“Career and Technical Education: Developing the Future of Main Street Success.”

[Gavel sounds.] The committee will come to order. Without objection, the Chair is authorized to declare a recess at any time. I now recognize myself for my opening statement. Good morning, everyone. I want to thank our witnesses for being here today to discuss the importance of Career and Technical Education, or CTE, and its role in supporting our nation's small businesses. In today's rapidly evolving economy, the demand for skilled labor has never been higher. From manufacturing and construction to healthcare and information technology, small businesses across the country are struggling to find qualified workers to fill essential roles. According to recent data, there are millions of unfilled jobs in the United States, many of which require specialized skills that traditional four-year degrees do not always provide. This skills gap is a significant hurdle for Main Street, limiting the ability of small businesses to grow, innovate, and compete in a global marketplace. CTE programs offer a proven solution to this challenge. By providing students with hands-on training and industry-recognized credentials, CTE prepares the next generation of workers for high-demand, high-wage careers. These programs are not just for high school students; they also provide critical upskilling and reskilling opportunities for adult learners and workers looking to transition into new fields. Today, we will hear from experts and practitioners who are on the front lines of CTE. We will discuss how these programs are being implemented in our schools and communities, the challenges they face, and the opportunities for federal policy to better support their success. I look forward to a productive discussion on how we can strengthen the pipeline between our classrooms and our small businesses. I now recognize the Ranking Member, Ms. Velázquez, for her opening statement.

Thank you, Mr. Chairman, and thank you to all the witnesses for joining us today. Career and Technical Education is a vital component of our nation's workforce development strategy. For too long, there has been a misconception that a four-year college degree is the only path to success. While higher education is important, it is not the only route. CTE programs provide students with practical skills that lead directly to meaningful employment. This is especially important for small businesses, which often lack the resources of larger corporations to conduct extensive in-house training. By partnering with local CTE programs, small businesses can help shape the curriculum to ensure that students are learning the skills that are most in demand in their local economies. However, we must also ensure that these programs are accessible to all students, regardless of their background or zip code. We need to invest in modern equipment, qualified instructors, and robust career counseling to ensure that every student has the opportunity to succeed. I look forward to hearing from our witnesses about how we can continue to improve and expand CTE opportunities across the country. Thank you, and I yield back.

The gentlewoman yields back. I will now introduce our witnesses. Our first witness is Mr. Keith Gunuskey, the Superintendent of Schools for the Wallenpaupack Area School District in Pennsylvania. Welcome, Mr. Gunuskey. Our second witness is Mr. Mike Gibson, Executive Vice President of the Associated General Contractors of Kansas. Welcome, Mr. Gibson. Our third witness is Dr. Nikki Nix, Chief Academic Officer for the Godley Independent School District in Texas. Welcome, Dr. Nix. And our final witness is Mr. Zach Boren, Senior Vice President of Apprenticeships for America. Welcome, Mr. Boren. We appreciate you all being here today. Mr. Gunuskey, you are now recognized for five minutes for your opening statement.

Chairman Williams, Ranking Member Velázquez, and members of the committee, thank you for the opportunity to testify today. My name is Keith Gunuskey, and I serve as the Superintendent of the Wallenpaupack Area School District in northeastern Pennsylvania. Our district serves a diverse community where small businesses are the backbone of our local economy. In Wallenpaupack, we have made CTE a cornerstone of our educational mission. We believe that every student should graduate with a plan, whether that involves post-secondary education, military service, or entering the workforce directly. Our CTE programs are designed in close collaboration with local employers to ensure that our students are learning the skills that are actually needed in our community. For example, our building trades program works closely with local contractors to provide students with real-world experience on construction sites. Our automotive technology program is certified by the National Institute for Automotive Service Excellence, ensuring that our students are prepared for high-paying jobs in the automotive industry. These programs are not just about teaching technical skills; they are also about teaching the 'soft skills' that employers value, such as teamwork, problem-solving, and communication. However, we face significant challenges. Funding for CTE programs often lags behind traditional academic programs, making it difficult to keep up with the cost of modern equipment and technology. Additionally, there is a shortage of qualified CTE instructors, as many skilled professionals can earn significantly more in the private sector. We need continued federal support through programs like the Perkins V Act to ensure that we can continue to provide high-quality CTE opportunities for our students. Thank you for your time and for your commitment to this important issue.

Thank you, Mr. Gunuskey. Mr. Gibson, you are now recognized for five minutes.

Chairman Williams, Ranking Member Velázquez, and members of the committee, thank you for inviting me to speak today. My name is Mike Gibson, and I represent the Associated General Contractors of Kansas. The construction industry is currently facing a massive labor shortage. In Kansas alone, we estimate that we need thousands of additional workers to meet the demand for infrastructure projects, commercial buildings, and residential housing. Small construction firms, which make up the vast majority of our membership, are particularly hard hit by this shortage. CTE is the lifeblood of our industry. Without a steady pipeline of skilled workers coming out of our high schools and community colleges, our members cannot grow their businesses or complete projects on time and on budget. We have seen firsthand the success of programs that integrate classroom learning with on-the-job training. The AGC of Kansas has partnered with several school districts to develop 'Build Up Kansas,' a program that connects students with construction careers. We provide curriculum, equipment, and mentorship to help students see the incredible opportunities available in the trades. However, we need to do more to change the perception of vocational careers. For too long, these jobs have been seen as a 'second choice' for students who couldn't make it in college. In reality, these are high-tech, high-paying careers that offer a path to the middle class and beyond. We urge Congress to continue to support and expand CTE funding and to promote policies that encourage more young people to explore careers in the skilled trades. Thank you.

Thank you, Mr. Gibson. Dr. Nix, you are now recognized for five minutes.

Chairman Williams, Ranking Member Velázquez, and members of the committee, it is an honor to be here. My name is Dr. Nikki Nix, and I am the Chief Academic Officer for Godley ISD in Texas. In Godley, we have taken a unique approach to CTE by creating 'The Center,' a state-of-the-art facility dedicated to career and technical education. Our goal is to provide every student with the opportunity to earn an industry-based certification before they graduate high school. We offer programs in everything from veterinary medicine and culinary arts to drone piloting and cybersecurity. What makes our program successful is our deep connection to our local small business community. We have an active advisory board made up of local business owners who help us stay current with industry trends and provide internships and job-shadowing opportunities for our students. We have seen that when students see the relevance of what they are learning in the classroom to their future careers, they are more engaged and more likely to succeed. However, one of the biggest hurdles we face is the regulatory burden associated with federal funding. Small districts like ours often struggle with the complex reporting requirements and administrative overhead. We need more flexibility in how we use federal funds to meet the unique needs of our students and our local economy. We also need to ensure that CTE is not seen as a separate track, but as an integral part of a well-rounded education. By breaking down the silos between academic and technical education, we can better prepare all students for the challenges of the 21st-century workforce. Thank you for the opportunity to share our story.

Thank you, Dr. Nix. Mr. Boren, you are now recognized for five minutes.

Chairman Williams, Ranking Member Velázquez, and members of the committee, thank you for the opportunity to testify. My name is Zach Boren, and I am the Senior Vice President at Apprenticeships for America. While CTE programs in schools are essential, we must also focus on the role of registered apprenticeships in developing our workforce. Apprenticeships are the gold standard of workforce development, combining paid on-the-job training with related technical instruction. For small businesses, apprenticeships offer a way to 'grow their own' talent and ensure that workers have the exact skills they need. However, the United States lags far behind other developed nations in the use of apprenticeships. In countries like Germany and Switzerland, apprenticeships are a mainstream pathway for young people entering the workforce. In the U.S., they are often limited to a few traditional trades. We believe that we need to expand the apprenticeship model into new and emerging industries, such as healthcare, IT, and advanced manufacturing. To do this, we need to make it easier for small businesses to participate. Many small employers are intimidated by the paperwork and administrative requirements of the registered apprenticeship system. We support the creation of 'apprenticeship intermediaries'—organizations that can handle the administrative burden for small businesses and help them connect with potential apprentices. We also need to provide more direct financial support to small businesses that take on apprentices, to help offset the costs of training. By scaling the apprenticeship model, we can create a more resilient and inclusive workforce that meets the needs of our small business sector. Thank you for your leadership on this issue.

Thank you, Mr. Boren. We will now move to the question and answer portion of the hearing. I will begin by recognizing myself for five minutes. Mr. Gunuskey, you mentioned the challenge of finding and retaining qualified CTE instructors. In my district in Texas, I hear the same thing from our school administrators. Can you elaborate on what specific steps could be taken at the federal level to help address this teacher shortage? Are there specific certification requirements or funding mechanisms that could be adjusted to make it easier for industry professionals to transition into the classroom?

Thank you, Chairman. That is a critical question. One of the biggest barriers is the certification process. In many states, a professional with 20 years of experience in a trade still has to go back and take numerous education courses to become a certified teacher. While pedagogical training is important, we need more flexible pathways that recognize industry experience. Federal grants could be used to support 'residency' programs where industry professionals can teach while they earn their teaching credentials. Additionally, we need to look at the pay gap. It is very difficult to recruit a master plumber or a senior software engineer when the starting teacher salary is a fraction of what they can earn in the field. Federal supplements or tax incentives for CTE instructors could help bridge that gap and make teaching a more viable option for these professionals.

Thank you. Mr. Gibson, you spoke about the 'Build Up Kansas' program. How important is it for industry associations like yours to be involved in the curriculum development process? Do you find that schools are generally receptive to your input, or are there barriers to that kind of collaboration?

It is absolutely vital, Mr. Chairman. The technology in the construction industry is changing so fast that if the schools aren't talking to us, they are teaching skills that are five or 10 years out of date. Most schools are very receptive because they want their students to be employable. The biggest barrier is often just the time and resources required to maintain those relationships. Small businesses, in particular, don't always have the staff to sit on advisory boards or host interns. That's where an association like AGC can step in and act as a bridge between the industry as a whole and the educational system. We can provide a unified voice on what skills are needed across the board.

...and the opportunities that are available to them. So, thank you for having me here today. I look forward to your questions.

Thank you, Ms. Nix. I now recognize our next witness, Mr. Zach Boren, who is the Senior Vice President of Apprenticeships for America. Mr. Boren, you have five minutes.

Thank you, Chairman Williams, Ranking Member Velázquez, and members of the committee. My name is Zach Boren, and I am the Senior Vice President at Apprenticeships for America. We are a national nonprofit dedicated to scaling Registered Apprenticeship across all sectors of the economy. Before joining AFA, I spent 15 years at the U.S. Department of Labor, where I helped lead the expansion of the National Apprenticeship System. I have seen firsthand how apprenticeship can transform lives and strengthen small businesses. Small businesses are the backbone of our economy, but they often face unique challenges in developing a skilled workforce. Traditional recruitment and training methods can be costly and time-consuming. Registered Apprenticeship offers a proven solution. It allows small businesses to build their own talent pipelines, ensuring that workers have the exact skills needed for the job. However, for many small businesses, the administrative burden of starting and managing an apprenticeship program can be overwhelming. This is where intermediaries come in. Intermediaries, such as industry associations, community colleges, and community-based organizations, can take on the heavy lifting of program administration, allowing small businesses to focus on what they do best: growing their business and mentoring their apprentices. By supporting these intermediaries, we can make apprenticeship more accessible to small businesses across the country. Furthermore, we must ensure that our CTE programs are closely aligned with the needs of the labor market. This means fostering stronger partnerships between schools and local employers. When students have access to high-quality CTE and work-based learning opportunities like apprenticeship, they are better prepared for the high-demand, high-wage jobs of the future. In conclusion, scaling apprenticeship is a win-win for small businesses and workers alike. I want to thank the committee for its leadership on this important issue and for the opportunity to testify today. I look forward to answering your questions.

Thank you, Mr. Boren. We will now move to the question-and-answer portion of the hearing. I recognize myself for five minutes for questions. Mr. Gunuskey, I'll start with you. In your testimony, you mentioned the importance of local partnerships. Can you elaborate on how your school district works with small businesses in your community to ensure that your CTE programs are meeting their needs? And what are some of the biggest challenges you face in maintaining those partnerships?

Thank you, Chairman Williams. That's a great question. In the Wallenpaupack Area School District, we pride ourselves on our strong connections with the local business community. We have advisory committees for each of our CTE programs, which are comprised of local business owners and industry experts. These committees meet regularly to review our curriculum, equipment, and facilities to ensure they align with current industry standards. They also provide our students with opportunities for job shadowing, internships, and cooperative education placements. One of the biggest challenges we face is simply the time and resources required to maintain these relationships. Small business owners are incredibly busy, and it can be difficult for them to find the time to participate in meetings or host students. Additionally, there are often regulatory and liability concerns that can make businesses hesitant to take on young students. We work hard to address these concerns by providing clear communication and support, but it is an ongoing process. Funding is also a constant challenge, as we need to keep our equipment up to date to match what students will see in the workplace.

Thank you for that. Mr. Gibson, from the perspective of the construction industry, how can the federal government better support small businesses in their efforts to train the next generation of skilled workers? Are there specific policy changes that would make it easier for your members to participate in CTE and apprenticeship programs?

Thank you, Chairman. One of the most significant things the federal government can do is to provide more flexibility in how CTE and apprenticeship funds are used. Many of our small business members find the current system to be too rigid and bureaucratic. We need policies that encourage innovation and allow for programs that are tailored to the specific needs of local industries. For example, expanding the use of competency-based models rather than just time-based models would be a huge step forward. This allows workers to progress as they master skills, which is more efficient for both the employer and the employee. We also need to see more investment in career counseling and outreach. Many young people and their parents still have a negative perception of careers in the trades. We need to do a better job of highlighting the high-paying, rewarding careers that are available in construction and other technical fields. Finally, streamlining the registration process for apprenticeship programs would encourage more small businesses to participate. Currently, the paperwork and reporting requirements can be a major deterrent for a small company with limited administrative staff.

Thank you, Mr. Gibson. My time has expired. I now recognize the Ranking Member, Ms. Velázquez, for five minutes.

Thank you, Mr. Chairman. And thank you to all the witnesses for being here today. Mr. Boren, I'd like to follow up on your comments regarding intermediaries. You mentioned that they can help small businesses overcome administrative hurdles. Can you provide some specific examples of how intermediaries have successfully helped small businesses launch and sustain apprenticeship programs, particularly in non-traditional sectors?

Certainly, Ranking Member Velázquez. A great example is in the IT sector. We've seen industry associations act as intermediaries by developing a standardized curriculum and registration framework that multiple small tech firms can use. Instead of each small business having to navigate the Department of Labor's registration process on their own, the intermediary handles the paperwork for the entire group. They also help with recruiting a diverse pool of candidates and providing ongoing support to both the apprentices and the employers. This model has been very successful in helping small businesses in cybersecurity and software development access the talent they need. Another example is in healthcare. Community colleges often serve as intermediaries for small clinics and long-term care facilities. They provide the related technical instruction while the small businesses provide the on-the-job training. The college handles the administrative side of the apprenticeship, including tracking hours and competencies. This allows small healthcare providers to train their own medical assistants or nursing aides without being overwhelmed by the regulatory requirements. These intermediary models are essential for scaling apprenticeship in sectors where small businesses are the primary employers.

Thank you. Ms. Nix, in your testimony, you spoke about the importance of reaching students early. How does Godley ISD engage with middle school students to introduce them to CTE pathways? And have you seen a change in student and parent attitudes toward vocational education as a result of these efforts?

Thank you for the question. In Godley, we start the conversation about careers as early as elementary school, but it really intensifies in middle school. We offer career exploration courses where students can rotate through different CTE modules, from robotics to health science to agriculture. We also host career fairs and bring in guest speakers from various industries to talk to the students. Our goal is to show them that there are many different paths to success and that CTE is a high-quality, rigorous option. We want them to see that these programs lead to real-world skills and well-paying jobs. Regarding attitudes, we have definitely seen a positive shift. As parents see the success of our graduates—many of whom are earning industry certifications and landing high-paying jobs right out of high school—they are becoming much more supportive. We also emphasize that CTE is not an 'either-or' choice. Many of our students use their CTE training as a stepping stone to further education, including four-year degrees. When parents realize that CTE can actually give their children a head start in college and a career, they are much more likely to encourage them to participate.

Thank you. My time is almost up. I yield back, Mr. Chairman.

The gentlelady yields back. I now recognize the gentleman from Pennsylvania, Mr. Meuser, for five minutes.

Thank you, Mr. Chairman. And thank you to our witnesses. Mr. Gunuskey, it's good to see a fellow Pennsylvanian here. You mentioned the Perkins V legislation in your written testimony. From your perspective on the ground, how has the implementation of Perkins V impacted your ability to deliver CTE programs? Are there areas where the law could be improved to better serve rural districts like yours?

Thank you, Congressman Meuser. Perkins V has been a positive step forward, particularly with its emphasis on labor market alignment and the requirement for a comprehensive local needs assessment. This has forced us to take a hard look at our programs and ensure they are truly meeting the needs of our local economy. However, for rural districts, the formula-based funding can be a challenge. Because we have smaller student populations, our Perkins allocations are often quite small, making it difficult to fund major equipment upgrades or start new programs. A more flexible approach that accounts for the unique costs of delivering CTE in rural areas would be very helpful. Additionally, the reporting requirements under Perkins V are quite extensive. While accountability is important, the administrative burden can be significant for small districts with limited staff. Anything that can be done to streamline the reporting process would be greatly appreciated. We also need more support for teacher recruitment and retention. Finding qualified CTE instructors who have both the industry experience and the necessary teaching credentials is a major hurdle for us. Programs that provide incentives for industry professionals to enter the classroom would be a huge benefit to rural schools.

Thank you. Mr. Gibson, you mentioned the need for more flexibility in apprenticeship programs. Can you talk about the role of 'earn-and-learn' models in the construction industry? How do these models benefit small contractors who might be hesitant to hire someone with no experience?

Earn-and-learn models are the lifeblood of the construction industry. For a small contractor, hiring an inexperienced worker is a significant risk. But with an apprenticeship or a work-based learning program, that risk is mitigated. The employer can train the worker in their specific methods and safety protocols while the worker is also receiving classroom instruction. This ensures that the worker is becoming productive and safe from day one. It also creates a strong bond of loyalty between the employer and the apprentice. When a small business invests in someone's training, that person is much more likely to stay with the company long-term. The challenge is that many small businesses don't know how to set up these programs or they are afraid of the red tape. If we can make it easier for them to access existing apprenticeship frameworks and provide some small incentives—perhaps in the form of tax credits or training grants—we would see a lot more participation. We also need to make sure that these programs are recognized and valued by the public. A journey-level certificate in a trade should be seen as having the same value as a college degree. It represents a high level of skill and a commitment to a profession.

Thank you, Mr. Gibson. I yield back, Mr. Chairman.

The gentleman yields back. I now recognize the gentleman from Kentucky, Mr. McGarvey, for five minutes.

Thank you, Mr. Chairman. And thank you to our witnesses for your testimony today. Mr. Boren, I want to go back to the issue of diversity and inclusion in apprenticeship. We know that certain groups, including women and people of color, have historically been underrepresented in many high-wage technical fields. How can we ensure that the expansion of CTE and apprenticeship programs actually leads to more equitable outcomes for all workers?

Thank you for that important question, Congressman. Equity must be at the center of our efforts to scale apprenticeship. One of the most effective ways to increase diversity is through pre-apprenticeship programs. These programs provide individuals from underrepresented communities with the foundational skills and support they need to successfully enter and complete a full apprenticeship. This includes things like math remediation, soft skills training, and assistance with transportation or childcare. By investing in these 'on-ramps,' we can broaden the pipeline of talent and ensure that everyone has a fair shot at these opportunities. We also need to provide more support to the intermediaries I mentioned earlier. Many of these organizations have deep roots in their communities and are well-positioned to recruit and support diverse candidates. They can also work with employers to create more inclusive workplace cultures. Additionally, we need better data collection and transparency. We should be tracking the demographics of who is entering and completing these programs so that we can identify where the gaps are and hold ourselves accountable for making progress. Apprenticeship is a powerful tool for economic mobility, but only if it is accessible to everyone.

Thank you. Ms. Nix, you mentioned the importance of industry certifications. How does Godley ISD decide which certifications to offer? And how do you ensure that these certifications are actually recognized and valued by employers in your region?

We base our certification offerings on a combination of state requirements and local labor market data. We look at which industries are growing in our region and what specific skills they are looking for. We also rely heavily on our industry advisory committees. They tell us which certifications are the 'gold standard' in their fields and which ones will actually help a student get hired. For example, in our welding program, we offer AWS certifications because that's what our local manufacturing partners demand. In our health science program, we offer CNA and EKG technician certifications because those are in high demand at local hospitals. To ensure they are valued, we maintain constant communication with our employer partners. We often invite them to serve as judges for our student competitions or to participate in our certification testing process. This gives them confidence in the quality of our training and the skills of our students. We also track our graduates to see how many of them are using their certifications in their jobs. This feedback loop is essential for keeping our programs relevant. If a certification is no longer being recognized by industry, we stop offering it and look for a better alternative.

Thank you. I yield back, Mr. Chairman.

The gentleman yields back. I now recognize the gentleman from Minnesota, Mr. Stauber, for five minutes.

Thank you, Mr. Chairman. And thank you to the witnesses. Mr. Gibson, I'm a big supporter of the trades. In my district in Northern Minnesota, we have a huge need for skilled workers in mining, construction, and manufacturing. One of the things I hear from small business owners is that they struggle to compete with larger companies when it comes to recruiting talent. How can CTE programs help level the playing field for small businesses?

That's a very real challenge, Congressman. Large companies often have dedicated recruiting teams and big marketing budgets. Small businesses don't have those resources. CTE programs can level the playing field by acting as a bridge. When a small business partners with a local high school or community college, they get direct access to a pool of motivated, pre-screened talent. They can build relationships with students through guest speaking, job shadowing, and internships. This allows the small business to showcase their unique culture and the benefits of working for a smaller, more close-knit company, which can be very appealing to many young people. Furthermore, CTE programs can provide the specialized training that a small business might not be able to provide on its own. By collaborating with the school, the small business can ensure that students are learning the specific skills they need. This reduces the training burden on the employer and makes the new hire productive much faster. We also need to encourage more 'consortium' models, where groups of small businesses work together with a CTE provider to share the costs and benefits of training. This gives them the collective bargaining power and the scale that they lack individually.

Thank you. Mr. Gunuskey, you mentioned the challenge of finding and keeping CTE teachers. In Minnesota, we've looked at various ways to make it easier for industry professionals to get into the classroom. What are some of the specific barriers you've encountered in Pennsylvania, and what kind of flexibility would be most helpful to you?

The primary barrier is the certification process. Often, an expert welder or a master mechanic wants to teach, but they are faced with years of additional coursework and student teaching requirements to get a standard teaching certificate. For someone who is already established in their career, that's a huge deterrent. We need more 'alternative' pathways that recognize and credit their years of industry experience. Pennsylvania has made some strides in this area, but it's still a complex and often discouraging process. More flexibility at the state and federal levels to allow for competency-based teacher certification would be a game-changer. Another issue is the pay gap. In many technical fields, an experienced professional can earn significantly more in industry than they can as a teacher. While many are drawn to teaching by a desire to give back, the financial sacrifice can be too great. We need to find ways to make teaching more financially viable, perhaps through signing bonuses, student loan forgiveness, or allowing for higher starting salaries based on industry experience. If we want the best people training our future workforce, we have to be willing to invest in them. Without qualified instructors, our CTE programs simply cannot succeed.

Thank you. I yield back.

The gentleman yields back. I now recognize the gentlelady from Michigan, Ms. Scholten, for five minutes.

Thank you, Mr. Chairman. And thank you to our witnesses for this very informative discussion. Mr. Boren, I'm particularly interested in the role of apprenticeship in the 'green economy.' As we transition to more sustainable energy and manufacturing, we're seeing a huge demand for new skills. How can we leverage the apprenticeship model to ensure that small businesses and workers are prepared for these new opportunities?

That's a great point, Congresswoman. The green economy is a perfect fit for apprenticeship because many of the skills required are new and evolving. Apprenticeship allows workers to learn these skills on the job, using the latest technology and techniques. We're already seeing successful programs in solar installation, wind turbine maintenance, and electric vehicle repair. For small businesses in these sectors, apprenticeship is a way to stay competitive and ensure they have the specialized talent they need. Intermediaries can play a key role here by developing standardized training modules for these emerging fields. We also need to ensure that our federal investments in green energy are tied to high-quality training. By including apprenticeship requirements in federal contracts and grants, we can encourage more businesses to adopt this model. This not only builds a skilled workforce for the green economy but also ensures that these new jobs are high-quality jobs with good wages and career paths. We should also be looking at how we can 'green' existing apprenticeships in traditional trades like plumbing and electrical work, as these workers will be essential for retrofitting buildings and infrastructure for greater efficiency.

Thank you. Ms. Nix, you mentioned the importance of soft skills. In my district, I often hear from employers that while technical skills are important, they also really need workers who can communicate, work in teams, and solve problems. How does Godley ISD integrate these 'employability skills' into your CTE curriculum?

We believe that soft skills are just as important as technical skills, so we embed them into every aspect of our CTE programs. We use a framework called 'Professional Communications' that is taught across all pathways. Students practice things like writing professional emails, giving presentations, and participating in mock interviews. We also emphasize teamwork through project-based learning. Many of our students work in groups to solve real-world problems, which requires them to collaborate, manage their time, and resolve conflicts. These are the skills that will help them not just get a job, but keep a job and advance in their careers. We also have a strong focus on leadership through our Career and Technical Student Organizations, or CTSOs, like FFA, HOSA, and SkillsUSA. These organizations provide students with opportunities to take on leadership roles, compete in skill-based events, and engage in community service. These experiences are invaluable for building confidence and developing the 'human' skills that employers value so highly. We often hear from our business partners that our students stand out because of their professionalism and their ability to communicate effectively. That's a direct result of our intentional focus on these skills.

Thank you. I yield back, Mr. Chairman.

The gentlelady yields back. I now recognize the gentleman from Missouri, Mr. Alford, for five minutes.

...and the private sector. And I think that's where we're seeing the most success. So, thank you for your testimony. I yield back.

The gentleman yields back. I now recognize the gentleman from Missouri, Mr. Alford, for five minutes.

Thank you, Mr. Chairman. And thank you to our witnesses for being here today. This is a very important topic. In Missouri's 4th District, we have a lot of small businesses that are struggling to find workers. And I hear it every time I go home. We need more people in the trades. We need more people who know how to work with their hands. Mr. Gibson, in your testimony, you mentioned the importance of the 'earn while you learn' model. Can you expand on how that specifically benefits small construction firms who might not have the resources for a full-scale internal training department?

Thank you, Congressman. For a small business, the biggest risk is often the unknown cost of training a new hire who might not stay. The 'earn while you learn' model, particularly through registered apprenticeships, provides a structured framework. The small business owner knows exactly what the progression looks like. They aren't footing the bill for a four-year degree that might not result in the specific skills they need. Instead, they are investing in a worker who is producing value from day one. It lowers the barrier to entry for the employer and provides immediate financial stability for the employee.

I appreciate that. And follow up to that, how are we doing on the outreach to the younger generation? Are we still fighting that stigma that you have to have a four-year degree to be successful? Or are we starting to see a shift in the mindset of parents and students?

We are seeing a shift, but it's slow. For 30 years, the message was 'college for all.' We are now working to show that a career in the trades is not a 'Plan B.' It's a first-choice career with high wages, no debt, and the opportunity for entrepreneurship. Many of our apprentices end up starting their own small businesses. We need to continue that messaging in middle schools and high schools, and frankly, with the guidance counselors who are often the gatekeepers of that information.

Thank you. Ms. Nix, Godley ISD seems to be doing some great things. How do you engage with the local small business community to ensure your CTE programs are actually teaching the skills that are in demand in your specific region of Texas?

Thank you, Congressman. We have advisory boards for every one of our career pathways. Those boards are comprised of local business owners, industry experts, and higher education partners. They meet regularly to review our curriculum, look at our equipment, and tell us, 'Hey, this is what we're using in the field today.' It ensures that when our students graduate with a certification, it's a certification that actually means something to the employer down the street. We also invite those business owners in for guest speaking and to offer internships, so the relationship is a two-way street.

That's fantastic. My time is about to expire. I yield back, Mr. Chairman.

The gentleman yields back. I now recognize the gentleman from Maryland, Mr. Olszewski, for five minutes.

Thank you, Mr. Chairman. And thank you to the witnesses for your testimony today. As a former teacher and a former county executive, I've seen firsthand how critical CTE is to our local economies. In Baltimore County, we've invested heavily in our community colleges and our vocational schools because we know that's where the workforce of the future is being built. Mr. Boren, you've talked about the need to scale apprenticeships. What are the primary federal regulatory hurdles that small businesses face when trying to register an apprenticeship program?

Thank you for the question. The administrative burden is probably the number one hurdle. For a small business with five or 10 employees, the paperwork required by the Department of Labor to register a program can be overwhelming. They don't have a HR department to handle the compliance and the reporting. That's why we advocate for 'intermediaries'—organizations like trade associations or community colleges that can handle the paperwork on behalf of a group of small businesses. Streamlining that registration process and providing more support for those intermediaries would go a long way in expanding the reach of apprenticeships.

I appreciate that. And to follow up, how can we better integrate these programs with our community colleges? Often there seems to be a silo between the 'vocational' track and the 'academic' track. How do we bridge that gap so students can move seamlessly between the two?

It's about credit for prior learning. We need to ensure that the hours a student spends in an apprenticeship or a CTE program in high school can count toward an associate's or bachelor's degree later on. When we create those pathways where work-based learning is recognized as academic credit, we remove the 'either-or' choice. A student can start as an apprentice, become a journeyman, and then later use those credits to get a degree in management or engineering. That's the kind of flexibility that modern workers and small businesses need.

Thank you. Mr. Gunuskey, very briefly, what's the one thing the federal government could do to help a district like yours expand your CTE offerings?

Flexibility in funding. Often, federal grants are very prescriptive about exactly what equipment or what curriculum we can use. Every region has different needs. If we had more flexibility to use Perkins funding for things like transportation for students to get to job sites or to pay for industry-recognized certification exams, it would allow us to tailor our programs to the specific needs of our local small businesses.

Thank you. I yield back, Mr. Chairman.

The gentleman yields back. I now recognize the gentleman from Texas, Mr. Ellzey, for five minutes.

Thank you, Mr. Chairman. Ms. Nix, it's good to see a fellow Texan here. Godley is doing some incredible work. I've visited several CTE programs in my district, and the thing that always strikes me is the engagement of the students. They want to be there. They see the relevance. Can you talk about the impact on graduation rates and student engagement when you have a robust CTE program available?

Absolutely. What we see is that for many students, CTE is the 'hook' that keeps them in school. When a student can see the direct connection between what they are learning in a classroom and a high-paying job they can get right after graduation, their attendance improves, their grades in their core academic subjects often improve because they see the application of math and science, and our graduation rates for students who complete a CTE pathway are significantly higher than the general population. It gives them a sense of purpose and a clear path forward.

And to that point, are you seeing more small businesses in the Godley area reaching out to you proactively now? Is the word getting out that your students are ready to work?

Yes, definitely. We actually have a waiting list of businesses that want to partner with us. They see the quality of the students coming out of the program. They see that these students have not only the technical skills but also the 'soft skills'—the ability to show up on time, work in a team, and communicate effectively. Our small businesses are our biggest cheerleaders because they are seeing the direct benefit to their bottom line.

Mr. Gibson, you mentioned the 'silver tsunami' of retirements in the construction industry. How critical is it that we get this right in the next five to 10 years? What happens to our infrastructure and our small construction firms if we don't fill this pipeline?

It's a crisis, Congressman. We are looking at a massive loss of institutional knowledge as the baby boomer generation retires. If we don't have a trained workforce to step in, projects will take longer, they will cost more, and some small firms simply won't be able to survive because they won't have the manpower to take on new work. This isn't just about the construction industry; it's about the entire economy. Everything we do depends on the built environment. If we can't build and maintain it, everyone suffers.

Thank you. I yield back.

The gentleman yields back. I now recognize the gentlewoman from Michigan, Ms. Scholten, for five minutes.

Thank you, Mr. Chairman. In West Michigan, we are a hub for manufacturing and innovation. Our small businesses are the backbone of our community, and they are constantly telling me that their number one challenge is finding skilled talent. I'm particularly interested in how we can make CTE more inclusive. Mr. Boren, what strategies have you seen work to recruit more women and underrepresented groups into these high-paying trade and technical careers?

It starts with representation. You have to see it to be it. We've seen great success when programs use mentors and instructors who reflect the diversity they are trying to attract. Also, addressing some of the practical barriers, like childcare and transportation, is crucial. Many apprenticeships are full-time jobs, and for a single parent, that can be a challenge. Programs that offer supportive services or flexible scheduling are much more successful at recruiting and retaining a diverse workforce. We also need to start the outreach early, showing young girls and minority students that these are viable, high-paying careers for them too.

Thank you. Mr. Gunuskey, in your district, have you implemented any specific programs or outreach to encourage a broader range of students to explore CTE?

Yes, we've started 'career exploration' days as early as elementary school. We bring in professionals from all different backgrounds to talk about their jobs. We also work closely with our guidance counselors to ensure they are presenting CTE as an option for all students, not just those who might be struggling academically. We've seen a significant increase in female enrollment in our engineering and building trades programs by simply highlighting the success of our female graduates in those fields.

That's great to hear. One more question for Mr. Boren. We talk a lot about the 'skills gap.' How much of that is a lack of technical training versus a lack of awareness about where the jobs actually are?

It's both. There is a genuine technical skills gap, but there's also a massive information gap. Many students and parents simply don't know that a master plumber or a specialized technician can earn six figures without any student debt. We need better data and better communication to show where the demand is. When we align our training programs with real-time labor market data, we can close both gaps simultaneously.

Thank you. I yield back.

The gentlewoman yields back. I now recognize the gentleman from Pennsylvania, Mr. Meuser, for five minutes.

Thank you, Mr. Chairman. Mr. Gunuskey, it's good to see you again. Wallenpaupack is in my district, and I've seen the great work you're doing there. You mentioned the importance of the 'local' aspect of CTE. Can you talk about how your school district works with the local Chamber of Commerce and other business groups to make sure the kids are staying in the area after they graduate?

Thank you, Congressman. That's a huge priority for us. We don't want to just train kids to leave; we want to train them to build our local community. We partner with the Wayne County Chamber and the Pike County Economic Development Corporation. They help us set up job fairs specifically for our local small businesses. We also have a 'signing day' for our CTE graduates who are going straight into the workforce, just like an athlete signing with a college. It celebrates their choice to stay local and work for a local employer. It builds that community pride and keeps our talent at home.

I love that 'signing day' idea. It really elevates the status of the trades. Mr. Gibson, from the employer side, what's the biggest thing that keeps a small business owner from participating in a CTE or apprenticeship program? Is it the cost, the time, or just not knowing how to start?

It's usually a combination of time and the 'how-to.' A small business owner is often the lead estimator, the project manager, and the HR person all at once. They don't have the bandwidth to navigate the bureaucracy of setting up a program. That's why the partnership with schools and associations is so vital. When the school or the association can say, 'We've got the curriculum, we've got the candidates, we just need you to provide the on-the-job training,' it becomes a much easier 'yes' for the small business owner.

Thank you. And Mr. Boren, we've talked about the Department of Labor. Are there other agencies, like the SBA, that could be doing more to support small businesses in this space? Maybe through grants or technical assistance specifically for workforce development?

Absolutely. The SBA is perfectly positioned to help. They already have the relationship with the small business owners. If the SBA could provide small grants or even just specialized counseling through their SBDCs (Small Business Development Centers) on how to set up and manage an apprenticeship program, it would be a game-changer. Right now, workforce development is often seen as a 'labor' issue, but for a small business, it's a 'growth' and 'survival' issue. The SBA should be at the table.

I agree. Thank you. I yield back, Mr. Chairman.

The gentleman yields back. I now recognize the gentleman from Kentucky, Mr. McGarvey, for five minutes.

Thank you, Mr. Chairman. In Louisville, we have a very strong tradition of manufacturing and logistics. We've seen how important it is to have a pipeline of workers who are ready to go on day one. Ms. Nix, you mentioned the importance of 'soft skills.' We hear this from employers all the time—that they can teach the technical stuff, but they need people who can communicate and solve problems. How do you explicitly teach those skills in a CTE setting?

We integrate them into every project. It's not a separate class; it's part of the work. For example, in our construction program, students have to work in teams to complete a build. They have to communicate, they have to deal with conflict, and they have to meet deadlines. We also bring in business owners to do mock interviews and provide feedback on their professional behavior. We treat the CTE center like a workplace. Students have to 'clock in,' they have to wear the appropriate safety gear, and they are held to professional standards. It's about creating a culture of professionalism.

That's excellent. Mr. Boren, I want to go back to the 'intermediary' concept. Can you give an example of a successful intermediary model that you've seen work for small businesses?

Sure. There's a great model in the tech sector called 'Apprenti.' They act as the intermediary for hundreds of companies, many of them small to mid-sized. They handle the recruitment, the initial screening, and all the DOL registration and reporting. The small business just provides the mentor and the on-the-job training. Another example is the 'North Carolina Triangle Apprenticeship Program' (NCTAP), which is a consortium of small manufacturing companies that pooled their resources to create a joint apprenticeship program. By working together, they share the administrative costs and the risk.

That's a great model. It seems like that's something we could really encourage through federal policy. Mr. Gunuskey, one last question. How do you handle the cost of keeping your equipment up to date? Technology changes so fast; how do you ensure your students aren't learning on obsolete machines?

It's a constant struggle. We rely heavily on our industry partners. Sometimes they will donate equipment they are phasing out, which is still much newer than what we have. Other times, we use grant funding. But the best way is through those internships and work-based learning opportunities. If a student is spending two days a week at a local machine shop, they are learning on the absolute latest technology that the business is using. We can't always afford the $100,000 machine in the classroom, but we can partner with the business that has it.

Thank you. I yield back.

The gentleman yields back. I now recognize the gentleman from Minnesota, Mr. Stauber, for five minutes.

Thank you, Mr. Chairman. In Northern Minnesota, we have a huge need for workers in mining, logging, and construction. These are good-paying, family-sustaining jobs. Mr. Gibson, you talked about the 'earn while you learn' model. One of the things I hear from my small business owners is the concern about the 'Davis-Bacon' requirements and how that interacts with apprentices. Can you speak to any challenges or needed reforms in how federal wage laws impact the ability of small firms to take on apprentices?

Yes, Congressman. For a small contractor, the complexity of Davis-Bacon compliance on federal projects can be a major deterrent. When you add the specific ratios of apprentices to journeymen that are often required, it can become very difficult to manage, especially if you have a small crew. We would love to see more flexibility in those ratios and a simplification of the reporting requirements. If a small business feels like they need a full-time compliance officer just to have one apprentice on a federal job, they're just not going to do it. We need to make it easier for them to participate.

I couldn't agree more. We need to get the government out of the way. Ms. Nix, you mentioned the importance of certifications. Are there specific industry-recognized certifications that you've found to be the most valuable for your students in terms of getting them hired immediately?

In our area, the NCCER certifications for construction are huge. Also, AWS for welding and various ASE certifications for automotive. For our health science students, the CNA (Certified Nursing Assistant) and Phlebotomy certifications are very high-demand. The key is that these are recognized by the industry, not just the school. When a student walks into an interview with an AWS certification, the employer knows exactly what they are capable of doing. It's a universal language of skill.

Thank you. Mr. Boren, one final question. We've talked about the 'stigma' of the trades. Do you think the federal government's focus on student loan forgiveness for four-year degrees is actually making that stigma worse by signaling that one path is more 'valuable' than the other?

It certainly sends a message. When we subsidize one path so heavily and not the other, it creates an uneven playing field. We should be talking about 'post-secondary success,' which includes apprenticeships, certifications, and associate's degrees, not just four-year degrees. If we're going to talk about financial support for students, it should be available for all high-quality pathways that lead to good jobs. We need to value the plumber as much as the philosopher.

Well said. I yield back.

The gentleman yields back. This concludes our third segment. We will take a very brief five-minute recess before our final round of questions. The committee stands in recess. [Gavel sounds.]

...next generation. Mr. Gibson.

The lion's share of the contractors that I represent are small to medium-sized firms. A lot of them started in entry-level positions and worked their way up. In fact, one of the contractors I wanted to bring with me today, and I don't think he'll mind if I say who it is, Jeremy Bartz, Bartz Construction. He came out of a construction management program at Kansas State, went to work for McCownGordon, which is a large firm, got seven and eight years of experience, but his hometown is Great Bend, Kansas, a very rural community. But he saw a niche. There wasn't a general contractor in that area, and he and another McCownGordon employee decided to break off and start their own company. And they started that company three years ago, and they are serving that area very well. But I go back to my story about the mayor that was looking for a backhoe operator. If you don't have craft people in your community, and a lot of these folks that are coming out of CTE programs want to stay close to home, and we're giving them that life skill early on because they're not interested to go to college, they can't afford to go to college, and they're finding their way to stay close to home and meet their future spouse. We are starting to see population growth versus out-migration of population, all because of CTE programming.

Thank you, Mr. Gibson. Dr. Gunuskey, you mentioned entrepreneurship in your opening. That caught my attention. And you know, just because you're a great plumber and electrician doesn't mean you know how to handle HR issues or tax prep issues or advertising issues. What do we need to be doing with the SBA or otherwise?

Yeah, I think that's a great question. What we do is we bake entrepreneurship into all of our programs. So regardless of the career pathway that the students are in, the kids have a rich exposure in entrepreneurship. Through that, students also participate in something we call our seminar programs where they have a rich understanding of financial literacy, what it takes to start a business, to own a business, public relations, answering a phone call, all of the little things that mean so much today. So I think as we're doing this as a country, I think entrepreneurship has to be baked in across the board.

Congressman, I would just say the Small Business Administration is a great connector to CTE programs because of the resources that they provide, just as the doctor talked about, not only technical resources but financial resources. And small businesses coming out of CTE programs could definitely be that great connector to the Small Business Administration.

Thank you. My time's expired. Thank you, Mr. Chairman.

Gentleman yields. And I now recognize Dr. Morrison from the great state of Minnesota for five minutes.

Thank you, Mr. Chair and Ranking Member, for holding this hearing. And thanks to our witnesses for being here today. This has been a really great conversation. Workforce training and development is critical, of course, to both helping our small businesses grow and ensuring the next generation have the skills they need to succeed and advance. Minnesota's 3rd District is proud to be the home of Anoka Technical College, Hennepin Technical College, and Normandale Community College, which provide higher education and training through career and technical programs to ensure their students are equipped with the skills they need to succeed in today's and tomorrow's workforce. I had the honor of visiting Normandale Community College actually just last week and hearing about how they're shaping and preparing Minnesota's workforce. AI is increasingly impacting the way we work and changing the skills that employers are looking for in their employees. A common concern I hear from recent graduates entering the workforce is that AI is replacing many entry-level jobs. During my visit to Normandale, I learned about how they're training students to do jobs that AI can never replace. Mr. Boren, how can apprenticeships, technical education programs, and community colleges help ensure that students have the skills they need to succeed in an increasingly AI-driven job market and are able to find a job now and in the future?

I think you're exactly right, Congresswoman. We are seeing a hollowing out of the entry-level labor market due to AI replacing that early level, early entry-level jobs. The challenge is, you know, we're going to need these folks later on too, and we need to get them in the workforce today. Nobody can wait five or six years to get into the workforce. And that's where apprenticeship, especially registered apprenticeship, is a flexible, industry-driven training program where employers drive the learning. It's not a train-and-pray model. It's where we invest today in apprenticeships, as we have since 2016, and we've seen an 80 percent increase in the number of employers and the number of apprentices being engaged in a variety of fields. One of the exciting things is that since we've invested, we see more than 50 percent of apprenticeships now being outside of the trades. So they can be in insurance, in healthcare, in IT, a number of different industries are now investing.

Thank you. I appreciate that. Your perfect segue to my next question for you. I'm a doctor by training, and I'm really worried about the growing shortage of healthcare workers and how this impacts access to care, especially in our rural communities. So, Mr. Boren, during your testimony, you mentioned that you've worked directly with small businesses as an apprenticeship intermediary, recruiting employers, designing programs, and helping companies across sectors, including healthcare, launch apprenticeship programs that meet workforce needs. Can you elaborate on how registered apprenticeships can help address workforce challenges such as staffing shortages in the healthcare industry?

Well, that's right. I'm actually really excited to be here with my wife today, who's a registered nurse. But she ended up going the route of getting a master's degree. But we're seeing more states like Texas, Michigan, and a number of states create registered apprenticeship programs for nursing, where you don't need to go into debt. You can start that registered apprenticeship where you're learning at the hospital with a preceptor, and that continuum goes on up to the receiving your license as an RN. But we see the shortage in a number of occupations just like that, whether that's surgical technicians or physical therapists, radiologists, a number of occupations that are now being created for apprenticeships. But we still have a lot of licensing barriers at the state levels that doesn't allow those apprentices to have that hands-on learning that we really need some relief from that regulatory burden at the state.

And you kind of touched on this, but what skills do apprenticeships teach that can't be taught in conventional classrooms?

Well, they teach the hands-on. I mean, when you're in a classroom, you're learning it by theory. When you're on the job, you're learning directly from a mentor who and a journey person who has done that work as a full professional. And in fact, we're seeing what's interesting about apprenticeships is 85 percent of apprentices today are men. And a lot of the last few administrations have treated that as a flaw, not a feature. We're seeing a number of men drop out of college, not being able to return. And apprenticeships are this great way where men, and research is showing that men really do well when they have that hands-on learning, and it's a great way to get them into a great career that pays really well as well.

Thank you so much, and a quick thank you to your wife for taking care of patients. Thank you. I yield back, Mr. Chair.

Lady yields back. I now recognize Mr. Wied from the great state of Wisconsin for five minutes.

Thank you, Mr. Chairman, and thank you to all of the witnesses that are testifying here today. Far too long, our education system has prioritized four-year colleges and has treated CTE education as an afterthought. Despite our nation's clear need for skilled tradesmen and the high demand from students, we have continued to see a lack of resources allocated to these programs. CTE programs offer a less expensive alternative to a four-year degree, and students often graduate in as little as 18 months, prepared for good-paying, in-demand careers. In Northeastern Wisconsin, many high schools and technical colleges partner with local small businesses to ensure students can begin an apprenticeship immediately after graduation. This not only provides students with paid, hands-on experience but also helps small businesses connect with eager, hard-working students. I'm encouraged by the work of our witnesses here and all that you have done to bring technical education back into the high school curriculum. The demand from schools in my district for CTE education underscores the pressing need for these programs. Like all of you, I feel very strongly about this issue, and I remain committed to supporting CTE in schools in Northeastern Wisconsin and, of course, across our nation. Dr. Gunuskey, from the great school district of Wallenpaupack, obviously you're doing a great job. And what I'm impressed with is, and you had mentioned, the community support. And that is key to building, you know, the vocational education, of course, in your district. And you also have great small business support in your area. What advice would you give to other school districts? You know, maybe some best practices that things have gone very well in order to build the culture that you have? We have questions, a lot of districts in our area want to improve. And so what would you offer to them?

First and foremost, seeing is believing. Invite them in. Invite them in to see the programs, to meet with the students, to participate in OACs, to contribute. Many times we will have organizations and industry partners come in and they didn't necessarily see how they fit into the overall picture of the curriculum, how they can support the CTE. And so by bringing them in, it does not take them very long to realize that they are very integral in part. So I would say seeing is believing is absolutely critical. In our school, we don't have we have a pre-apprenticeship program but not a full apprenticeship program because, again, we're not a CTC. But we do have students in the healthcare field that are actually working in the hospital for half a day, going out to rehabilitation aide, PT, OT, PTAs for half a day, getting that hands-on experience.

We have a lot of great districts that do very well in vocation. Luxemburg-Casco for one has built over a long time a great community support, great support with local businesses. Mr. Gibson, what would you say? Maybe some of the things that some big wins that you've seen in partnering with local school districts? What would you say to contractors and businesses? What can we do better?

Well, the Build Up Kansas success has come down, and the doctor talked about advisory councils, industry advisory councils. I would go one step farther. One of the things that has been successful is not only bringing industry in to share what type of professions that they're looking for, but we bring in recently graduates of that high school CTE program because they can relate to that younger generation better than the contractor. And that has really turned a lot of heads. In fact, I mentioned about social media. We do, if you go to Build Up Kansas, buildupks.com, you'll see testimonies of a lot of students that have graduated out of the high school CTE programs. Matter of fact, I mentioned Panasonic. One of our community colleges up in Topeka, Washburn Technology, graduated 300 electrical technicians. All of them received contracts to go to work for Panasonic. So get the industry and recent students that have graduated from their local schools to tell the story, and I can tell you, you will get a lot of heads turning to CTE programming.

That's fantastic. Clearly technical colleges we're talking about, but apprenticeships. Mr. Boren, what are that you've seen, what are some best practices in building this community engagement and, you know, the relationships with school districts that you've done that others could use around the country?

Yeah, and I just congratulate Wisconsin on being the oldest and one of the most robust apprenticeship states who's done a great job with youth apprenticeship. But I also look to Iowa, who's created high schools as sponsors, working as sponsors of apprenticeship programs, working across different industries from being a butcher to being a cybersecurity analyst. You can do it if you create the program at the high school level.

Great. Thank you all. I yield back.

Gentleman yields back. I now recognize Mr. Jack from the great state of Georgia for five minutes.

Well, thank you very much, Mr. Chairman, and I want to thank our witnesses for testifying today. I'd be remiss if I didn't open my remarks walking you all through something that was very special to my district. Just last month, I brought our Secretary of Education, Linda McMahon, to my district. And just for reference, I represent a part of Georgia that's just southwest of Atlanta, includes Coweta County. And very specifically within it, we've got a Central Educational Center. And this is this provided frankly for the state a blueprint for success for how high schools can better prepare our students to be well-equipped for the ever-evolving workforce in today's technological age. And I say that because we brought the Secretary of Education. We've had, you know, a lot of important people come, but never a cabinet member. I was proud to bring her. And what they did is effectively this community, Newnan, Georgia, about 30, 40 years ago, they said, we've got high school students that are graduating that are not prepared for the workforce that we have now recruited to come into our community. So we've got to partner with our school and provide an opportunity for students to leave the school place during the day for a small period of time, go learn some technical skills, and then come back and participate just as they normally would. This blueprint was so successful, Central Educational Center, encourage anybody to look at it, that the state of Georgia has now replicated in over 60 counties. They literally copy, paste, replace in different cities and counties around the state. So I'm very proud of that. And in that vein, if I could, I just want to start with Mr. Gunuskey. So as you think, and we've talked about this today, as we think about this global economy that we have today, new technology's constantly evolving. How can schools better integrate these kinds of tools and training into career and technical education? How does that help support small businesses that rely on a skilled, adaptable workforce?

Effective communication. Communication with the small businesses, communication with your with your county and community. And I applaud what you've done in Georgia and the work that they have done, certainly, is a great example of that communication. Groups coming together, having effective communication, finding out what needs to be done, what workforce needs to be met, and how the schools can implement those strategies to supplement the workforce locally.

And what would you say the biggest barriers are for schools that want to adopt and maintain these types of projects? How can federal policy help break down some of those barriers to help more students to get to enjoy this?

Yeah, I know we've talked about funding because funding is the is probably the the biggest the biggest hurdle. I think in rural Pennsylvania, another issue that we're facing, and I know my colleague mentioned this before, is also the staffing, the CTE teacher shortage that we're that we're experiencing. It is very difficult. A starting teacher at Wallenpaupack is right around $60,000. So when you take somebody out of industry who is making significantly more than that, tell invite them in and say, here, now you can teach 12 to 15 kids and you have to go back to college to get certification, it's not very enticing. And so it is something that we're continually trying to work on. And so if there was any type of, you know, work that we could do with potential industry teachers to come back and help, you know, be teachers in the classroom would be would be significant.

Well, thank you very much. If I can next move to Mr. Gibson. I'd also be remiss if I didn't note my colleague to my right, Congressman Schmidt. We were just talking about you. I was with Marty Jackley, the Attorney General for South Dakota, who said you were one of the best attorneys general he served with. So you're well-represented in Kansas. I want to make that clear for the record. But as I mentioned, the in my district, this Central Educational Center, of which I'm very proud, was created because the community recognized that students needed to access training to compete in this changing economy. And I'm curious from your perspective, how too do you see, especially within the workforce that that you have to recruit, you know, what type of educational opportunities would you like to see better provided for students coming out of some of these technical schools? And frankly, I also have to ask, you know, we're seeing a more autonomous workforce. I see it across factories I visit all the time, and obviously you're more focused on on general contracting. But I'm curious, how do we prepare ourselves for this autonomous workforce that's coming?

Well, first, I want to build on the question. Instructors are are critical. We're losing instructors as fast as we're losing the older generation. And through our HR platform, we're giving the schools the ability to post their jobs. We've actually had experience of bringing back recently retired tradesmen to to come back and teach at the local school. We actually got the state to change the legislation to where they didn't have to have a PhD or a master's to teach if it was regarding technical training. But the key in getting everything to to a point where CTE becomes important is training. We use NCCER curriculum because it was it was developed by the construction industry with education in mind. It's got a credential that goes along with it. The the contractors, and I represent general contractor subs and suppliers, they're migrating to it because there there is a a proven curriculum that the schools are embracing. And that credential that comes along with it is like a high school diploma to where they can demonstrate, like for example, the core has blueprint reading, OSHA 10-hour safety, hand tool, power tools. All that accumulates like a high school degree to where that applicant can can show that that contractor what skills they have to go to work immediately in the industry.

Thank you, Mr. Gibson. Mr. Chairman, I yield.

Gentleman yields back. And I want to thank our witnesses today for your testimony. And I want you to go home and I always get asked, can't you reach across the aisle with these guys and gals? And I think you've seen we can do that pretty pretty good hearing today. We were just remarking there wasn't I mean, we all agree on everything. So this is great. We'll get something done. That's not true everywhere, but here, we all agree on everything right now. But anyway, without objection, members have five legislative days to submit additional materials and written questions for the witnesses to the chair, which will be forwarded to the witnesses. I ask the witnesses to please respond promptly if that happens. If there's no further business, without objection, the committee's adjourned.