanding apprenticeship opportunities to help more Americans gain practical skills and access well-paying jobs. As part of National Apprenticeship Week, DOL then announced the launch of its AI in Registered Apprenticeship Innovation Portal, a one-stop resource for organizations looking to build artificial intelligence literacy and develop AI-focused Registered Apprenticeship programs. According to DOL, the website provides practical tools and actionable guidance to help organizations integrate artificial intelligence skills into Registered Apprenticeship programs through skill-building resources, industry-specific training, and flexible program pathways.
 
National Science Board fired by the Trump Administration: On April 26, the White House informed all members of the National Science Board (NSB) that their positions were “terminated, effective immediately.” The action removed all 22 sitting members of the independent board that oversees the National Science Foundation (NSF). Members of the NSB are appointed by the President and typically serve six-year terms that are staggered, so only a portion of the board rotates every two years rather than all at once. Typically composed of approximately 25 members, the Board is drawn from academia, industry, and other scientific fields, selected for their expertise and national leadership in science and engineering. The staggered appointment system was designed to ensure continuity across administrations and preserve the board’s independence from political shifts.
 
U.S. Department of Education:
 
USED releases final student loan regulations: On April 29, USED published its final Reimagining and Improving Student Education (RISE) regulations, which codify the changes in the One Big Beautiful Bill Act (OBBBA) related to student loan limits and repayment. These regulations will be effective on July 1.
 
As the Department was finalizing the regulations, the most significant issue under debate was how to define a professional program that would be eligible for higher graduate loan limits. In the final regulations, USED kept the list of named program fields that are eligible for increased limits the same as an initial Notice of Proposed Rulemaking (NPRM). The named professional programs include: pharmacy (Pharm.D.), dentistry (D.D.S. or D.M.D.), veterinary medicine (D.V.M.), chiropractic (D.C. or D.C.M.), law (L.L.B. or J.D.), medicine (M.D.), optometry (O.D.), osteopathic medicine (D.O.), podiatry (D.P.M., D.P., or Pod.D.), theology (M.Div., or M.H.L.), and clinical psychology (Psy.D. or Ph.D.). These are programs that were already defined as professional in the regulations, but that designation did not previously impact loan limits. In addition to this list of named programs, the final regulations also formalized the process for determining whether a postbaccalaureate program can be designated as a professional program:

1. Signifies both completion of the academic requirements for beginning practice in a given profession, and a level of professional skill beyond that normally required for a bachelor's degree;
2. Is generally at the doctoral level, and requires at least six academic years of postsecondary education coursework for completion, including at least two years of post-baccalaureate level coursework;
3. Generally, requires professional licensure to begin practice; and
4. Is within a four-digit Classification of Instructional Programs (CIP) code in the same intermediate group as the core list of the above-listed program fields.

USED specifically rejected expanding the category to programs commenters raised, including physician assistant, physical therapy, occupational therapy, social work, and graduate nursing programs. Programs that would be added under the four-part test appear to include counseling psychology, divinity/ministry, school psychology, industrial and organizational psychology, applied behavior analysis, educational psychology, clinical/counseling/applied psychology, pharmaceutical sciences, and performance and sport psychology.
 
One other notable change from the NPRM to the final rule appears to be an application streamlining process. USED will create a single application for borrowers to apply for loan rehabilitation and an income-driven repayment (IDR) plan simultaneously (using federal tax information to calculate both the IDR payment amount and the “reasonable and affordable” repayment amount due to rehabilitate the loan).
 
Beyond the above changes, the final regulations on initial review appear to reflect the points of consensus reached in November 2025 by the Reimagining and Improving Student Education (RISE) negotiated rulemaking committee. As a reminder, the consensus language closely mirrored OBBBA’s statutory provisions, which will be implemented through these final regulations. Notable provisions include:

• Limiting graduate student loans to $20,500 per year (with a $100,000 aggregate limit and “professional student loans” to $50,000 per year (with a $200,000 aggregate limit);
• Defining what qualifies as a “professional” degree and thus is eligible for higher loan limits;
• Creating the Repayment Assistance Plan, a new income-driven student loan repayment plan which prevents negative amortization, enables forgiveness of the remaining balance after 30 years, and provides a $50 reduction in payment each month per dependent. It also allows for a narrower timeframe to be considered “on-time” when making payments and sets a minimum monthly payment of $10, regardless of income;
• Creating a new, tiered, standard repayment plan, offering fixed terms—10, 15, 20, or 25 years—based on the loan balance;
• Reducing the aggregate limit for Parent PLUS loans to $65,000 per dependent student (previously this amount was uncapped and only limited by the student’s annual cost of attendance minus other aid received);
• Eliminating the unemployment and economic hardship deferments, existing IDR plans, and the Grad PLUS program;
• Allowing borrowers to rehabilitate a defaulted loan twice;
• Allowing institutions to establish program-level student loan caps below the statutory limits; and
• Requiring institutions to adjust the annual loan limit for students who enroll on a less than full-time basis.

USED Proposes Rules for Higher Education Accountability: On April 17, USED announced for public comment its NPRM implementing OBBBA’s “Do No Harm” accountability provisions for higher education institutions and modifying existing regulations for Gainful Employment (GE) and the Student Tuition and Transparency System (STATS) (formerly known as financial value transparency (FVT). These are rules governing the performance and value of postsecondary education programs, particularly whether certificate and degree programs provide median earnings for graduates above the average high school graduate (for undergraduate programs) or the average bachelor’s degree holder (for graduate programs) in the state in which the program operates.
 
The NPRM is substantively equivalent to the consensus language reached by a negotiated rulemaking committee in January. It would eliminate the GE debt-to-earnings metric; apply STATS reporting and disclosure requirements across all Title IV programs; and establish and harmonize GE and OBBBA minimum earnings accountability, with programs that do not meet minimum earnings in two out of three consecutive years losing Direct Loan eligibility.
 
The NPRM provides three important new takeaways:

1. USED estimates the proposed framework will add roughly $6 billion in federal costs stemming from federal student aid over ten years — about $1 billion in Direct Loan costs and $5 billion in Pell Grant costs. This means that relative to current policy, more student loans and Pell Grants will be awarded at relatively low-earning programs because (1) the metrics and thresholds in the new rule are less exacting than the GE policy it replaces and (2) USED estimates that many low-earnings programs will continue to operate and disburse Pell Grants to enrolled students. This shows that fewer students and taxpayer dollars will be protected by the new provisions compared to prior GE regulations established during the Biden Administration.
2. USED provides additional details on the types of programs that are more likely to lose student loan eligibility relative to current policy. According to the NPRM, “At the undergraduate level, students in Religious Studies programs, Humanities/Liberal Arts programs, Education programs, Drama programs, and Music programs will be most impacted. At the graduate level, students in Religious Studies programs, Mental/Social Health Services & Allied Professions programs, Humanities/Liberal Arts programs, and Health-related programs will be most impacted.”
3. USED lays out its legal justification for allowing many failing GE programs that lose student loan eligibility to still retain Pell Grant eligibility. This approach to the GE regulations is likely to be challenged in litigation, given the novel legal interpretation that underpins the policy decision.

 
USED will accept comments on the rule until May 20 and will publish final regulations before July 1.
 
First Round of Negotiation Rulemaking on Accreditation Concludes: On April 13, USED convened the first of two weeklong sessions of the Accreditation, Innovation, and Modernization (AIM) negotiated rulemaking committee. This follows a January announcement by USED that it would launch a negotiated rulemaking process to develop new regulations for the higher education accreditation system to “simplify the Secretary’s recognition of emerging and existing accreditors; examine the extent to which accreditation contributes to rising higher education costs and credential inflation; safeguard against undue influence from related private trade associations; eliminate standards or policies that discriminate on the basis of immutable characteristics; and refocus quality assurance and improvement on data-driven student outcomes.” Prior to the session, on April 6, USED released proposed regulations that would simultaneously loosen accreditation’s key gatekeeping function of granting institutions access to Pell Grants and student loans, while significantly increasing federal control. The proposed rules would make it easier to create new accreditors, for colleges to switch or add accreditors, and for accreditors to accommodate shorter, cheaper, or less traditional programs. At the same time, under the proposed rules, USED would dictate in greater detail how accreditors must handle a range of issues including student outcomes; ties between programmatic accreditors and professional associations; credit transfers; and governance and tenure.
 
The session kicked off with opening remarks from USED Under Secretary Nicholas Kent during which he “made one thing clear—he and his staff were firmly committed to ‘implementing bold reform,’” according to Inside Higher Education. Before Under Secretary Kent went on to say, “We are open to new ideas,” but, “to those who say the changes we are pursuing would upend higher education, I say, ‘Yes, that is the point.’” In line with the Under Secretary’s remarks, Inside Higher Education noted that the Department appeared to make “largely structural, not substantive” changes to proposed regulations before the initial session of the Committee concluded. The AIM Committee will reconvene May 18-22, before voting on proposed regulations.
 
Trump Administration announces USED will continue to distribute FY2026 ESSA formula funds: On April 17, USED sent a letter to state superintendents of education announcing that FY2026 formula grant funds under the Every Student Succeeds Act (ESSA) (e.g., Title I, Title II, Title IV-A, and other K-12 formula grant programs) will continue to be disbursed via USED’s grant platform based on “concerns regarding the July 1 formula grant timeline” raised by state leaders. The letter was not issued publicly, but has been widely reported. This announcement comes despite the interagency agreement (IAA) previously announced by USED and DOL transferring several key federal K-12 programs.
 
With USED continuing to administer these formula funds through its grants management system, the funds should be distributed in a timely manner this summer to states, districts, and schools unless the Administration withholds funds for other reasons, as it did with almost $7 billion in FY2025 formula funds for several weeks in July 2025. USED’s letter does not address plans for other disbursements of ESSA funds, including a second tranche of these same formula funds that become available on October 1 or other formula-funded grant programs that have been transferred to agencies besides DOL, such as Native American grant programs that will be administered by the Department of the Interior.
 
USED releases fraud prevention tool: On April 27, USED announced the launch of a new, nationwide “fraud prevention tool” embedded directly into the Free Application for Federal Student Aid (FAFSA). The system includes real-time identity verification and risk-based screening, with the goal of detecting suspicious activity before federal aid is disbursed. Applicants are categorized into risk tiers, and those flagged as higher risk may be required to complete additional identity checks, such as providing government-issued identification or completing a live verification step, before receiving aid.
 
The Department framed the tool as a shift from after-the-fact enforcement to proactive fraud prevention, aimed at addressing fraudulent applications, including those generated by “ghost students” and automated bots. The Department estimates that enhanced fraud controls could save more than $1 billion in a single financial aid cycle by preventing improper payments. USED Secretary Linda McMahon, in a release announcing the new tool, said that it would “stop fraud at the start of the process, before money goes out the door.”
 
USED finalizes Secretarial supplemental priority for career pathways and workforce readiness released: On April 13, the Department finalized a supplemental “Secretarial Priority” on career pathways and workforce readiness for USED discretionary grant programs. The Department noted that, after comments and feedback, the final version included an increased emphasis on apprenticeships, particularly paid opportunities. Under discretionary grant programs, the Secretary of Education has the ability to identify a set of priorities for any competitive grant to supplement priorities already established by Congress for that grant. Specifically, the Department notes the competitive priority could be used in future discretionary grant competitions for projects that “support the development of talent marketplaces”; “support workforce development programs that are aligned with State priorities”; “provide career and/or college exploration and advising opportunities to promote greater awareness of the range of postsecondary educational and career options”; “provide opportunities for students to use financial tools to compare the cost and benefits of the career options and educational pathways they are considering”; or “prioritize and expand Registered Apprenticeships in education.”
 
U.S. Department of Health and Human Services:
 
USED and the Department of Health and Human Services (HHS) jointly announce new competition for Child Care Access Means Parents in School (CCAMPIS) grants: On April 22, USED and HHS announced the FY2026  competition for the CCAMPIS grant, which funds campus-based child care services for low-income student parents. The program is designed to help students stay enrolled in college and complete their education by making child care more accessible and affordable. The announcement marks the first grant competition under the IAA between HHS and USED that the Trump Administration is using to shift functions and funds from USED to other federal agencies. A number of grants under an IAA between USED and DOL were announced earlier in April.
 
Congress
 
Bipartisan Senators and Representatives introduce CHATBOT Act: On April 28, Senators Ted Cruz (R-TX) and Brian Schatz (D-HI) introduced the bipartisan “Children’s Health, Advancement, Trust, Boundaries, and Oversight in Technology Act, or CHATBOT Act,” which would require AI companies to establish “family accounts” for parents to manage access and usage of AI chatbots by their children. AI chatbots would limit manipulative design features; require parental consent for chatbot usage and parental controls to access and monitor a child’s conversations with a chatbot; and prohibit targeted advertising to children. In addition, the bill would direct further study on potential chatbot-related harms to children and best practices for parents. Representatives John Curtis (R-UT) and Adam Schiff (D-CA) also introduced companion legislation in the House. Of note, the bill only preempts state laws and regulations where in conflict with this bill. The CHATOBOT Act also includes language explicitly stating, “Nothing in the Act should be construed to (1) prohibit a State from enacting a law, rule, or regulation that provides greater protection to children than the protections provided in this Act or (2) affect the application of [the Family Educational Rights and Privacy Act (FERPA)] or [Children's Online Privacy Protection Rule (COPPA)].”
 
HHS Secretary Kennedy continues to testify on the FY2027 President’s budget request before House and Senate Committees: Following testimony before the House Appropriations Ways and Means Committee, HHS Secretary Kennedy continued testimony on the FY2027 President’s budget request before the House Education and Workforce Committee, Senate Labor, Health and Human Services, Education and Related Agencies (Labor/HHS) Appropriations Subcommittee, Senate Health, Education, Labor, and Pensions (HELP) Committee, and Senate Finance Committee.
 
During the hearing before the House Education and Workforce Committee, Full Committee Chair Tim Walberg (R-MI) stressed the importance of early childhood programs and the need for accountability by strengthening high-quality early childhood education and care programs on which working parents rely. Full Committee Ranking Member Bobby Scott (D-VA) focused on the need to increase funding and access to child care, warning that “flat funding would likely result in fewer children actually served.” He also criticized recent administrative actions, saying, “Last year, HHS illegally withheld funds from Head Start facilities nationwide, and earlier this year, HHS froze over $10 billion in congressionally appropriated funds,” adding that without federal support, “child care centers may have to close, and parents are left in the lurch.”
 
Additionally, Senate Appropriations Committee Ranking Member Patty Murray (D-WA) raised concerns about the need for increased child care and preschool funding during the hearing before the Senate Labor/HHS Appropriations Subcommittee and the Senate HELP Committee. Specifically, she highlighted how the FY2027 President’s budget request prioritizes funding for the Iran War, while not increasing funding for child care and eliminating the Preschool Development program. During the hearing before the Senate Labor/HHS Appropriations Subcommittee, Republican Senator Katie Britt (R-AL) also emphasized the importance of Head Start, highlighting its role in supporting vulnerable children and families and signaling continued Republican interest in maintaining core early childhood services funded through HHS.
 
Throughout his testimony before the Committees, HHS Secretary Kennedy defended shifting some programs from USED to HHS, arguing they align more closely with health and disability services at HHS and can benefit from better coordination. He also emphasized the agency’s efforts to combat fraud, explaining how HHS has increased oversight, halted certain payments, and is requiring documentation from states before releasing funds. House Education and Workforce Committee Republican members, including Representatives Virginia Foxx (R-NC) and Burgess Owens (R-UT), supported these efforts, emphasizing the importance of preventing waste, fraud, and abuse in programs, such as the Child Care and Development Block Grant.
 
Senate:
 
USED Secretary McMahon testifies on the FY2027 President’s budget request before the Senate Labor/HHS Appropriations Subcommittee, while a closed-door roundtable meeting before the Senate HELP Committee is canceled: On April 28, USED Secretary Linda McMahon testified before the Senate Labor/HHS Appropriations Subcommittee on the FY2027 President’s budget request for USED. For USED, the FY2027 President’s budget request proposes $75.7 billion overall for the Department, which represents a reduction of $3 billion or 3.9% below the FY2026 enacted level. However, the budget request for FY2027 includes a $10.5 billion increase in Pell Grant discretionary funding to address a shortfall in that program -- meaning without the proposed Pell Grant funding, the scope of the proposed cuts to USED’s other programs would be more visible.
 
Throughout the hearing, Republican and Democratic Subcommittee members raised concerns with certain proposed cuts to USED, with concerns related to the elimination of the TRIO program receiving significant attention from both sides of the aisle. USED Secretary McMahon also fielded several questions from Republican and Democratic Subcommittee Members regarding a proposed consolidation of 17 K-12 programs into a $2 billion state block grant program, which would reduce funding by $4.5 billion, if instead, those programs continued to be funded individually. In particular, Senate Labor/HHS Appropriations Subcommittee Chair Shelley Moore Capito (R-WV) expressed concerns with the inclusion of the 21st Century Community Learning Centers (CCLC) program – which supports afterschool and summer school programs – in the state block grant, while full Appropriations Committee Chair Susan Collins (R-ME) opposed the inclusion of rural education programs. In response, USED Secretary McMahon defended returning funding through a block grant back to states to best determine areas of need for funding, while noting the block grant would include a 25% set-aside for improving literacy and 25% set aside for improving numeracy by states.
 
Several Democratic Subcommittee members also questioned how USED’s Interagency Agreements (IAAs) with DOL were in any way advancing the Administration’s stated goal of returning education back to states, as well as how they were allegedly creating efficiencies when funds are being administered across several agencies. In contrast, Republican Subcommittee member John Kennedy (R-LA), expressed strong support for USED Secretary McMahon and the Administration’s efforts to dismantle the Department. With regard to the Administration’s plans to implement an IAA for Individuals with Disabilities Education Act (IDEA) funding, USED Secretary McMahon stated no decision has been made yet as to which agency may be best suited to administer funding.
 
Full Appropriations Committee Ranking Member Patty Murray (D-WA) and Democratic Subcommittee member Chris Murphy (D-CT) also raised concerns with USED’s Office for Civil Rights’ (OCR) investigations remaining unresolved as the Department sought to reduce OCR staff in the past year. The Secretary pointed to recent efforts to rehire OCR staff to address the backlog, but was further pressed by Democratic Subcommittee members who asserted efforts to increase OCR staff were due to a court order and not because it is a priority of the Administration to resolve the investigations. Additionally, USED Secretary McMahon inaccurately stated during questioning that the budget request does not seek to cut OCR, before later attempting to correct the Administration’s position.
 
Related to student financial assistance, Secretary McMahon also addressed the Administration’s plans for implementation of Pell Grants, including Workforce Pell Grants, as well as implementation of repayment plans, Public Service Loan Forgiveness, and borrower to defense claims.
 
Separately, a closed-door roundtable meeting was canceled with USED Secretary McMahon before the Senate HELP Committee, due to Senator Tim Kaine (D-VA) planning to livestream the discussion over his objections to roundtable not being made public.
 
Senate Judiciary Committee unanimously approves GUARD Act: On April 30, the Senate Judiciary Committee approved S.3062, the “Guidelines for User 5 Age-verification and Responsible Dialogue Act of 2026.” The bipartisan bill, which was introduced by Senators Josh Hawley (R-MO) and Richard Blumenthal (D-CT), bans children from interacting with AI companions and chatbots by requiring age verification measures. Additionally, Representatives Blake Moore (R-UT) and Valerie Foushee (D-NC) introduced a companion bill in the House on April 30.
 
While the bill received unanimous support out of Committee, the next steps are unclear as the bill has garnered opposition from the tech industry. SIIA in a press release and letter to the Senate Judiciary Committee opposing the bill states, “that its mandatory age-verification requirements would create significant privacy, cybersecurity, and constitutional concerns. While supporting the goal of protecting minors online, SIIA argues that requiring users to submit government IDs or other sensitive data would undermine data minimization principles and create high-value targets for cyberattacks.” SIIA has also raised concerns about the bill’s impact on First Amendment rights and innovation.
 
Senators Schiff and Rounds introduce legislation to support K-12 AI literacy: On April 28, Senators Adam Schiff (D-CA) and Mike Rounds (R-SD) introduced “The Literacy in Future Technologies Artificial Intelligence Act” (LIFT AI Act). The bill, which was also introduced in the House in September 2025 by Representatives Tom Kean Jr. (R-NJ) and Gabe Amo (D-RI) as H.R. 5584, aims to expand artificial intelligence education in K–12 schools by integrating AI literacy into classrooms and strengthening educator training. The bill would establish a grant program at NSF to support the development and evaluation of AI literacy curricula, with a focus on project-based and adaptable learning models. It would also promote professional development for teachers and school leaders, including training, mentoring, and best-practice sharing to build AI proficiency across the education workforce. In addition, the LIFT AI Act would help encourage partnerships with higher education institutions, nonprofit organizations, and industry to create hands-on learning tools and integrate AI concepts into existing coursework, reflecting a broader push to align education with emerging workforce demands.
 
Senate Veterans Affairs Committee holds hearing to consider pending legislation, including a bill to improve Veteran access to apprenticeships: On April 29, the Senate Veterans’ Affairs Committee held a hearing to consider several bills, including S. 3993, the “Reducing Arbitrary Barriers to Apprenticeship Act.” The bipartisan legislation, which was introduced by Senators Tim Sheehy (R-MT) and Elissa Slotkin (D-MI), seeks to remove provisions in federal law that disadvantage veterans who choose apprenticeships or other on-the-job training instead of pursuing traditional four-year college degrees. The bill aims to update the GI Bill of Rights benefits to ensure that veterans in apprenticeships are not financially penalized compared to those in classroom-based programs.
 
During the markup, Committee members emphasized that the intent of S. 3993 is to modernize veterans’ education benefits, so they better align with today’s workforce needs. Supporters argued that current rules can unintentionally reduce housing allowances or benefits for apprentices over time, creating a disincentive for veterans to enter skilled trades. The bill would address this by standardizing and protecting benefit levels for apprenticeship participants, ensuring more predictable support throughout training programs.
 
Senate HELP Committee Chair Cassidy Introduces bill to expand apprenticeships: On April 27, Senate HELP Committee Chair Bill Cassidy (R-LA) introduced two apprenticeship-focused bills aimed at expanding workforce training: S. 4386, the “Apprenticeship Data Value Improvements to Create Employment (ADVICE)” Act, and the “Streamlining Timely Apprenticeship Registration and Transparency (START)” Act. Chair Cassidy introduced the ADVICE Act with Senator Tommy Tuberville (R-AL) and the START Act with Senator Jim Banks (R-IN) – both members of the Senate HELP Committee. These bills reflect a broader Republican push to promote apprenticeships as an alternative to four-year degrees and to address workforce shortages in key industries.
 
The legislation focuses on modernizing and scaling the registered apprenticeship system. The ADVICE Act would improve data collection by allowing states and program sponsors to track outcomes, such as wages, retention, and completion rates, to help identify and replicate successful apprenticeship models. The START Act is designed to “reduce bureaucratic barriers” by establishing clearer timelines and procedures for approving new apprenticeship programs, ensuring faster responses for employers seeking to participate. Together, according to the sponsors, the bills aim to make the apprenticeship system more transparent, consistent across states, and easier for employers to navigate.
 
Senate HELP Committee Chair Cassidy introduces bill establishing requirements for financial aid offers: On April 29, Senate HELP Committee Chair Bill Cassidy (R-LA) with Senate Judiciary Committee Chair Chuck Grassley (R-IA) introduced, the “Improving Financial Aid Offers to Students Act,” which aims to make the cost of college more transparent by standardizing the information included in financial aid offers. The legislation is supported by the American Council on Education, Association of Public Land Grant Universities, National Association of Financial Aid Administrators (NASFAA), American Association of Community Colleges, and the Association of Community College Trustees. According to NASFAA, “Unlike earlier versions of this legislation, originally titled the Understanding the True Cost of College Act, which would have required a single mandated federal form, this newest iteration reflects a significant overhaul in substance and name, requiring only standardized terminology and specific content elements, while allowing institutions to maintain their own format or use a federal model form developed by the Department of Education.”
 
Senate passes bill ensuring background checks for child care workers: On April 21, the Senate passed by Unanimous Consent, S.1528, the “Comprehensive Health and Integrity in Licensing and Documentation Act (CHILD) of 2025,” to ensure all individuals with unsupervised access to children are authorized to receive a nationwide background check. The bipartisan bill, which was introduced by Senate Judiciary Committee leadership Dick Dubin (D-IL) and Chuck Grassley (R-IA), would fix a loophole that according to the sponsors, “inadvertently narrowed” the “scope [of the National Child Protection Act and Volunteers for Children Act] such that contractors working for qualified entities are no longer expressly authorized to receive a nationwide background check.” Specifically, the bill would amend the National Child Protection Act of 1993 to ensure that businesses and organizations that work with vulnerable populations are able to request background checks for their contractors who work with those populations, as well as for individuals that the businesses or organizations license or certify to provide care for those populations. The bill will now move to the House for consideration.
 
Senate HELP Committee announces new Republican Subcommittee Chair and Member: On April 22, Senate HELP Committee Chair Bill Cassidy (R-LA) announced that Senator Jim Banks (R-IN) will become Chair of the Subcommittee on Employment & Workplace Safety following Secretary Markwayne Mullin’s departure to lead the U.S. Department of Homeland Security. Chair Cassidy also welcomed U.S. Senator Alan Armstrong (R-OK) to the Committee. Senator Armstrong named, "expanding opportunity, supporting jobs skills development, and ensuring healthier communities are foundational to a strong economy,” as his priorities on the Committee.
 
House:
 
House Education and Workforce Committee approves partisan Stronger Workforce for America Act: On April 21, the House Education and Workforce Committee approved the Republican-drafted, H.R. 8210, the Stronger Workforce for America Act, by a partisan vote of 19-14. The bill is based on a prior, bipartisan agreement from December 2024, which was also titled the Stronger Workforce for America Act. However, the new version of the Republican-drafted bill includes two key changes. These changes include:

1. Codifying USED’s Interagency Agreement (IAA) moving Adult Education to DOL
2. Expanding the state block grant pilot included in the Stronger Workforce for America Act from December 2024 from 5 to 10 states and allowing all states to apply to the pilot (the prior, bipartisan agreement limited the pilot to smaller states).

As a result of those changes, Democratic Committee Members opposed the bill, while expressing support during the markup for portions of the underlying bill that were based on the prior bipartisan agreement.
 
During the markup, the only amendment adopted by voice vote was the Amendment in the Nature of a Substitute. The Committee rejected five amendments, along party-line votes, offered by Democratic members of the Committee. Among the amendments rejected was one offered by House Education and Workforce Committee Ranking Member Bobby Scott (D-VA) to strike the underlying bill text and replace the bill with the bipartisan Stronger Workforce for America Act text from December 2024. Additionally, amendments offered by Representatives Alma Adams (D-NC) and Suzanne Bonamici (D-OR), which sought to prohibit IAAs between USED and DOL from being codified into law, were rejected.
 
The bill will now advances to the full House for consideration; however, given the partisan nature of the bill and the required 60 votes needed in the Senate to overcome a filibuster, H.R. 8210 is unlikely to pass the Senate, even if the House should pass the bill in the coming weeks.
 
Bipartisan “American Leadership in AI Act” introduced in the House: On April 28, Representatives Ted Lieu (D-CA) and Jay Obernolte (R-CA) introduced “The American Leadership in AI Act,” a comprehensive package of 20 bipartisan AI and research-related bills that seeks to enact recommendations from the 118th Congress’ Bipartisan AI Task Force, which Representatives Lieu and Obernolte co-chaired.
 
The legislation includes provisions that would improve standards for and evaluation of AI products, expand AI R&D infrastructure, modernize federal AI adoption and risk management, support workers and small businesses impacted by disruptions to employment caused or exacerbated by AI, address cyber and other crimes enabled by AI, and support AI education and workforce development efforts. Notably, the legislation does not preempt state laws and regulations.
 
Key goals of the bill include the strengthening of American capacity to measure and evaluate AI through investments in agencies such as National Institute of Standard and Technology (NIST), increasing investments in R&D by leveraging agencies such as the National Science Foundation (NSF), U.S. Department of Agriculture (USDA), and the U.S. Department of Energy (DOE), codifying AI literacy, education, and workforce development efforts through investments in community colleges and career and technical education, and safeguarding Americans from deepfakes and other types of AI-fueled fraud.
 
The bill has been cross-referred to six separate Committees in the House given the breadth of policy areas it touches. At this stage, there is no Senate companion bill, and there are no public plans to mark up the package in its entirety. However, given pressure from the Administration on Congress to enact AI legislation this Congress, and given recent movement in the Senate on regulating other discrete elements of AI, such as the use of AI chatbots and companions by children under 18, it is likely that pieces of the package with the most bipartisan support and with the most alignment with the Administration’s priorities could be advanced by the House.
 
House Subcommittee Holds Hearing on the Impact of Equity Policies: On April 28, the House Education and the Workforce Subcommittee on Early Childhood, Elementary, and Secondary Education held a hearing titled, “Leveling Down: How Equity Policies Undermine Excellence and Harm Students,” which focused on equity policies and academic rigor. The Subcommittee heard from four witnesses: Daniel Buck, Research Fellow at the American Enterprise Institute (AEI); Wai Wah Chin, from the Manhattan Institute and Charter President with the Chinese American Citizens Alliance of Greater New York; Michaele Turnage Young, Senior Counsel and Co-Manager of the Equal Protection Initiative at the National Association for the Advancement of Colored People (NAACP) Legal Defense and Educational Fund; and Paul Runko, Senior Director of K-12 Initiatives at Defending Education.
 
Subcommittee Chairman Kevin Kiley (R-CA) opened by citing parental demand for advanced coursework pointing to polling that “63 percent of parents said it was at least ‘very important’” that schools offer advanced classes. Chair Kiley framed the issue as one of maintaining excellence while expanding access, arguing that schools should prioritize high standards rather than equalizing outcomes. Full Committee Ranking Member Bobby Scott (D-VA) emphasized equity as a matter of educational opportunity and fairness and, in his opening remarks, argued that policies aimed at inclusion are being mischaracterized, warning that critics are attacking efforts designed to ensure all students can succeed. Ranking Member Scott noted that the goal should be expanding opportunity rather than restricting it, asserting that efforts to address disparities are about making sure “every student has access to a quality education,” not lowering standards.
 
Much of the hearing focused on questioning from Republican members about specific practices, such as grading reform and the elimination of gifted programs. Representative Mark Harris (R-NC) questioned whether awarding credit for incomplete work helps disadvantaged students, arguing, “lowering expectations is one of the worst things we can do for marginalized groups.” Full Committee Chair Tim Walberg (R-MI) asked about gifted education, leading Mr. Buck from AEI to note such programs “disproportionately benefit” low-income students who lack outside resources. Ms. Turnage Young from the NAACP countered that equity policies are essential to national success and fairness and efforts to address disparities and discrimination are “legal and necessary to ensure that all students are afforded equal educational opportunities.”
 
Witnesses generally reinforced assertions by Republican Committee members regarding unintended consequences of equity-driven policies. Mr. Buck criticized lowering standards as “a particularly perverse way to fight racism,” while Ms. Chin from the Manhattan Institute argued that weakening rigor could harm U.S. competitiveness, especially in STEM fields requiring long-term skill development. Overall, Republicans and several witnesses argued that current policies risk “leveling down” achievement, while Democrats emphasized the importance of equity as expanding access and addressing systemic disparities.
 
House Education and Workforce Subcommittee holds hearing on First Amendment in higher education: On April 29, the House Education and the Workforce Subcommittee on Higher Education and Workforce Development held a hearing titled, “Speech or Silence? The Future of the First Amendment in Higher Education.” The Subcommittee heard from four witnesses: Tyson Langhofer, Senior Counsel at Alliance Defending Freedom; Jud Horras, President and CEO of North American Interfraternity Conference; Emerson Sykes, Senior Staff Attorney at the American Civil Liberties Union (ACLU); and Dr. Steven McGuire, Paul & Karen Levy Fellow in Campus Freedom at American Council of Trustees and Alumni.
 
In his opening statement, Subcommittee Chairman Burgess Owens (R-UT) raised concerns about declining tolerance for differing viewpoints on college campuses, arguing that institutions should expose students to “new, and sometimes controversial, ideas they may not agree with.” Citing data from the Foundation for Individual Rights and Expression (FIRE), Owens noted that many students self‑censor and increasingly support speech restrictions, warning that these trends have serious implications for higher education and democratic discourse. Chair Owens asserted that public universities must uphold the First Amendment and that private institutions must follow their stated free‑speech commitments, emphasizing that these protections are not consistently enforced, particularly for religious, political, and single‑sex student organizations.
 
Ranking Member Alma Adams (D-NC), in her opening statement, emphasized that “every student is entitled to the full protection of their First Amendment and Title VI rights,” while noting that free speech “is not absolute” and must be balanced against institutions’ obligations to prevent discrimination and hostile learning environments. Ranking Member Adams pushed back on claims of a widespread campus free‑speech crisis, arguing that such claims are often overstated and selectively framed. She cautioned that broad congressional intervention could undermine academic freedom and urged oversight that is restrained, consistent, and protective of both free speech and civil rights.
 
Republican Members emphasized concerns about inconsistent enforcement of free‑speech protections on college campuses, citing examples in which religious student organizations were denied recognition or access to student activity fees and fraternities and sororities faced restrictions not applied to other student groups. In contrast, Democratic Members focused on what they characterized as greater threats to academic freedom arising from government intervention, including curriculum restrictions and the conditioning or withholding of federal funding based on ideological alignment. Democrats also raised concerns that efforts to restrict or defund diversity, equity, and inclusion initiatives limit permissible academic content and could undermine teaching, research, and open inquiry.
 
Witnesses reflected these differing views regarding the primary threats to free speech in higher education. Mr. Langhofer of the Alliance Defending Freedom described frequent viewpoint discrimination and inconsistent enforcement of campus policies, arguing that universities frequently fail to protect speech and association rights, particularly for conservative and religious groups. Mr. McGuire of the American Council of Trustees and Alumni testified that many institutions lack cultures supportive of free expression and intellectual diversity, contributing to widespread student and faculty self‑censorship. Mr. Horras of the North American Interfraternity Conference argued that restrictions on single‑sex organizations undermine freedom of association and student well‑being, citing evidence that fraternity and sorority participation supports mental health and student persistence. In contrast, Mr. Sykes of the ACLU warned that the most significant threats to academic freedom stem from government action rather than campus culture, pointing to curriculum censorship laws, ideological conditions on funding, and immigration enforcement practices that chill speech by faculty and international students.
 
House CJS Appropriations Subcommittee approves FY2027 Appropriations bill eliminating STEM Education Directorate at NSF: On April 30, the House Commerce, Justice, Science and Related Agencies (CJS) Appropriations Subcommittee approved its FY2027 House CJS Appropriations bill along party-lines. The bill provides $7 billion for the National Science Foundation (NSF), which is $1.75 billion (or 20%) below the FY2026 enacted level. Additionally, the bill would eliminate the STEM Education Directorate within NSF. This is in line with the FY2027 President’s budget request which also proposes to eliminate the STEM Education Directorate. The draft bill will now move to consideration by the full House Appropriations Committee in the coming weeks. It is an important to note that this is just an initial step in the FY2027 appropriations process with a final bill likely to change significantly, due to the need for bipartisan support to overcome a 60-vote threshold to cut off debate in the Senate on a final bill.
 
House passes Early Educator Tax Deduction: On April 27, the House passed by voice vote the bipartisan H.R. 5334, the “Supporting Early Childhood Educators’ Deductions (SEED) Act.” The bipartisan bill, introduced by Representatives Brian Fitzpatrick (R-PA) and Jimmy Panetta (D-CA), amends the Internal Revenue Code to extend the existing educator expense deduction to eligible early childhood educators, allowing them to deduct unreimbursed classroom expenses, such as books, classroom supplies, learning tools, and other materials they purchase for the children in their care. Under current law, K-12 teachers can claim this deduction, but pre-K and early childhood educators are excluded. The bill will now move to the Senate for consideration.
 
U.S. Courts
 
Federal Court Expands Preliminary Injunction Delaying ACTS Data Submission Deadline: On April 24, a federal court broadened a preliminary injunction in the lawsuit challenging USED’s expanded collection of college admissions data (“Admissions and Consumer Transparency Supplement” or ACTS) to include, under the injunction, members of six higher education associations and six private nonprofit institutions of higher education (IHEs). The injunction began with public IHEs in 17 plaintiff states and now includes almost 180 IHEs across the country.
 
Upcoming Events (Congress & Administration):

• Due to the House and Senate being in recess during the week of May 4, there are no events scheduled.

 
Upcoming Events (Outside Organizations):

• On May 12 at 5:30 p.m., Axios will host a conversation on how federal policy and education institutions are innovating to prepare the AI-era workforce. The discussion will feature Senator Todd Young (R-IN) and Northern Virginia Community College president Anne M. Kress. The event will be held at Amazon Visitor Landing, 545 15th Street South, Arlington, VA 22202. More information and registration are here. 
   

Publications (Congress & Administration):

• On April 28, Senate HELP Committee Ranking Member Bernie Sanders (I-VT) released a new report finding that the Trump Administration’s layoffs and office closures at USED’s OCR severely weakened federal enforcement of student protections, leaving many students facing discrimination, harassment, and violence without meaningful recourse. The report states the office reached its lowest level of case resolutions in over a decade in 2025, resolving only a fraction of thousands of pending complaints and none involving serious issues, such as sexual violence, racial harassment, or discriminatory discipline, largely due to staff cuts and restructuring. According to the report, tens of thousands of students, including those with disabilities and other vulnerable groups, were effectively left without the legally guaranteed support and protections the office is supposed to provide.

Publications (Outside Organizations):

• On April 29, the Center on Budget and Policy Priorities published a report titled, “SNAP Tracker: People Are Losing Food Assistance as the Republican Megabill Is Implemented.” The report tracked the impact of federal funding cuts resulting from OBBBA on the Supplemental Nutrition Assistance Program (SNAP). Among the findings included in the report are that between July 2025 and January 2026, SNAP participation declined by more than 3 million people and that this participation decline occurred in every state. 
• On April 27, the National Education Association (NEA) released a report titled, “Educator Pay Data 2026.” Among the findings included in the report are that the average public school teacher salary rose 3.5 percent to $74,495 in 2024-2025 from $71,985 in 2023-2024. It also argues that policy failure is what has led to education wage stagnation and that teachers earn 24% more in states that have collective bargaining rights.
• On April 14, the College Board released a report titled, “Education Pays.” The report looked at the differences in earning and employment patterns of adults with different levels of education. Among the findings included in the report are that graduates with four-year college degrees earn about 60% more than those with only high school degrees, that college graduates are less likely to be unemployed, and that the typical college graduate recoups the cost of their degree by their mid-30s, even after accounting for tuition and borrowing.