Proposed Rule2026-22615
Proposed Priorities and Definitions-Secretary's Supplemental Priorities and Definitions
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
November 5, 2026
Issuing agencies
Education Department
Abstract
The Secretary proposes to amend the Notice of Final Priorities and Definitions--Secretary's Supplemental Priorities and Definitions on Evidence-Based Literacy, Education Choice, and Returning Education to the States published in the Federal Register on September 9, 2025, the Notice of Final Priority and Definitions--Secretary's Supplemental Priority and Definitions on Meaningful Learning Opportunities published in the Federal Register on February 12, 2026, the Notice of Final Priority and Definitions--Secretary's Supplemental Priority and Definitions on Career Pathways and Workforce Readiness published in the Federal Register on April 13, 2026, and the Notice of Final Priority and Definitions--Secretary's Supplemental Priority and Definitions on Advancing Artificial Intelligence in Education published in the Federal Register on April 13, 2026. The proposed amendments are needed to ensure that the U.S. Department of Education (ED, or the Department) has priorities that represent the full spectrum of learners, reflect the expertise of the Federal agencies that are active partners in our mission, and incorporate lessons learned from implementation in FY 2026 grant competitions.
Full Text
<html>
<head>
<title>Federal Register, Volume 91 Issue 213 (Thursday, November 5, 2026)</title>
</head>
<body><pre>
[Federal Register Volume 91, Number 213 (Thursday, November 5, 2026)]
[Proposed Rules]
[Pages 69736-69753]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2026-22615]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
34 CFR Part 75
[Docket ID ED-2026-OS-3169]
Proposed Priorities and Definitions--Secretary's Supplemental
Priorities and Definitions
AGENCY: U.S. Department of Education.
ACTION: Proposed priorities and definitions.
-----------------------------------------------------------------------
SUMMARY: The Secretary proposes to amend the Notice of Final Priorities
and Definitions--Secretary's Supplemental Priorities and Definitions on
Evidence-Based Literacy, Education Choice, and Returning Education to
the States published in the Federal Register on September 9, 2025, the
Notice of Final Priority and Definitions--Secretary's Supplemental
Priority and Definitions on Meaningful Learning Opportunities
[[Page 69737]]
published in the Federal Register on February 12, 2026, the Notice of
Final Priority and Definitions--Secretary's Supplemental Priority and
Definitions on Career Pathways and Workforce Readiness published in the
Federal Register on April 13, 2026, and the Notice of Final Priority
and Definitions--Secretary's Supplemental Priority and Definitions on
Advancing Artificial Intelligence in Education published in the Federal
Register on April 13, 2026. The proposed amendments are needed to
ensure that the U.S. Department of Education (ED, or the Department)
has priorities that represent the full spectrum of learners, reflect
the expertise of the Federal agencies that are active partners in our
mission, and incorporate lessons learned from implementation in FY 2026
grant competitions.
DATES: We must receive your comments on or before December 7, 2026.
ADDRESSES: Comments must be submitted via the Federal eRulemaking
Portal at <a href="http://Regulations.gov">Regulations.gov</a>. See the SUPPLEMENTARY INFORMATION section
for more details.
FOR FURTHER INFORMATION CONTACT: Zachary Rogers, U.S. Department of
Education, 500 D Street SW, Room [insert], Washington, DC 20024.
Telephone: (202) 260-1144. Email: <a href="/cdn-cgi/l/email-protection#82d1d1d2c2e7e6ace5edf4"><span class="__cf_email__" data-cfemail="336060637356571d545c45">[email protected]</span></a>.
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Invitation to Comment: We invite you to submit comments regarding
the proposed amendments to the priorities and definitions. ED welcomes
public comments on the parts and definitions that are new or would be
amended through this notice. The Department will respond to comments
within the scope of this notice, including comments related to new or
proposed changes. Comments regarding provisions of the final priorities
and definitions that the Department does not propose to change, or on
the Department's interagency agreements, will not be addressed.
Comments must be submitted via the Federal eRulemaking Portal at
<a href="http://Regulations.gov">Regulations.gov</a>. However, if you require an accommodation or cannot
otherwise submit your comments via <a href="http://Regulations.gov">Regulations.gov</a>, please contact the
program contact person listed under FOR FURTHER INFORMATION CONTACT. ED
will not accept comments by fax or by email, or comments submitted
after the comment period closes. To ensure that ED does not receive
duplicate copies, please submit your comments only once. Additionally,
please include the Docket ID at the top of your comments.
Federal eRulemaking Portal: Go to <a href="http://www.Regulations.gov">www.Regulations.gov</a> to submit
your comments electronically. Information on using <a href="http://Regulations.gov">Regulations.gov</a>,
including instructions for accessing agency documents, submitting
comments, and viewing the docket, is available on the site under
``FAQ.'' Also included on <a href="http://Regulations.gov">Regulations.gov</a> is a commenter checklist that
addresses how to submit effective comments.
In instances where individual submissions appear to be duplicates
or near duplicates of comments prepared as part of a writing campaign,
ED may choose to post to <a href="http://Regulations.gov">Regulations.gov</a> one representative sample
comment along with the total comment count for that campaign. ED will
consider these comments along with all other comments received. In
instances where individual submissions are bundled together (submitted
as a single document or packaged together), ED will post all of the
substantive comments included in the submissions along with the total
comment count for that document or package to <a href="http://Regulations.gov">Regulations.gov</a>. Comments
containing personal threats will not be posted to <a href="http://Regulations.gov">Regulations.gov</a> and
may be referred to the appropriate authorities.
During and after the comment period, you may inspect public
comments about the proposed priority and definitions by accessing
<a href="http://Regulations.gov">Regulations.gov</a>. To inspect comments in person, please contact the
person listed under FOR FURTHER INFORMATION CONTACT.
Privacy Note: ED's policy is to generally make all comments
received from members of the public available for public viewing in
their entirety on the Federal eRulemaking Portal at <a href="http://Regulations.gov">Regulations.gov</a>.
Therefore, commenters should be careful to include in their comments
only information that they wish to make publicly available.
Assistance to Individuals with Disabilities in Reviewing the
Rulemaking Record: On request, we will provide an appropriate
accommodation or auxiliary aid to an individual with a disability who
needs assistance to review the comments or other documents in the
public rulemaking record for this document. If you want to schedule an
appointment for this type of accommodation or auxiliary aid, please
contact the person listed under FOR FURTHER INFORMATION CONTACT.
Program Authority: 20 U.S.C. 1221e-3, 3474, 6301 et seq., 5 U.S.C.
311 et seq.
Background
The Secretary proposes to amend the Notice of Final Priorities and
Definitions--Secretary's Supplemental Priorities and Definitions on
Evidence-Based Literacy, Education Choice, and Returning Education to
the States published in the Federal Register on September 9, 2025 (90
FR 43514), the Notice of Final Priority and Definitions--Secretary's
Supplemental Priority and Definitions on Meaningful Learning
Opportunities published in the Federal Register on February 12, 2026
(91 FR 6625), the Notice of Final Priority and Definitions--Secretary's
Supplemental Priority and Definitions on Career Pathways and Workforce
Readiness published in the Federal Register on April 13, 2026 (91 FR
18780), and the Notice of Final Priority and Definitions--Secretary's
Supplemental Priority and Definitions on Advancing Artificial
Intelligence in Education published in the Federal Register on April
13, 2026 (91 FR 18774).
To date, ED has announced partnerships with six agencies designed
to reduce federal education bureaucracy, improve the efficient delivery
of federally funded programs and activities to better support students
and families, and move closer to fulfilling the President's promise to
return education to the states. The new partnerships with the
Departments of Labor (DOL), Interior (DOI), Health and Human Services
(HHS), State, Justice (DOJ), and Treasury have brought new thinking to
the ED's grant programs. These partner agencies bring extensive
experience in topics such as education choice scholarships, workforce
readiness and career pathways, including Registered Apprenticeships and
talent marketplaces; and Tribal self-determination. We are proposing
amendments to the Secretary's Supplemental Priorities and Definitions
as discussed in this notice to ensure our programs reflect the
expertise our partner agencies offer, ensuring students are better
positioned for success throughout their education journey and prepared
to successfully enter, navigate, and advance in the workforce.
Additionally, after more than a year of visiting schools and
communities across the country, hearing directly from students,
educators, school leaders, State, Tribal and local officials, and other
stakeholders about effective practices and emerging needs, and gaining
practical experience implementing the existing Secretary's Supplemental
Priorities and Definitions, ED has identified opportunities to
[[Page 69738]]
strengthen and refine the priorities. This experience has provided
valuable insight into how the existing priorities operate in practice,
where additional clarity or emphasis may be warranted, and where new or
evolving policy areas should be addressed. Accordingly, ED has
identified new topics for inclusion and aspects of the existing
priorities and definitions that warrant revision to ensure that future
implementation efforts reflect lessons learned, respond to developments
in the education and workforce landscape, and remain closely aligned
with the Administration's priorities.
Proposed Changes
We discuss the proposed changes to the priorities and definitions
under the final notices to which they pertain. Generally, we do not
address proposed changes that are technical or otherwise minor in
effect.
Proposed Changes From Artificial Intelligence (AI) to Super
Intelligence (SI)
Current Priorities and Definitions: We finalized definitions of
artificial intelligence (AI) and AI literacy in the Secretary's
Supplemental Priority and Definitions on Advancing Artificial
Intelligence in Education.
Proposed Priorities and Definitions: We propose, with limited
exceptions described in the next paragraph, to use the term ``Super
Intelligence'' to replace ``Artificial Intelligence'' and use ``SI'' to
replace ``AI'' in every use of the terms. This includes the following
changes:
(1) proposing to rename the title of the notice from the ``Notice
of Final Priority and Definitions--Secretary's Supplemental Priority
and Definitions on Advancing Artificial Intelligence in Education'' to
the ``Notice of Final Priority and Definitions--Secretary's
Supplemental Priority and Definitions on Advancing Super Intelligence
in Education.''
(2) proposing to rename the title of the final priority from
``Advancing Artificial Intelligence in Education'' to ``Advancing Super
Intelligence in Education.''
(3) proposing to rename the definition of ``Artificial Intelligence
(AI)'' to ``Super Intelligence (SI).''
(4) proposing to rename the definition of ``AI literacy'' to ``SI
literacy.''
The exceptions to replacing ``Artificial Intelligence'' with
``Super Intelligence'' are in the definition of SI and in the title of
the following document: ``Department of Labor's Artificial Intelligence
Literacy Framework.'' The definition of SI includes reference to
``artificial intelligence'' therefore, we will continue to use
``artificial intelligence'' when referring to the definition of SI.
Later in this notice we propose to add reference to a DOL document in
the newly titled Priority on Advancing Super Intelligence in Education,
and we describe our proposal and our reasons for doing so. This
document and all references to it, will retain the title of
``Department of Labor's Artificial Intelligence Literacy Framework.''
For the newly titled SI definition, we propose to adopt the
definition of SI included in President Trump's Executive Order (E.O.)
14344 ``Inaugurating the Era of Super Intelligence,'' dated September
29, 2026, which says that SI means the technologies and systems
encompassed by the term ``artificial intelligence'' as defined 15
U.S.C. 9401(3). The newly titled SI literacy definition would be
revised to incorporate the importance of understanding how SI works and
how to use SI tools effectively and responsibly.
Finally, we propose to add the definitions of SI and SI literacy to
all uses of the terms in the Secretary's Supplemental Priorities on
Evidence-Based Literacy, Educational Choice, and Returning Education to
the States, the Secretary's Supplemental Priority on Meaningful
Learning Opportunities, and the Secretary's Supplemental Priority on
Career Pathways and Workforce Readiness.
Reasons: On September 29, 2026, the President issued E.O. 14434 (91
FR 63129) directing executive departments and agencies to replace the
terms ``Artificial Intelligence'' and ``AI'' with ``Super
Intelligence'' and ``SI'' in official correspondence, public
communications, policy documents, and other non-statutory documents.
E.O. 14344 explains that this terminology is intended to reflect the
continuously advancing technological frontier and the expanding
capabilities and applications of these technologies. Consistent with
this direction, the Department proposes to update the terms used
throughout the priorities and definitions by replacing references to
``Artificial Intelligence'' and ``AI'' with ``Super Intelligence'' and
``SI,'' as discussed previously. These revisions align the priority
with current Federal terminology and the Administration's direction for
executive branch agencies while maintaining the substantive focus of
the priority on preparing students and educators to understand, use,
and benefit from these rapidly advancing technologies.
We also propose to adopt the definition of Super Intelligence from
E.O. 14344. We believe this definition, as specified in E.O. 14344, is
most appropriate because this definition provides terminology for
implementing these priorities unless and until it is superseded by
subsequent Presidential action consistent with applicable law or by an
Act of Congress.
Consistent with this discussion, we propose to rename the
definition of ``AI literacy'' to ``SI literacy'' and to revise the
definition. The current definition of AI literacy means technical
knowledge, durable skills, civic awareness, and future ready attitudes,
including AI related ethical reasoning, critical social inquiry,
interdisciplinary problem-solving, and creativity, required to thrive
in a world influenced by AI. The definition also indicates that AI
literacy enables learners to engage, create with, manage, and design
AI, while critically evaluating its benefits, risks, and implications.
In addition to replacing ``AI'' with ``SI'', we propose to add to the
definition the importance of understanding how SI works and how to use
SI tools effectively and responsibly. We believe the amendment improves
the clarity of the SI literacy definition and is necessary for
promoting the appropriate integration of SI into education.
We propose to add the definitions of ``SI'' and ``SI literacy''
across all uses of the terms in the four notices proposed for revision
in this proposed rule. Using common terminology and definitions across
all of the supplemental priorities will help ensure consistency in
understanding and implementation in ED's grant programs.
Proposed Changes to the Notice of Final Priorities and Definitions--
Secretary's Supplemental Priorities and Definitions on Evidence-Based
Literacy, Education Choice, and Returning Education to the States (90
FR 43514)
Changes to Priority Text
Current Priority: Part (a) of the Expanding Education Choice
priority focuses on increasing access to public charter schools and
other innovative school models, including charter schools that have
specific focus areas.
Proposed Priority: We propose to revise part (a) to include
technical, trade, and vocational schools in addition to public charter
schools and other innovative school models; revise part (a)(i)(1) to
expand the focus area on science, technology, engineering, and
mathematics (STEM) to include super intelligence (SI), SI literacy, and
cybersecurity; and revise part (a)(i)(2) to qualify that career and
technical education includes programs that integrate pre-apprenticeship
and Registered Apprenticeship pathways.
[[Page 69739]]
Reasons: We propose to add technical, trade, and vocational schools
to part (a) to emphasize these programs as important education and
training options for students and families. Additionally, these options
will help achieve our goal of ensuring that we prioritize access to
demand-driven career pathways and workforce preparedness. We propose to
add explicit reference to SI, SI literacy, and cybersecurity to part
(a)(i)(1) to affirm these as important topics within STEM. And, we
propose in part (a)(i)(2) to emphasize programs integrating pre-
apprenticeships and Registered Apprenticeships pathways as valuable
career and technical education choice options that are aligned with
employer needs.
Current Priority: Part (a)(iii) promotes projects that provide
technical assistance to relevant parties about the establishment and
operation of charter schools, including navigating State and local
statutes and regulations. Part (f)(ii) promotes projects that provide
families with assistance in understanding State and local requirements
for homeschooling.
Proposed Priority: We propose to revise (a)(iii) such that the
provision of technical assistance includes support navigating Tribal
statutes and regulations. And, we propose to redesignate (f)(i) and
(ii) to be (g)(i) and (ii), and to revise the newly-designated (g)(ii)
to include assistance with understanding Tribal requirements for
homeschooling.
Reasons: We propose these changes to ensure that the technical
assistance contemplated by the priority fully reflects the range of
legal and regulatory frameworks that may apply to charter schools and
home-based education programs. As initially drafted, the priority
expressly contemplated assistance with navigating applicable
requirements but did not specifically identify Tribal statutes,
regulations, or homeschooling requirements. Upon further review, we
determined that expressly including Tribal requirements would provide
greater clarity and ensure that the priority appropriately accounts for
circumstances in which Tribal law or requirements may be relevant.
Explicitly recognizing these requirements alongside other applicable
legal and regulatory frameworks will help ensure that the technical
assistance available under the priority is sufficiently comprehensive
and responsive to the different jurisdictions and communities in which
these educational options may operate.
Current Priority: Part (c) of the Expanding Education Choice
priority is specific to supporting dissemination of information related
to school choice options.
Proposed Priority: We are proposing to broaden part (c) to include
two subparts. The current part (c) would be redesignated as (c)(ii).
The newly proposed (c)(i) would encourage projects that provide
technical assistance for education services available to students
through scholarships supported by the about the Education Freedom Tax
Credit (EFTC). We are proposing to revise the stem for part (c) to
focus on the advancement and implementation of education choice options
broadly.
Reasons: The Department proposes to expand this priority to support
the effective implementation of education choice initiatives, including
the new EFTC. Providing technical assistance about education services
available to students through scholarships supported by the EFTC will
help ensure that eligible participants understand the opportunities
available under the tax credit and how to access and implement these
options. Broadening this priority will also allow the Department to
support projects that strengthen the infrastructure necessary to expand
educational freedom, empower families to make informed decisions, and
increase access to education options that best meet students'
individual needs.
Current Priority: The current Expanding Education Choice priority
does not include options for specific supports for student parents;
talent marketplaces for postsecondary enrollment; or children and youth
in foster care or kinship care, or their caregivers.
Proposed Priority: We propose to add three new parts to the
Expanding Education Choice priority and redesignate the current parts
as appropriate. Newly designated part (f) would focus on expanding
access to childcare and other supports for student-parents. A second
part, newly designated part (j), would focus on expanding access to
talent marketplaces and other best practices for postsecondary
enrollment to include pre-apprenticeships and Registered
Apprenticeships. A third part, newly designated part (o), would focus
on children and youth in foster care or kinship care, or their
caregivers, by promoting projects that improve educational stability
and academic outcomes, supporting caregiver engagement in the education
of children in their care, and expanding access to supports across the
education spectrum from early childhood to postsecondary. Additionally,
we propose to redesignate the other parts of this priority to conform
with the proposed additions described above.
Reasons: We propose to amend this priority to ensure that students
and families have access to a broader range of educational pathways and
supports that allow them to pursue an education aligned with their
unique needs, circumstances, and career goals. These additions reflect
feedback from our Federal partners at HHS and DOL, whose expertise and
experience administering programs serving children, families, workers,
and other populations helped identify additional ways in which the
priority could more fully reflect the range of choices and supports
that contribute to educational access and success.
In particular, HHS highlighted the importance of recognizing that
meaningful education choice may depend on whether students and families
can access the supports necessary to take advantage of those
opportunities. This includes access to child care and other supports
for student parents, as well as educational stability, caregiver
engagement, and coordinated supports for children and youth in foster
or kinship care. Incorporating these areas recognizes that students'
individual circumstances can affect their ability to access and persist
in educational opportunities and provides greater flexibility for ED,
where consistent with applicable program authorities, to support
projects that address those circumstances across the education
continuum.
DOL similarly brought its expertise in workforce development and
career-connected learning to identify opportunities to broaden the
priority's treatment of postsecondary choice. In particular, DOL
highlighted pre-apprenticeships and Registered Apprenticeships as
additional pathways that can expand the range of high-quality
postsecondary education and training options available to students.
Including these pathways alongside talent marketplaces and approaches
to postsecondary enrollment better reflects effective tools that
connect jobseekers with employers and the variety of routes students
may pursue to acquire skills, credentials, and experience that support
their education and career goals. Taken together, these changes
strengthen the priority by recognizing that expanding education choice
involves not only increasing the number or type of educational options
available, but also helping students and families access and
successfully navigate those options. Drawing on the specialized
expertise of
[[Page 69740]]
HHS and DOL allows ED to more comprehensively reflect the range of
educational pathways and supports that may help students pursue
opportunities best suited to their individual needs and goals.
Current Priority: Part (f) of the Returning Education to the States
priority includes an option for projects or proposals that are carried
out by entities identified, designated, or endorsed by a Governor or a
chief State education official.
Proposed Priority: We propose to amend part (f) to include projects
or proposals that are carried out by entities identified, designated,
or endorsed by an Indian Tribe's highest ranking elected official.
Reasons: In the current priority, we included Tribes, Tribal
organizations and Tribal education agencies in the list of eligible
entities (i.e., part (g)) and noted ED's ability to preference support
for Tribes using this part of the priority. However, in our use of part
(f) in an FY 2026 grant competition we received questions about
endorsements from Tribes. After considering the priority in light of
these questions, we determined that it would be beneficial to add an
Indian Tribe's highest ranking elected official to the existing parties
(i.e., Governor and chief State education official) in part (f). This
proposed addition further recognizes the sovereignty of Tribal nations
and importance of an applicant being identified, designated, or
endorsed by a Tribe's highest ranking elected official for projects or
proposals that will be carried out to support Native American children,
youth, and families.
Changes to Definitions
Current Definitions: The current set of definitions finalized with
the Secretary's Supplemental Priorities on Evidence-Based Literacy,
Educational Choice, and Returning Education to the States does not
include definitions of SI, SI literacy, talent marketplaces, pre-
apprenticeship or Registered Apprenticeship.
Proposed Definitions: We propose to add definitions of SI, SI
literacy, talent marketplaces, pre-apprenticeship, and Registered
Apprenticeship.
Reasons: We propose to add definitions of these terms to support
the revised priorities proposed in this notice. The new definitions
would apply to all uses of these terms in the Secretary's Supplemental
Priorities on Evidence-Based Literacy, Educational Choice, and
Returning Education to the States.
See our previous discussion about the terms SI and SI literacy for
more information about the basis of these definitions.
We propose to add a definition of talent marketplace. The proposed
definition is the same definition used in the Secretary's Supplemental
Priority and Definitions on Career Pathways and Workforce Readiness
published in the Federal Register on April 13, 2026. Using consistent
definitions across all of the Secretary's Supplemental Priorities
provides greater clarity for the public, reduces the potential for
confusion or conflicting interpretations, and allows applicants and
other stakeholders to operate from a common understanding of
established terms.
We propose to add definitions of pre-apprenticeship and Registered
Apprenticeship. The proposed definition of pre-apprenticeship is drawn
from the Workforce Innovation and Opportunity Act (WIOA) Final Rule (81
FR 56072 codified in 20 CFR 681.480) and informed by DOL's Framework
for Effective Pre-Apprenticeships in Training and Employment Notice No.
05-26. The proposed definition of Registered Apprenticeship is drawn
from the National Apprenticeship Act (29 U.S.C. Chapter 4C) and 29 CFR
parts 29 and 30. Where possible, using consistent definitions across
the Federal government provides greater clarity for the public, reduces
the potential for confusion or conflicting interpretations across
Federal programs, and allows applicants and other stakeholders to
operate from a common understanding of established terms. Given ED's
close partnership with DOL, as well as DOL's role in administering the
national Registered Apprenticeship system, aligning with the existing
Federal definitions of pre-apprenticeship and Registered Apprenticeship
promotes consistency across agencies and ensures that references to
pre-apprenticeship and Registered Apprenticeship have the same meaning
across Federal education and workforce programs.
Proposed Changes to the Notice of Final Priority and Definitions--
Secretary's Supplemental Priority and Definitions on Meaningful
Learning Opportunities (91 FR 6625)
Current Priority: Part (a)(i) of the priority focuses on
strengthening core instruction through improving mathematics
instruction. Part (a)(i) currently includes seven parts.
Proposed Priority: We propose to add a new part (a)(i)(6) focused
on aligning mathematics instruction with critical workplace math skills
and real-world applications identified through engagement with national
or regional employers, and re-number the current part (a)(i)(6) and
succeeding parts in this paragraph.
Reasons: We propose to add this part based on feedback from our
partners at DOL, which highlighted the importance of strengthening the
connection between mathematics instruction and the mathematical skills
students will need to succeed in the workforce. DOL's workforce
expertise underscored the value of ensuring that students have
opportunities to understand how mathematical concepts are applied in
real-world workplace settings and across a range of career pathways.
While the current priority already emphasizes evidence-based
mathematics instruction and improved student achievement, we determined
that it would be beneficial to more explicitly connect those academic
foundations to workforce readiness. By encouraging engagement with
national or regional employers to identify critical workplace
mathematics skills and real-world applications, this addition will help
ensure that mathematics instruction can both build strong academic
foundations and demonstrate the relevance of those skills to future
education, training, and employment opportunities. The revision
therefore strengthens the connection between mathematics achievement
and career preparation and better reflects the role that strong
mathematics skills can play in preparing students for high-skill, high-
wage, or in-demand occupations.
Current Priority: The priority currently includes two parts focused
on high-quality instructional materials (HQIM) in one or more specified
subject areas: part (a)(ii) of the priority focuses on providing or
expanding access to HQIM and part (a)(iii) focuses on providing or
expanding access to training on implementing HQIM. Part (a)(iii)
currently includes three parts.
Proposed Priority: We propose to amend part (a)(ii)(1) and
(a)(iii)(1) to expand the focus areas on STEM to include SI and
cybersecurity. We also propose to add a new part (a)(ii)(2) and
(a)(iii)(2) to include career and technical education programs of
study, including programs integrating pre-apprenticeship and Registered
Apprenticeship pathways, and to re-number the current (a)(ii)(2) and
(a)(iii)(2) and succeeding parts in those paragraphs.
Reasons: We are adding explicit references to SI and cybersecurity
to emphasize these as critical components of STEM education and to
incentivize the development and availability of HQIM in these subject
areas. As SI becomes increasingly integrated across education, the
workplace, and daily life,
[[Page 69741]]
students need access to high-quality instructional content that
supports the development of foundational SI knowledge and skills and
prepares them to engage with these technologies effectively. The added
focus on cybersecurity reflects the importance of ensuring students
have access to the high-quality instruction needed to meet evolving
cybersecurity demands.
Additionally, we propose to include career and technical education
programs of study under the HQIM paragraph to promote opportunities to
strengthen the quality and rigor of these critical programs. This
addition reflects, in particular, feedback from our partners at DOL,
whose expertise in workforce development, apprenticeship, and career-
connected learning led them to underscore the importance of ensuring
that students participating in Career and Technical Education (CTE)
have access to high-quality instructional content that prepares them
for both continued education and employment. DOL also highlighted the
value of creating stronger connections between classroom instruction
and the skills students will need to succeed in the workplace,
including through pre-apprenticeship and Registered Apprenticeship
pathways.
Expanding the priority's focus on HQIM to expressly include CTE
programs of study recognizes that high-quality instructional materials
are important not only in traditional academic subjects, but also in
career-connected learning. CTE programs increasingly integrate rigorous
academic content, technical knowledge, hands-on learning, and
preparation for industry-recognized credentials and further education
and training. Specifically including these programs would encourage the
development, adoption, and use of high-quality materials that
strengthen the instructional foundation of CTE, better connect academic
and technical learning, and help ensure that students are prepared to
successfully transition from education into additional training,
Registered Apprenticeship, or employment.
Together, these additions reflect feedback from our Federal
partners and broaden the HQIM provision to better account for emerging
instructional needs and the range of educational pathways through which
students develop the knowledge and skills necessary for future success.
Current Priority: Part (a)(v) focuses on creating and supporting
implementation of strategic staffing models to incentivize educators
and best leverage staffing in innovative ways to support student
learning and achievement.
Proposed Priority: We propose to amend part (a)(v) to expand the
focus area on models for teacher and paraprofessional advancement to
include Registered Apprenticeships.
Reasons: We propose this change to explicitly promote Registered
Apprenticeships as an innovative model for teacher and paraprofessional
preparation and advancement. Feedback from our partners at DOL, drawing
on expertise in apprenticeship and workforce development, highlighted
the value of these structured, work-based pathways. Explicitly
including Registered Apprenticeships would encourage approaches that
combine related instruction with paid, on-the-job learning and create
additional pathways for individuals to enter and advance in the
education profession.
Current Priority: Part (a) of the priority is focused on
strengthening core instruction in several areas.
Proposed Priority: We propose to add a new focus designated as part
(a)(vii). This new proposed part will support professional development
and technical assistance for local school board members and
superintendents to improve student academic outcomes by establishing
measurable outcome goals, using academic data to monitor progress, and
incorporating regular monitoring of outcomes into local governance
practices.
Reasons: The decisions that local school board members and
superintendents make about budgets, staffing, programs, and priorities
have a significant impact on student academic outcomes. We propose to
add this new focus on professional development and technical assistance
to support them in their work and equip them with the knowledge and
skills to interpret and use data about student academic outcomes.
Current Priority: The current priority does not include text
specific to student attendance and engagement.
Proposed Priority: We propose to add a new part (f) focused on
supporting students and families by implementing strategies to improve
student attendance and engagement.
Reasons: We propose this change to promote grant projects that
address the critical challenge of student absenteeism and improve
student attendance and engagement through approaches that support
students and families. Feedback from our partners at HHS, drawing on
their expertise serving children and families, reinforced the
importance of addressing barriers that may contribute to absenteeism
and disengagement. Explicitly including this focus in the priority will
provide greater flexibility to support strategies that strengthen
students' connection to school and help ensure they are present and
engaged in learning.
Current Priority: The current priority does not include text
specific to building State and local capacity to strengthen governance
with a focus on student outcomes.
Proposed Priority: We propose to add a new part (g) that will focus
on building State and local capacity to strengthen governance,
including supporting locally elected school boards and superintendents
in establishing and monitoring measurable academic outcomes.
Reasons: Consistent with the previously mentioned proposed addition
regarding professional development and technical assistance for local
school board members and superintendents, we propose new part (g) to
emphasize the need for building State and local capacity as it relates
to governance centered around student outcomes. New part (g) will
enable ED to leverage States to carry out this important work with the
local leaders who govern their school systems.
Changes to Definitions
Current Definitions: The current set of definitions finalized with
the Secretary's Supplemental Priority on Meaningful Learning
Opportunities does not include definitions of SI, pre-apprenticeship or
Registered Apprenticeship.
Proposed Definitions: We propose to add definitions of SI, pre-
apprenticeship, and Registered Apprenticeship.
Reasons: We propose to add definitions of these terms to support
the revised priority proposed in this notice. The new definitions would
apply to any use of these terms in the priority. Please see the earlier
discussions of ED's rationale for proposing these specific definitions
of SI, pre-apprenticeship, and Registered Apprenticeship.
Proposed Changes to the Notice of Final Priority and Definitions--
Secretary's Supplemental Priority and Definitions on Career Pathways
and Workforce Readiness (91 FR 18780)
Current Priority: The current Career Pathways and Workforce
Readiness priority addresses the key components of the career pathway
continuum, with each component articulated as a distinct area of focus.
Proposed Priority: We propose to add a new part (a) focused on the
integration of activities across the full career pathway continuum to
include a description of how the proposed
[[Page 69742]]
activities will be aligned to support students, workers, and jobseekers
in accessing high-quality career pathways leading to high-skill, high-
wage, or in-demand occupations.
Reasons: Based on feedback from DOL, we identified an opportunity
to build on the priority's existing focus on the key components of the
career pathway continuum by more explicitly encouraging that those
activities be intentionally connected and mutually reinforcing. This
addition reflects DOL's workforce development expertise and emphasizes
stronger alignment and transitions among education, training, and
employment opportunities to support students, workers, and jobseekers
as they progress toward high-skill, high-wage, or in-demand
occupations.
Current Priority: Part (a) supports workforce development programs
aligned with State priorities and provides a comprehensive list of the
activities that support those programs may include, such as alignment
of workforce activities across State agencies, identifying credentials,
providing support for trades and work-based learning opportunities and
supporting pre-apprenticeships.
Proposed Priority: We propose to redesignate the current part (a)
to part (b) consistent with the proposed addition to this priority
described immediately above. We propose to revise newly designated part
(b) overall to expand (b)(i) to include the coordination of activities
with local entities that support workforce development; add a new part
(b)(ii) that focuses on coordinating activities with Tribal workforce
priorities and with Tribes that support workforce development; and
redesignating the proposed part (b)(ii) and succeeding paragraphs in
this priority. In newly designated (b)(iii) (current part (a)(ii)) we
propose to include a focus on aligning workforce activities among
Tribes and local entities. We also propose to revise the text in the
parenthetical to clarify that the examples are of entities that support
workforce development, and we have added ``career exploration'' to the
list of examples.
Reasons: We propose these changes based on feedback from our
Federal partners at DOL and DOI and their respective expertise in
workforce development and Tribal education and workforce priorities.
Feedback from DOL highlighted opportunities to strengthen coordination
among State and local entities that support workforce development and
to more expressly recognize career exploration as part of a
comprehensive approach to preparing individuals for career pathways.
Feedback from DOI identified opportunities to more expressly recognize
Tribal workforce priorities and the role of Tribes and Tribal
organizations in supporting workforce development. Together, these
changes build on the priority's existing comprehensive approach by
strengthening coordination across State, local, and Tribal workforce
systems and better reflecting the range of entities that contribute to
workforce development.
Current Priority: Part (a)(iii) focuses on activities that support
States in identifying in-demand and high value industry-recognized
credentials and re-evaluating existing lists of credentials, and part
(a)(vi) focuses on promoting the attainment of those same postsecondary
credentials.
Proposed Priority: We propose to redesignate these parts to (b)(iv)
and (b)(vii) respectively, consistent with the proposed additions to
this priority described previously. We propose to amend newly
designated (b)(iv) and (b)(vii) to remove the modifiers of ``in-demand
and high-value'' and instead use ``high-quality'' to describe the
credentials that States should be identifying. Additionally, within
newly designated (b)(iv), we propose to add the evaluation of
credentials as an activity that would support States, expand settings
in which such credentials may be identified, and support alignment of
credentials across State education and workforce systems. In carrying
out these activities, States would consider the Department of Labor's
Training and Employment Notice (TEN) 04-26 as a resource for
identifying approaches to evaluating and aligning credentials. We also
propose to add aligning education and training programs with the high-
quality industry-recognized credential identified.
Reasons: Informed by feedback from DOL based on its expertise in
workforce development and credential quality, we propose these changes
to more clearly and consistently describe the credentials addressed by
the priority. The changes also strengthen alignment with credentials
already identified through State workforce systems and education and
training programs, while recognizing the importance of evaluating
credential quality and promoting greater consistency across education
and workforce systems.
Current Priority: Part (a)(v) focuses on the development of
industry-led sector partnerships.
Proposed Priority: We propose to redesignate this part to (b)(vi).
In newly designated (b)(vi), we include development and expansion of
partnerships with specific roles being laid out for employers to
identify the in-demand skills and competencies, validate education and
training models and credentials, and modify training based on hiring
needs.
Reasons: Based on feedback from DOL and its expertise in workforce
development and industry-led sector partnerships, we identified an
opportunity to build on the existing priority by supporting not only
the development of new partnerships, but also the expansion of
effective existing partnerships. We also propose to more clearly
articulate the role of employers within these partnerships, including
identifying in-demand skills and competencies, validating education and
training models and credentials, and informing modifications to
training based on hiring needs. These changes strengthen the connection
between education and training programs and evolving workforce needs
and help ensure that industry partnerships are meaningfully informed by
employers.
Current Priority: Current part (a)(viii) focuses on strategies to
expand the availability of pre-apprenticeships and Registered
Apprenticeships, including supporting apprenticeship intermediaries,
Registered Apprenticeships for in-school and out-of-school youth, and
providing technical assistance for states to advance these strategies.
Proposed Priority: We propose to redesignate (a)(viii) to (b)(ix).
Within the newly designated (b)(ix) we propose several revisions and
additions. We propose to revise (b)(ix)(1) to clarify that we are
referring to Registered Apprenticeships, and we propose to amend
(b)(ix)(2) to include the expansion of pre-apprenticeships. Newly
designated (b)(ix)(3) proposes to include the expansion of Registered
Apprenticeship opportunities and proposes to add ``adult learners'' to
the individuals who are identified as the beneficiaries of the
apprenticeships described in this subpart. We propose to add a new
part, (b)(ix)(4), to promote strategies to improve participant access,
retention, completion, credential attainment, and employment outcomes
for learners of all ages and redesignate the existing (b)(ix)(4) as
(b)(ix)(5). Additionally, we propose to add (b)(ix)(6) to incorporate
developing or strengthening partnerships among employers, labor-
management organizations, industry associations, education and training
providers, Registered Apprenticeship sponsorship, workforce development
boards,
[[Page 69743]]
community-based organizations, and other partners to support the
design, implementation, and scaling of Registered Apprenticeship
programs; and we propose to add (b)(ix)(7) to promote the alignment of
pre-apprenticeship and Registered Apprenticeship programs with
industry-recognized credentials, postsecondary credit, career pathways,
and supportive services to improve participant access, completion, and
employment outcomes.
Reasons: Based on feedback from DOL and its expertise in Registered
Apprenticeship and workforce development, we identified opportunities
to strengthen the priority's existing focus on pre-apprenticeships and
Registered Apprenticeships by more expressly supporting the expansion
of these opportunities and the partnerships necessary to sustain and
scale them. These changes emphasize the importance of pre-
apprenticeship programs that provide clear pathways into Registered
Apprenticeship programs or other high-quality industry-recognized
opportunities and strengthen alignment with established standards and
practices in the field. The proposed changes to (b)(ix)(3) and the
proposed addition of (b)(ix)(4) are intended to promote strategies for
participant success for learners of all ages. The proposed changes also
recognize the importance of expanding access to these opportunities for
adult learners, including individuals seeking to enter or reenter the
workforce, transition to new careers, or develop additional skills to
advance in their current fields. By expressly including adult learners,
the priority better reflects the role of pre-apprenticeships and
Registered Apprenticeships in supporting lifelong learning, workforce
participation, and economic mobility. The additions of (b)(ix)(6) and
(b)(ix)(7) also recognize that successful apprenticeship pathways rely
on intentional coordination among employers, labor-management
organizations, industry associations, education and training providers,
workforce development boards, community-based organizations, and other
partners. More explicitly incorporating these partners and aligning
apprenticeship opportunities with credentials, postsecondary credit,
career pathways, and supportive services can strengthen the continuum
from preparation and training to completion and employment.
Current Priority: Part (a)(vii) discusses the provision of work-
based learning opportunities and examples of such opportunities in
which a student would receive wages or credit.
Proposed Priority: We propose to redesignate this part to (b)(viii)
consistent with the proposed additions to this priority described
previously. We propose to specify that the opportunities should be
qualified by being high-skill, high-wage or within an in-demand
industry sector or occupation.
Reasons: Based on feedback from DOL, informed by its expertise in
workforce development and labor market needs, we propose these changes
to strengthen the connection between work-based learning and meaningful
employment opportunities. Emphasizing opportunities in high-skill,
high-wage, or in-demand industry sectors or occupations would help
ensure that work-based learning provides students with relevant
workplace experience and skills that support successful transitions
into employment and continued career advancement.
Current Priority: Part (b) of the Career Pathways and Workforce
readiness priority is focused on the need for awareness of the range of
postsecondary educational and career options.
Proposed Priority: We propose to redesignate this part to part (c)
consistent with the proposed additions to this priority described
previously. And, we propose to amend the language in part (c) to
include career and college navigation, coaching, and supportive
services to promote greater awareness of the range of postsecondary
educational and career options, including employment outcomes and
earnings, of the students that pursue each of these options.
Reasons: Based on feedback from DOL and its expertise in workforce
development and career pathways, we identified an opportunity to build
on the priority's existing focus on awareness of postsecondary
education and career options by more clearly identifying the types of
navigation, coaching, exploration, advising, and support that can help
students understand and pursue those options. DOL's feedback also
highlighted the value of providing students with information about
employment outcomes, including earnings, to strengthen the connection
between education and career decision-making and help students make
informed choices about pathways that lead to education, training, and
employment opportunities.
Current Priority: The current priority does not include a specific
mention of support for workforce-readiness activities and in
identifying those activities in the field.
Proposed Priority: We propose to add a part (d) to support
workforce readiness activities, including employability skills, digital
literacy, SI literacy, financial literacy, resume and interview
preparation, job search assistance, workplace expectations, decision-
making skills, and other skills needed to obtain and retain employment
in high-skill, high-wage, or in-demand occupations.
Reasons: Based on feedback from DOL and its expertise in preparing
individuals to enter and succeed in the workforce, we identified an
opportunity to more expressly recognize workforce-readiness activities
within the priority. While the priority already addresses a range of
activities that connect education and training to employment, this
addition more clearly reflects the foundational skills and supports
that can help individuals successfully obtain and retain employment.
Specifically identifying activities such as employability skills,
digital and financial literacy, SI literacy, job-search preparation,
understanding workplace expectations, and decision-making skills also
strengthens alignment between ED's career pathways efforts and
workforce development practices in the field and demonstrates readiness
for work in an SI-driven economy.
Current Priority: Part (e)(iii)(2) focuses on creating targeted
pathways for instructional assistants, paraprofessionals, substitute
teachers, and other such positions, and allowing them to earn
credentials.
Proposed Priority: We propose to redesignate this part to
(g)(iii)(2) consistent with the proposed additions to this priority
described previously. We propose to include language at the end of this
part that includes Registered Apprenticeship programs as a specific
type of pathway.
Reasons: Based on consultation with DOL and its expertise in
Registered Apprenticeship programs, we identified an opportunity to
more explicitly recognize Registered Apprenticeships as a pathway for
instructional assistants, paraprofessionals, substitute teachers, and
individuals in similar positions to earn credentials and advance within
the education profession. This addition highlights the applicability of
the Registered Apprenticeship model within the education workforce and
provides greater specificity regarding how the pathways already
contemplated under the priority may be implemented.
Current Priority: The priority did not address alignment of
Registered Apprenticeship programs with education preparation programs,
State certification or licensure requirements.
[[Page 69744]]
It also did not address supports, including mentoring and coaching.
Proposed Priority: We propose adding a new part (g)(iii)(6) and a
part (g)(iii)(7). Proposed part (g)(iii)(6) would incorporate
supporting articulation, credit transfer, or other alignment between
educator Registered Apprenticeship programs, educator preparation
programs, and State certification or licensure requirements. Proposed
part (g)(iii)(7) incorporates developing or expanding supports for
apprentices in educator Registered Apprenticeship programs, such as
mentoring, coaching, academic support, exam preparation, or other
services that support completion and certification.
Reasons: Based on consultation with DOL and its expertise in
Registered Apprenticeship programs, we identified opportunities to
strengthen the priority's support for successful educator Registered
Apprenticeships. In particular, DOL's feedback highlighted the
importance of connecting Registered Apprenticeship programs with
educator preparation programs and State certification or licensure
requirements, as well as providing apprentices with supports that
facilitate successful completion. Proposed parts (6) and (7) more
expressly recognize these elements by supporting alignment and
articulation across programs and requirements and by identifying
mentoring, coaching, academic support, exam preparation, and other
services that can help apprentices progress through the pathway,
complete their program, and obtain the credentials necessary to enter
the profession.
Changes to Definitions
Current Definitions: The current set of definitions finalized with
the Secretary's Supplemental Priority on Career Pathways and Workforce
Readiness does not include definitions of pre-apprenticeship,
Registered Apprenticeship, SI, or SI literacy.
Proposed Definitions: We propose to add definitions of pre-
apprenticeship, Registered Apprenticeship, SI, and SI literacy.
Reasons: We propose to add definitions of these terms to support
the revised priority proposed in this notice. The new definitions would
apply to all uses of the terms in the Secretary's Supplemental Priority
on Career Pathways and Workforce Readiness. Please see the earlier
discussion of ED's rationale for proposing these definitions of pre-
apprenticeship and Registered Apprenticeship.
See our previous discussions about the terms pre-apprenticeship,
Registered Apprenticeship, SI, and SI literacy for more information
about the basis of these definitions.
Current Definition: The definition of Learning and Employment
Record (LER) finalized with the Secretary's Supplemental Priority on
Career Pathways and Workforce Readiness does not include any
descriptors for operationalizing the definition. Additionally, the
definition of Skills-Based Job Description Generator incorrectly
repeats the definition of Learning and Employment Record.
Proposed Definition: We are proposing to revise the definition of
Learning and Employment Record to include these necessary descriptors,
and we are proposing a new definition of Skills-Based Job Description
Generator that correctly reflects our intended definition.
Reasons: The revised definitions of Learning and Employment Record
and Skills-Based Job Description generator describe these terms as more
than a digital tool and explain more thoroughly the meaning and essence
of each.
Proposed Changes to the Notice of Final Priority and Definitions--
Secretary's Supplemental Priority and Definitions on Advancing
Artificial Intelligence in Education (91 FR 18774)
Current Priority: Part (a)(vii) is focused on partnering with State
educational agencies or local educational agencies in the offering of
dual-enrollment course opportunities.
Proposed Priority: We propose to amend subpart (vii) of part (a) to
include Tribal education agencies and Tribal organizations (as defined
in 20 U.S.C. 7452(b)(3) and 25 U.S.C. 5304(l) respectively) along with
State education agencies and local educational agencies.
Reasons: We propose this change to ensure that the priority
appropriately recognizes the role of Tribal education agencies and
Tribal organizations in expanding access to dual-enrollment
opportunities. In considering feedback from Federal partners at DOI,
including their expertise in Tribal education, and through Tribal
consultation on grants-related issues, we identified an opportunity to
more expressly reflect Tribal organizations throughout the priorities.
Adding Tribal education agencies and Tribal organizations to this
provision clarifies that partnerships to expand dual-enrollment
opportunities may include these entities and better reflects the range
of education partners that can support students' access to
postsecondary coursework and pathways.
Current Priority: The priority includes two parts, (a) and (b).
Part (a) provides 11 subparts, (i) through (xi), that speak to the
expansion of the understanding of AI in education.
Proposed Priority: In addition to the earlier discussion about
proposed changes to the terms and definitions of SI and SI literacy, we
propose adding a subpart (viii) to part (a) that addresses partnering
with employers or industry associations to develop educational
materials and training programs that provide industry or occupational
specific SI literacy and further SI skills development. Additionally,
we propose to redesignate the current subpart (viii) and succeeding
subparts of part (a) to conform with the numbering of this proposed
subpart.
Reasons: We propose this addition based on feedback received
through our continued partnership with DOL. Drawing on its expertise in
workforce development and engagement with employers and industry, DOL
identified an opportunity to strengthen the priority by more explicitly
connecting SI literacy and skills development with the needs of
specific industries and occupations. This revision highlights the value
of engaging employers and industry associations in developing
educational materials and training programs so that students can
develop SI skills relevant to evolving workplace needs. This addition
also advances the goals of the President's Executive Order on Advancing
Artificial Intelligence Education for American Youth, Exec. Order No.
14277, 90 FR 17519 (April 28, 2025), including its emphasis on
equipping students with the skills necessary to use and create the next
generation of AI technology and preparing them for an AI-enabled
workforce.
Current Priority: There are 11 subparts under part (a). Each of the
11 subparts discusses AI literacy with one or more specific focus
areas.
Proposed Priority: We propose adding a subpart (ix) to promote SI
literacy efforts aligned with the five content areas and seven delivery
principles outlined within the DOL's February 13, 2026 AI Literacy
Framework (Notice 07-25), and redesignate the succeeding subparts
accordingly. See the previous discussion for maintaining use of the
term AI in reference to DOL's AI Literacy Framework.
Additionally, we propose to redesignate the current subpart (ix)
and succeeding subparts of part (a) to conform with the numbering of
this proposed subpart.
Reasons: We propose this addition to reflect ED's continued
coordination with DOL on efforts to strengthen SI literacy and prepare
learners for an increasingly SI-enabled workforce.
[[Page 69745]]
DOL's February 13, 2026 AI Literacy Framework (Notice 07-25) provides a
common structure for SI literacy through five content areas and seven
delivery principles that can help connect education and workforce
preparation. Referencing the Framework in this priority will promote
greater alignment across Federal SI literacy efforts and provide
applicants with a useful framework for designing activities that build
relevant SI knowledge and skills, while preserving flexibility in how
those activities are implemented.
Current Priority: There are 11 subparts in part (b). Each of the
subparts supports a specific focus area or population.
Proposed Priority: We propose adding a new subpart (b)(iv) that
would support SI projects that are designed for all students, and
redesignating the succeeding paragraphs as appropriate.
Reasons: Through consultation with our Federal partners, we
identified the value of maintaining specific focus areas while also
providing a broader option that can be applied across programs and
student populations, where appropriate. While the existing subparts
identify important populations and areas of focus, SI-related projects
may also present opportunities that are not limited to a particular
population or educational context. Adding this subpart would provide
greater flexibility to support innovative SI projects designed to
benefit all students, while retaining the more targeted focus areas for
programs where those approaches are most appropriate.
Current Priority: The current part (b) does not explicitly name
evidence-building around SI in education and does not address
developing and disseminating evidence-informed frameworks, tools, or
models for integrating SI into education.
Proposed Priority: We propose adding two new subparts, (b)(xii) and
(b)(xiii) to support evidence-building for projects advancing SI in
education, and to support developing and disseminating evidence-
informed frameworks, tools, and models for integrating SI into
education.
Reasons: Based on ED's experience implementing this priority during
FY 2026, we identified additional opportunities to expand the types of
SI in education projects that may be supported. In particular,
implementation highlighted the value of supporting projects that build
the evidence base on whether and how SI-enabled approaches improve
student outcomes or other relevant outcomes, consistent with applicable
statutory and regulatory standards for evidence. We also identified an
opportunity to support the development and dissemination of evidence-
informed frameworks, tools, and models that can help students,
teachers, educators, administrators, and service providers apply
emerging evidence when integrating SI into education. These additions
would expand the priority to support both the development of evidence
and its translation into practical resources for educational settings.
Current Priority: Part (b)(xi) focuses on using technology to
improve program outcomes.
Proposed Priority: We propose to redesignate this part to (b)(xiv).
Additionally, we propose to amend (b)(xiv) by adding a rigorous and
specific deployment of the technology in teaching methods or student
supports.
Reasons: The existing language provides broad flexibility to
support the use of technology to improve program outcomes. We propose
this amendment to provide greater specificity regarding the use of SI
in teaching methods and student supports and to emphasize rigorous and
purposeful deployment. As SI becomes increasingly relevant in
educational settings, this additional specificity will help focus
projects on well-designed applications of SI that are responsive to
identified needs and support improved program and student outcomes.
Changes to Definitions
See our previous discussion regarding the changes to the
definitions for this priority.
Types of Priorities
When inviting applications for a competition using one or more
priorities, we designate the type of each priority as absolute,
competitive preference, or invitational through a notice in the Federal
Register. The effect of each type of priority follows:
Absolute priority: Under an absolute priority, we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority, we give competitive preference to an application by (1)
awarding additional points, depending on the extent to which the
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2)
selecting an application that meets the priority over an application of
comparable merit that does not meet the priority (34 CFR
75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority, we are
particularly interested in applications that meet the priority.
However, we do not give an application that meets the priority a
preference over other applications (34 CFR 75.105(c)(1)).
Proposed Definitions
Final Priorities and Definitions: ED will announce the final
priorities and definitions in a document in the Federal Register. We
will determine the final priorities and definitions after considering
responses to the proposed priorities and definitions and other
information available to ED. This document does not preclude us from
proposing or amending additional priorities, requirements, or
definitions, subject to meeting applicable rulemaking requirements.
Note: This document does not solicit applications. In any year
in which we choose to use any of the final priorities and
definitions, we invite applications through a notice in the Federal
Register.
Executive Orders 12866, 13563, and 14192
Regulatory Impact Analysis
This proposed regulatory action is not a significant regulatory
action subject to review by OMB under section 3(f) of Executive Order
12866. Since this regulatory action is not a significant regulatory
action under section 3(f) of Executive Order 12866, it is not
considered an ``Executive Order regulatory action.''
We have also reviewed this proposed regulatory action under
Executive Order 13563. We are issuing the proposed priorities and
definitions only on a reasoned determination that their benefits would
justify their minimal costs. ED believes that this regulatory action is
consistent with the principles in Executive Order 13563.
We also have determined that this regulatory action would not
unduly interfere with State, local, and Tribal governments in the
exercise of their governmental functions.
In accordance with these Executive orders, ED has assessed the
potential costs and benefits, both quantitative and qualitative, of
this regulatory action. The potential costs are those resulting from
statutory requirements and those we have determined are necessary for
administering ED's programs and activities.
Discussion of Costs and Benefits
The proposed priorities and definitions would impose no or minimal
costs on entities that receive discretionary grant award funds from ED.
Additionally, the benefits of
[[Page 69746]]
implementing the proposed priorities and definitions outweigh any
associated costs, to the extent these de minimis costs even exist,
because the proposed priorities and definitions would result in higher
quality grant application submissions.
Application submission and participation in competitive grant
programs that might use these proposed priorities and definitions is
voluntary. We believe, based on ED's administrative experience, that
entities preparing an application would not need to expend more
resources than they otherwise would have in the absence of these
proposed priorities and definitions. Therefore, any potential costs to
applicants would be de minimis. Moreover, because the costs of carrying
out activities would be paid for with program funds, the costs of
implementation would not be a burden for any eligible applicants that
earn a grant award, including small entities. We invite the public to
comment on this discussion of estimated costs and benefits. We are
specifically interested in high-quality comments supported with
quantitative data.
Intergovernmental Review: This action is subject to Executive Order
12372 and the regulations in 34 CFR part 79.
This document provides early notification of our specific plans and
actions for this program.
Regulatory Flexibility Act Certification: This section considers
the effects that the final regulations may have on small entities in
the educational sector as required by the Regulatory Flexibility Act, 5
U.S.C. 601 et seq. The Secretary certifies that this proposed
regulatory action would not have a substantial economic impact on a
substantial number of small entities.
The U.S. Small Business Administration Size Standards define
proprietary institutions as small businesses if they are independently
owned and operated, are not dominant in their field of operation, and
have total annual revenue below $7,000,000. Nonprofit institutions are
defined as small entities if they are independently owned and operated
and not dominant in their field of operation. Public institutions are
defined as small organizations if they are operated by a government
overseeing a population below 50,000.
Paperwork Reduction Act: The proposed priorities and definitions do
not contain information collection requirements or affect the currently
approved data collection.
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document in an accessible format. ED will provide the
requestor with an accessible format that may include Rich Text Format
(RTF) or text format (txt), a thumb drive, an MP3 file, braille, large
print, audiotape, compact disc, or another accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at <a href="http://www.govinfo.gov">www.govinfo.gov</a>. You may also access documents
ED published in the Federal Register by using the article search
feature at <a href="http://www.federalregister.gov">www.federalregister.gov</a>.
This document of the U.S. Department of Education was signed on
November 3, 2026, by Linda E. McMahon, U.S. Secretary of Education.
That document with the original signature and date is maintained by the
U.S. Department of Education. For administrative purposes only, and in
compliance with requirements of the Office of the Federal Register, the
undersigned has been authorized to sign the document in electronic
format for publication, as an official document of the U.S. Department
of Education. This administrative process in no way alters the legal
effect of this document upon publication in the Federal Register.
Tracey St. Pierre,
Director, Office of the Executive Secretariat, Office of the Secretary,
U.S. Department of Education.
For the reasons discussed in this notice, the Secretary proposes to
amend the Notice of Final Priorities and Definitions-Secretary's
Supplemental Priorities and Definitions on Evidence-Based Literacy,
Education Choice, and Returning Education to the States published on
September 9, 2025 (90 FR 43514) to read as follows:
Proposed Priority: Promoting Evidence-Based Literacy
Proposed Priority: Projects or proposals to do one or more of the
following:
(a) Advance, increase, or expand evidence-based literacy
instruction (as defined in this notice).
(b) Focus on evidence-based literacy instruction (as defined in
this notice).
Proposed Priority: Expanding Education Choice
Proposed Priority: Projects or proposals that will do one or more
of the following:
(a) Increase access to public charter schools; technical, trade, or
vocational schools; and other innovative school models, such as public
laboratory schools, magnet schools, public microschools, course-based
choice, or regional academies, which may include one or more of the
following:
(i) Efforts to expand or replicate existing charter schools that
have a record of improving students' academic achievement or have a
specific focus on one or more of the following:
(1) Science, technology, engineering, and mathematics (STEM),
including computer science, super intelligence (SI), SI literacy, or
cybersecurity.
(2) Career and technical education, including programs integrating
pre-apprenticeship and Registered Apprenticeship pathways.
(3) Evidence-based literacy instruction.
(4) Serving students with disabilities.
(5) Patriotic education.
(6) Classical education.
(ii) Multi-year plans to create new charter schools.
(iii) Providing technical assistance to States, charter school
authorizers, new or existing charter schools, or other relevant parties
that support charter schools related to authorization, operation,
construction, or other relevant areas, including navigating State,
local, and Tribal statutes and regulations.
(iv) Opening opportunities for new or existing charter schools to
access resources that are currently only available to, or primarily
accessed by, district schools in their area.
(b) Expand access to K-12 school options through open enrollment or
course-based choice.
(c) Support the advancement and implementation of education choice
options for students through one or more of the following:
(i) Technical assistance for families to support their knowledge
and understanding of education services available to students through
scholarships supported by the Education Freedom Tax Credit.
(ii) Dissemination of information about private school enrollment,
education savings accounts, tax credit scholarships, home-based
learning and homeschooling, learning pods and co-ops, public charter
schools, and district public schools through open enrollment or course-
based choice.
(d) Support State or local development or implementation of
education savings accounts.
(e) Support dissemination of information about education savings
accounts.
(f) Expand access to child care and other family supports that
enable
[[Page 69747]]
student parents to persist in and complete postsecondary education,
workforce training, or Registered Apprenticeship programs.
(g) Support families in educating students through home-based
education programs, which may include one or more of the following:
(i) Support for online learning communities.
(ii) Assistance with understanding of State, Tribal, and local
requirements for homeschooling.
(h) Provide or expand access to dual or concurrent enrollment
programs (as defined in 20 U.S.C. 7801(15)) or early college high
schools (as defined in 20 U.S.C. 7801(17)) or other programs where
secondary school students begin earning credit toward a postsecondary
degree or industry-recognized postsecondary credential prior to high
school graduation.
(i) Expand access to education services that accelerate learning
such as high-impact tutoring.
(j) Expand access to talent marketplaces, and demonstrated best
practices for postsecondary enrollment, including pre-apprenticeships
and Registered Apprenticeships.
(k) Expand access to military schools or academies.
(l) Expand access to one or more of the following at the high
school or postsecondary level:
(i) Distance education.
(ii) Competency-based or skills-based education.
(iii) Pre-apprenticeships.
(iv) Registered Apprenticeships, including apprenticeships for in-
school or out-of-school youth,
(v) Work-based learning.
(vi) Shortened time-to-degree models.
(m) Expand access to part-time coursework and career preparation.
(n) Expand access to programs or coursework that lead to in-demand,
industry-recognized postsecondary credentials.
(o) Serve children and youth in foster care or kinship care, or
their caregivers, through one or more of the following:
(i) Improving educational stability, school transitions, and
academic outcomes for children and youth in foster care or kindship
care.
(ii) Supporting foster and kinship caregivers' engagement in the
education of the children in their care.
(iii) Expanding access to early learning programs, student
supports, or postsecondary opportunities for children and youth
currently or formerly in foster care or kinship care.
Proposed Priority: Returning Education to the States
Proposed Priority: Projects or proposals that will be carried out
by one or more of the following:
(a) State educational agencies (as defined in 20 U.S.C. 7801(49)).
(b) Governors.
(c) State workforce development agencies or boards.
(d) State vocational rehabilitation agencies.
(e) State higher education agencies (as defined in 20 U.S.C.
1003(22).
(f) Entities identified, designated, or endorsed by a Governor, the
highest-ranking elected official of an Indian Tribe (as defined in 25
U.S.C. 5304(e)), or a chief State education official for purposes of
implementing the project or proposal.
(g) An Indian Tribe (as defined in 25 U.S.C. 5304(e)), Tribal
organization (as defined in 25 U.S.C. 5304(l)), or Tribal educational
agency (as defined in 20 U.S.C. 7452(b)(3)).
(h) Consortia of the entities identified under this priority.
Proposed Definitions for Proposed Priorities on Promoting Evidence-
Based Literacy, Expanding Education Choice, and Returning Education to
the States
Computer science means the study of computers and algorithmic
processes, including their principles, their hardware and software
designs, theories, computational thinking, coding, analytics,
applications, and super intelligence (SI).
Computer science often includes computer programming or coding as a
tool to create software, including applications, games, websites, and
tools to manage or manipulate data; or development and management of
computer hardware and the other electronics related to sharing,
securing, and using digital information. In addition to coding, the
expanding field of computer science emphasizes computational thinking
and interdisciplinary problem-solving to equip students with the skills
and abilities necessary to apply computation to the digital world.
Computer science does not involve using computers for everyday
tasks, such as browsing the internet or using tools like word
processors, spreadsheets, or presentation software. Instead, it focuses
on creating and developing technology, not just utilizing it.
Evidence framework means an approach to providing a determination
about whether an activity, strategy, or intervention meets each aspect
of the definition of strong evidence or moderate evidence (as defined
in 20 U.S.C. 7801(21)(A)(i)(I-II)), as applicable.
(a) An evidence framework must include each of the following:
(i) Whether or not a study is an experimental study or quasi-
experimental design study;
(ii) Whether or not a study shows a positive, statistically
significant effect on student outcomes or other relevant outcomes;
(iii) Whether or not a study uses outcome measures that demonstrate
validity and reliability, that do not give an unfair advantage to
participants in one condition over another, and that are measured
consistently for the groups or participants that are being compared;
(iv) Whether or not a study design is otherwise of high quality,
including whether it minimizes factors outside the intervention that
could affect student or other relevant outcomes (confounds) and whether
random assignment (if used) was done with integrity; and
(v) Whether or not study implementation and analysis is
appropriate, including whether groups or participants being compared
demonstrate baseline equivalence on key individual and other relevant
characteristics, whether differences in baseline equivalence are
statistically controlled, and by considering the impact on the validity
of the study of any changes to the sample over time.
(b) An evidence framework may be implemented or verified by one or
more of the following:
(i) An organization with relevant expertise that has demonstrated
to the Department that it has a rigorous, transparent (i.e., publicly
accessible) process for determining each aspect identified in (a).
(ii) By peer reviewers with statistical expertise who apply an
evidence framework consistent with each aspect identified in (a) in
reviewing support for an applicant's assertion that relevant
information is strong evidence or moderate evidence, as applicable.
(iii) By the Department or peer reviewers with statistical
expertise who affirm an applicant's assertion that relevant information
is strong evidence or moderate evidence because it is supported by
study ratings included in the What Works Clearinghouse in one or more
of:
(1) A practice guide.
(2) An intervention report.
(3) Individual studies otherwise assessed to meet strong evidence
or moderate evidence.
Evidence-based literacy instruction means literacy instruction that
relates to
[[Page 69748]]
explicit, systematic and intentional instruction in phonological
awareness, phonic decoding, oral and sign language, vocabulary,
language structure, reading fluency, reading comprehension, and
writing; promotes knowledge-rich materials; and is backed by one or
more of the following, as supported by an evidence framework (as
defined in this notice):
(a) Strong evidence, meaning an activity, strategy, or intervention
that demonstrates a statistically significant effect on improving
student outcomes or other relevant outcomes based on at least one well-
designed and well-implemented experimental study (strong evidence as
defined in 20 U.S.C. 7801(21)(A)(i)(I)).
(b) Moderate evidence, meaning an activity, strategy, or
intervention that demonstrates a statistically significant effect on
improving student outcomes or other relevant outcomes based on at least
one well-designed and well-implemented quasi-experimental study
(moderate evidence as defined in 20 U.S.C. 7801(21)(A)(i)(II)).
Note: In any discretionary grant program competition in which the
definition of ``evidence-based literacy instruction'' is used as
proposed, the Secretary may use the entire definition or one or more of
the subparts of the definition that are most relevant for the grant
program competition.
Experimental study means a study that is designed to compare
outcomes between two groups (such as students) that are otherwise
equivalent except for their assignment to either a treatment group
receiving an activity, strategy, intervention, process, product,
practice, or policy as compared with a control group that does not.
Experimental studies can support claims of strong evidence. Randomized
controlled trials and single-case design studies are specific types of
experimental studies that meet this definition.
Pre-apprenticeship means a program designed to prepare individuals
to enter and succeed in one or more Registered Apprenticeship programs,
consistent with the elements of pre-apprenticeship established under 20
CFR 681.480 and informed by the U.S. Department of Labor's Framework
for Effective Pre-Apprenticeships in Training and Employment Notice No.
05-26. An effective pre-apprenticeship provides direct pathways into
Registered Apprenticeship programs through defined agreements with
Registered Apprenticeship sponsors; industry-driven training and
curriculum aligned with Registered Apprenticeship standards; hands-on,
meaningful work-based learning and career exposure; access to
educational and career counseling and other supportive services through
broad workforce and education partnerships that leverage available
resources; and strategies for tracking participant outcomes and
supporting continuous program improvement.
Quasi-experimental design study means a study using a design that
attempts to approximate an experimental study by identifying a
comparison group that is similar to the treatment group in important
respects. Cross-sectional group designs, comparative interrupted time
series, difference-in-difference designs, and growth curve designs are
specific types of quasi-experimental studies that meet this definition.
This type of study can meet the definition of moderate evidence but not
strong evidence.
Recognized postsecondary credential means a credential consisting
of an industry-recognized certificate or certification, a certificate
of completion of an apprenticeship, a license recognized by the State
involved or Federal Government, or an associate or baccalaureate
degree, as defined in section 3(52) of the Workforce Innovation and
Opportunity Act.
Registered Apprenticeship means an apprenticeship program that
meets the national standards for apprenticeship established under 29
U.S.C. Chapter 4C (the National Apprenticeship Act) and 29 CFR parts 29
and 30 and is registered with the U.S. Department of Labor's Office of
Apprenticeship or a recognized State Apprenticeship Agency. A
Registered Apprenticeship combines on-the-job learning with related
technical instruction, provides progressive wage increases tied to
demonstrated competency, and results in a nationally recognized
credential awarded upon completion.
Talent marketplace means a digital, interconnected system of
technologies maintained by a State or State Workforce Agency, as
defined at 29 U.S.C. 3225a(a)(8), that
(a) is publicly available;
(b) includes an integrated:
(i) Learning and Employment Record;
(ii) Credential Registry; and
(iii) Skill-Based Job Description generator;
(c) utilizes super intelligence to enable learners and jobseekers,
employers, and education and training providers to transform,
transcribe, and transact earned learning assertions, job descriptions,
and degree and non-degree credentials into discrete competency
statements; and
(d) may be curated into interoperable individual records of
achievement and learning and employment recommendations.
Super intelligence (SI) means the technologies and systems
encompassed by the term ``artificial intelligence'' as defined in 15
U.S.C. 9401(3).
SI Literacy means the technical knowledge, durable skills, civic
awareness, and future ready attitudes, including SI related ethical
reasoning, critical social inquiry, interdisciplinary problem-solving,
and creativity, required to thrive in a world influenced by SI. It
enables learners to understand how SI works; use SI tools effectively
and responsibly; engage, create with, manage, and design SI, while
critically evaluating its benefits, risks, and implications.
For the reasons discussed in this notice, the Secretary proposes to
amend the Notice of Final Priority and Definitions-Secretary's
Supplemental Priority and Definitions on Meaningful Learning
Opportunities published on February 2, 2026 (91 FR 6625) to read as
follows:
Proposed Priority: Meaningful Learning Opportunities
Proposed Priority: Projects or proposals that are designed to do
one or more of the following:
(a) Strengthen core instruction through one or more of the
following:
(i) Improving mathematics instruction to promote student
achievement through one or more of the following priority areas:
(1) Assisting states in developing comprehensive statewide plans to
raise mathematics achievement that align with mathematics instruction
based on strong, moderate, or promising evidence (as defined in 34 CFR
77.1).
(2) Selecting, adopting, or implementing high-quality instructional
materials in mathematics.
(3) Developing and implementing pathways to accelerate conceptual
understanding of mathematics or advanced mathematics coursework,
including strategies like automatic enrollment that encourage
participation in such pathways.
(4) Developing and implementing strategies that provide
opportunities for the early identification and support for students
struggling with foundational and developmental mathematics concepts.
(5) Developing and implementing strategies for the identification
of gifted and talented students, including strategies for students to
access higher grade-level and/or advanced placement in mathematics.
(6) Aligning mathematics instruction with critical workplace math
skills and
[[Page 69749]]
real-world applications identified through engagement with national or
regional employers.
(7) Offering high-quality professional development based on strong,
moderate, or promising evidence (as defined in 34 CFR 77.1) in
mathematics for educators, which may include teachers,
paraprofessionals, and other licensed educators or support for
principals and other school leaders on managing the implementation of
high-quality mathematics instruction.
(8) Integrating explicit and systematic teaching strategies, for
mathematics or programming to build subject matter expertise for
mathematics into preservice training for general or special education
educators.
(ii) Providing or expanding access to high-quality instructional
materials in one or more of the following subjects:
(1) A science, technology, engineering, or mathematics (STEM)
discipline, including computer science, super intelligence (SI), or
cybersecurity.
(2) Career and technical education programs of study, including
programs integrating pre-apprenticeship and Registered Apprenticeship
pathways.
(3) English Language Arts.
(4) Social Studies.
(iii) Providing or expanding access to training on implementing
high-quality instructional materials in one or more of the following
subjects:
(1) A STEM discipline, including computer science, super
intelligence (SI), or cybersecurity.
(2) Career and technical education programs of study, including
programs integrating pre-apprenticeship and Registered Apprenticeship
pathways.
(3) English Language Arts.
(4) Social Studies.
(iv) Creating competency-based instructional models that provide
timely and actionable insights for students, families, and educators.
(v) Creating and supporting principals and other school leaders in
implementing strategic staffing models, instructional leadership roles,
or developing models for teacher and paraprofessional advancement,
including Registered Apprenticeships, that incentivize high-performing
educators with opportunities and leverage their time, resources, and
talent in innovative ways to better support student learning and
achievement.
(vi) Planning or implementing a new school day schedule to allow
more opportunities for meaningful learning.
(vii) Supporting professional development and technical assistance
for local school board members and superintendents to strengthen and
focus local governance on improving student academic outcomes,
including:
(1) establishing measurable student academic outcome goals,
(2) understanding and using student academic data to monitor
progress toward those goals, and
(3) incorporating regular monitoring of student academic outcomes
into local school board meetings and governance practices.
(b) Expand high-quality interventions or accelerated learning
supports for students based on strong, moderate, or promising evidence
(as defined in 34 CFR 77.1) aimed at improving student outcomes through
one or more of the following priority areas:
(i) Providing remedial or accelerated learning opportunities
focused on individualized, differentiated, and scaffolded supports for
students to access grade-level (or above grade-level) content.
(ii) Identifying and implementing strategies for delivering
effective personalized supports to all students.
(iii) Supporting states in defining, implementing, or improving
statewide tiered educational frameworks that meet the varied needs of
students.
(iv) Implementing, expanding, or scaling high-impact tutoring
programs that occur during the regular school day, are aligned with
practices to accelerate student learning in literacy and mathematics,
and which include innovative delivery models or approaches, that may
include outcomes-based contracting, super intelligence (SI),
technology-enabled platforms, or strategic partnerships and staffing.
(v) Leveraging outcomes-based contracting or grantmaking.
(c) Provide career-connected learning through one or more of the
following priority areas:
(i) Providing career and academic advising and mentorship
opportunities for all students.
(ii) Integrating career-connected and work-based learning into K-12
education, including approaches to help all students connect core
academic instruction with real-world career skills and foster career
awareness, exploration, and preparation throughout their education
journey.
(iii) Supporting vocational rehabilitation for students with
disabilities (pre-employment transition services and transition
services).
(iv) Supporting States in developing, piloting, or scaling
statewide plans for career-connected learning.
(d) Advance innovative assessment models through one or more of the
following priority areas:
(i) Supporting the development, implementation, and scaling of new
or innovative assessment models that accurately and fairly measure all
students' learning and progress, including competency- and mastery-
based assessments.
(ii) Supporting the development, implementation, and scaling of
assessment models that provide timely and useful information to
educators, students, and families to address student learning needs.
(iii) Encouraging the use of adaptive technologies for assessments.
(iv) Developing a clear methodology for early identification and
subsequent ongoing support of students at-risk, students with
disabilities, or gifted and talented students.
(v) Supporting states to re-envision state assessment systems
through research activities, planning, piloting, and/or scaling new or
innovative assessment models.
(e) Support families in providing meaningful at-home learning,
which can include providing resources, educational materials, and
access to learning platforms to support student learning needs.
(f) Support students and families by implementing strategies to
improve student attendance and engagement.
(g) Build State capacity, local capacity, or State and local
capacity to strengthen and focus governance on student academic
outcomes, including supporting local school boards and superintendents
in understanding and using data to establish and monitor measurable
student academic outcomes.
Proposed Definitions for Proposed Priority on Meaningful Learning
Opportunities
Computer science means the study of computers and algorithmic
processes, including their principles, their hardware and software
designs, theories, computational thinking, coding, analytics,
applications, and super intelligence (SI).
Computer science often includes computer programming or coding as a
tool to create software, including applications, games, websites, and
tools to manage or manipulate data; or development and management of
computer hardware and the other electronics related to sharing,
securing, and using digital information. The expanding field of
computer science emphasizes computational thinking and
interdisciplinary problem-solving to equip students with the skills and
abilities necessary to apply computation to the digital world.
Computer science does not involve using computers for everyday
tasks, such as browsing the internet or using tools like word
processors,
[[Page 69750]]
spreadsheets, or presentation software. Instead, it focuses on creating
and developing technology, not just utilizing it.
High-quality instructional materials (HQIM) means evidence-based,
standards-aligned, content-rich instructional tools that provide a
coherent scope and sequence for grade-level academic content. HQIMs
provide a full suite of resources for teachers, students, and
families--including lesson plans, instructional units, embedded
formative assessments to support a cohesive relationship between
curriculum, instruction, and evaluation. HQIMs utilize evidence-based
instructional strategies, including guidance for differentiation,
enrichment, and acceleration, and provide implementation supports for
educators to ensure the learning needs of all students are met. HQIMs
clearly communicate the goals of leaning and criteria for success for
students.
Pre-apprenticeship means a program designed to prepare individuals
to enter and succeed in one or more Registered Apprenticeship programs,
consistent with the elements of pre-apprenticeship established under 20
CFR 681.480 and informed by the U.S. Department of Labor's Framework
for Effective Pre-Apprenticeships in Training and Employment Notice No.
05-26. An effective pre-apprenticeship provides direct pathways into
Registered Apprenticeship programs through defined agreements with
Registered Apprenticeship sponsors; industry-driven training and
curriculum aligned with Registered Apprenticeship standards; hands-on,
meaningful work-based learning and career exposure; access to
educational and career counseling and other supportive services through
broad workforce and education partnerships that leverage available
resources; and strategies for tracking participant outcomes and
supporting continuous program improvement.
Registered Apprenticeship means an apprenticeship program that
meets the national standards for apprenticeship established under 29
U.S.C. Chapter 4C (the National Apprenticeship Act) and 29 CFR parts 29
and 30 and is registered with the U.S. Department of Labor's Office of
Apprenticeship or a recognized State Apprenticeship Agency. A
Registered Apprenticeship combines on-the-job learning with related
technical instruction, provides progressive wage increases tied to
demonstrated competency, and results in a nationally recognized
credential awarded upon completion.
Strategic Staffing means a team-based approach to school staffing
that replaces the traditional one-teacher, one-classroom model. In this
model, at least two professional educators, which can include
paraprofessionals and other licensed educators, share responsibility
for a common roster of students during the same blocks of time in the
school day. Teamed educators have differentiated roles and distributed
expertise, allowing for flexible student grouping, more effective use
of instructional time, and expanded career entry and advancement
opportunities.
Super intelligence (SI) means the technologies and systems
encompassed by the term ``artificial intelligence'' as defined in 15
U.S.C. 9401(3).
For the reasons discussed in this notice, the Secretary proposes to
amend the Notice of Final Priority and Definitions-Secretary's
Supplemental Priority and Definitions on Career Pathways and Workforce
Readiness published on April 13, 2026 (91 FR 18780) to read as follows:
Proposed Priority: Career Pathways and Workforce Readiness
Proposed Priority: Projects or proposals that are designed to do
one or more of the following:
(a) Integrate activities across the full career pathway continuum
and describe how the proposed activities are aligned to support
students, workers, and jobseekers in accessing high-quality career
pathways leading to high-skill, high-wage, or in-demand occupations.
(b) Support workforce development programs that are aligned with
State priorities. This includes one or more of the following:
(i) Coordinating activities to local workforce priorities and local
entities that support workforce development.
(ii) Coordinating activities to Tribal workforce priorities and
with Tribal organizations (as defined in 25 U.S.C. 5304(l)) that
support workforce development.
(iii) Activities that support alignment of workforce activities
across State agencies, Tribal organizations (as defined in 25 U.S.C.
5304(l)), and local entities that support workforce development (e.g.,
such as entities that support education, higher education, workforce
transformation, job and family services, career exploration, vocational
rehabilitation services including pre-employment transition services
and transition services).
(iv) Activities that support States in identifying or evaluating
high-quality industry-recognized credentials and aligning such lists
across State education and workforce systems by considering the
resources and guidance described in the Department of Labor's August
27, 2026 Training and Employment Notice No. 04-26, or aligning
education and training programs with the high-quality industry-
recognized credentials identified.
(v) Providing support for the skilled trades.
(vi) Developing or expanding industry-led sector partnerships in
which employers play a leading role in identifying in-demand skills and
competencies, validating education and training models and credentials,
and informing, adjusting, or delivering training aligned with current
and anticipated hiring needs.
(vii) Promoting the attainment by individuals of a high-quality
industry-recognized postsecondary credential.
(viii) Providing work-based learning opportunities (e.g.,
internships, externships, pre-apprenticeships, Registered
Apprenticeships, and mentorships) in high-skill, high-wage or in-demand
industry sectors or occupations for which a student may receive wages
and/or academic credit.
(ix) Expanding the availability of pre-apprenticeships and
Registered Apprenticeships, including through dual or concurrent
enrollment (as defined in 20 U.S.C. 7801(15)), by doing one or more of
the following:
(1) Supporting Registered Apprenticeship intermediaries.
(2) Creating or expanding pre-apprenticeship programs.
(3) Creating or expanding Registered Apprenticeship opportunities
for in-school and out-of-school youth, and adult learners.
(4) Promoting strategies to improve participant access, retention,
completion, credential attainment, and employment outcomes for learners
of all ages.
(5) Providing technical assistance for States to create new
Registered Apprenticeships to include Registered Apprenticeships for
in-school and out-of-school youth, as well as adult learners.
(6) Developing or strengthening partnerships among employers,
labor-management organizations, industry associations, education and
training providers, workforce development boards, community-based
organizations, and other partners to support the design,
implementation, and scaling of Registered Apprenticeship programs.
(7) Aligning pre-apprenticeship and Registered Apprenticeship
programs with industry-recognized credentials, postsecondary credit,
career pathways, and supportive services to improve
[[Page 69751]]
participant access, completion, and employment outcomes.
(x) Supporting the development of new high-quality, short-term
programs that meet the eligibility requirements of the Workforce Pell
Grants program in Section 83002(b) of the Working Families Tax Cut Act
(Pub. L. 119-21), including program length requirements and alignment
with high-skill, high-wage, or in-demand industry sectors or
occupations, as determined by the Governor in the state where the
project is located.
(xi) Supporting the expansion of high-quality, short-term programs
that meet the eligibility requirements of the Workforce Pell Grants
program in Section 83002(b) of the Working Families Tax Cut Act (Pub.
L. 119-21), including program length requirements and alignment with
high-skill, high-wage, or in-demand industry sectors or occupations, as
determined by the Governor in the state where the project is located.
(c) Provide career and/or college navigation, coaching,
exploration, advising, and supportive services or opportunities to
promote greater awareness of the range of postsecondary educational and
career options, including employment outcomes and earnings of the
students that pursue each of these options.
(d) Support workforce readiness activities, including employability
skills, digital literacy, SI literacy, financial literacy, resume and
interview preparation, job search assistance, workplace expectations,
decision-making skills, and other skills needed to obtain and retain
employment in high-skill, high-wage, or in-demand occupations.
(e) Provide opportunities for students to use financial tools to
compare the cost and benefits of the career options and educational
pathways they are considering, including the long-term impact of taking
out student loans on their financial security, including likely entry
and mid-career earnings in fields selected by students as compared to
entry and mid-career earnings in high-wage, high-growth, and high-
demand occupations in each of the career clusters.
(f) Support the development of talent marketplaces (including
credential registries, skills-based job description generators, and
learning and employment records) that connect employers, students, and
jobseekers by converting job descriptions and learning assertions into
discrete, industry-recognized competencies.
(g) Prioritize and expand Registered Apprenticeships in education,
including Registered Apprenticeships to prepare one or more of the
following:
(i) Elementary educators.
(ii) Secondary educators.
(iii) Special educators, including those serving infants, toddlers,
preschoolers, children, or youth with disabilities by including one or
more of the following:
(1) Supporting the development and expansion of Registered
Apprenticeship programs designed to lead to educator certification.
(2) Creating targeted pathways for instructional assistants,
paraprofessionals, substitute teachers, career changers, and other
individuals already working in educational settings to earn teaching
credentials and to become certified educators while employed, including
through Registered Apprenticeship programs.
(3) Aligning secondary and postsecondary educator-Registered
Apprenticeship programs with State educator licensure requirements and
workforce shortage areas.
(4) Providing technical assistance to school districts, educator
preparation providers, institutions of higher education, and Registered
Apprenticeship intermediaries to establish or expand Registered
Educator Apprenticeship programs.
(5) Promoting earn-and-learn models through Registered
Apprenticeships that reduce financial barriers and increase access to
the teaching profession, particularly in high-need subject areas,
including provision of:
(A) Paid work experience in a full-time position;
(B) A progression of wage increases; and
(C) Coursework that leads to certification, delivered to
accommodate full-time work schedules.
(6) Supporting articulation, credit transfer, or other alignment
between educator Registered Apprenticeship programs, educator
preparation programs, and State certification or licensure
requirements.
(7) Developing or expanding supports for apprentices in educator
Registered Apprenticeship programs, such as mentoring, coaching,
academic support, exam preparation, or other services that support
completion and certification.
Proposed Definitions for Proposed Priority on Career Pathways and
Workforce Readiness
Credential Registry, with respect to a component of a Talent
Marketplace, means a digital repository and database, maintained by a
State or State Workforce Agency, as defined at 29 U.S.C. 3225a(a)(8).
In-demand Industry Sector or Occupation, as defined in section
3(23) of the Workforce Innovation and Opportunity Act (WIOA), means (i)
an industry sector that has a substantial current or potential impact
(including through jobs that lead to economic self-sufficiency and
opportunities for advancement) on the State, regional, or local
economy, as appropriate, and that contributes to the growth or
stability of other supporting businesses, or the growth of other
industry sectors; or (ii) an occupation that currently has or is
projected to have a number of positions (including positions that lead
to economic self-sufficiency and opportunities for advancement) in an
industry sector so as to have a significant impact on the State,
regional, or local economy, as appropriate.
Learning and Employment Record--The term ``Learning and Employment
Record,'' with respect to a Talent Marketplace, means a digital tool
maintained by a State or State Workforce Agency, as defined at 29
U.S.C. 3225a(a)(8) that
(a) provides self-sovereign access to an individual's learning and
employment record,
(b) reduces individual learning assertions into machine readable
and actionable competency statements representing the knowledge,
skills, and abilities an individual has attained,
(c) is interoperable with systems of record maintained by employers
and training providers, and
(d) provides the means for matching the learning assertions
attained by an individual to the competency statements included within
occupational job descriptions.
Pre-apprenticeship means a program designed to prepare individuals
to enter and succeed in one or more Registered Apprenticeship programs,
consistent with the elements of pre-apprenticeship established under 20
CFR 681.480 and informed by the U.S. Department of Labor's Framework
for Effective Pre-Apprenticeships in Training and Employment Notice No.
05-26. An effective pre-apprenticeship provides direct pathways into
Registered Apprenticeship programs through defined agreements with
Registered Apprenticeship sponsors; industry-driven training and
curriculum aligned with Registered Apprenticeship standards; hands-on,
meaningful work-based learning and career exposure; access to
educational and career counseling and other supportive services through
broad workforce and education partnerships that leverage available
resources; and strategies for tracking participant outcomes and
[[Page 69752]]
supporting continuous program improvement.
Registered Apprenticeship means an apprenticeship program that
meets the national standards for apprenticeship established under 29
U.S.C. Chapter 4C (the National Apprenticeship Act) and 29 CFR parts 29
and 30 and is registered with the U.S. Department of Labor's Office of
Apprenticeship or a recognized State Apprenticeship Agency. A
Registered Apprenticeship combines on-the-job learning with related
technical instruction, provides progressive wage increases tied to
demonstrated competency, and results in a nationally recognized
credential awarded upon completion.
Recognized Postsecondary Credential means credential consisting of
an industry-recognized certificate or certification, a certificate of
completion of an Registered Apprenticeship, a license recognized by the
State involved or Federal Government, or an associate or baccalaureate
degree, as defined in section 3(52) of WIOA.
Skills-Based Job Description Generator--is a digital tool,
maintained by a State or a State Workforce Agency, as defined at 29
U.S.C. 3225a(a)(8) that provides a work process schedule for an
occupational job description in terms of discrete competency statements
that:
(a) have been identified through industry sectoral partnerships,
(b) may be customized by an individual employer, and
(c) may be matched to the individual Learning and Employment
records of jobseekers to establish a suitability match for employment
based on the alignment of competencies included in an occupational job
description and a Learning and Employment Record.
Super intelligence (SI) means the technologies and systems
encompassed by the term ``artificial intelligence'' as defined in
section 9401(3) of title 15, United States Code.
Talent marketplace means a digital, interconnected system of
technologies maintained by a State or State Workforce Agency, as
defined at 29 U.S.C. 3225a(a)(8), that
(a) is publicly available;
(b) includes an integrated:
(i) Learning and Employment Record;
(ii) Credential Registry; and
(iii) Skill-Based Job Description generator;
(c) utilizes super intelligence to enable learners and jobseekers,
employers, and education and training providers to transform,
transcribe, and transact earned learning assertions, job descriptions,
and degree and non-degree credentials into discrete competency
statements; and
(d) may be curated into interoperable individual records of
achievement and learning and employment recommendations.
Work-based learning is used in accordance with 20 U.S.C. 2302(55),
to mean sustained interactions with industry or community professionals
in real workplace settings, to the extent practicable, or simulated
environments at an educational institution that foster in-depth,
firsthand engagement with the tasks required in a given career field,
that are aligned to curriculum and instruction.
For the reasons discussed in this notice, the Secretary proposes to
amend the Notice of Final Priority and Definitions-Secretary's
Supplemental Priority and Definitions on Advancing Artificial
Intelligence in Education published on April 13, 2026 (91 FR 18774) to
read as follows:
Proposed Priority: Advancing Super Intelligence in Education
Proposed Priority: Projects or proposals to do one or more of the
following:
(a) Expand the understanding of super intelligence through one or
more of the following:
(i) Supporting the integration of SI literacy skills and concepts
into teaching and learning practices to improve educational outcomes
for students, including how to detect SI-generated disinformation or
misinformation online.
(ii) Expanding offerings of age-appropriate SI and computer science
education in K-12 education.
(iii) Expanding offerings of SI and computer science courses as
part of an institution of higher education's general education and/or
core curriculum.
(iv) Embedding SI and computer science into an institution of
higher education's general preservice or in-service teacher
professional development or teacher preparation programs.
(v) Providing professional development for educators on the
integration of the fundamentals of SI into their respective subject
areas.
(vi) Providing professional development in foundational computer
science and SI, preparing educators to effectively teach SI in stand-
alone computer science and other relevant courses, including
instruction about how to use SI responsibly.
(vii) Partnering with State educational agencies, Tribal education
agencies (as defined in 20 U.S.C. 7452(b)(3)), Tribal organizations (as
defined in 25 U.S.C. 5304(l)), or local educational agencies to
encourage the offering of dual-enrollment course opportunities to earn
postsecondary credit or industry-recognized credentials in SI
coursework concurrent with high school education.
(viii) Partnering with employers or industry associations to
develop education materials and training programs that provide industry
or occupational specific SI Literacy and further SI skills development.
(ix) Promoting SI literacy efforts aligned with the five content
areas and seven delivery principles outlined within the Department of
Labor's February 13, 2026 Artificial Intelligence Literacy Framework
(Notice 07-25).
(x) Creating opportunities for high school students through the
development or expansion of SI courses and career-relevant, in-demand
certification programs;
(xi) Supporting dissemination of appropriate methods of integrating
SI into education.
(xii) Building evidence of appropriate methods of integrating SI
into education.
(xiii) Providing support and training to educators on age-
appropriate SI education methodologies that emphasize foundational
concepts in SI literacy and critical thinking skills while considering
developmental readiness and students' safety factors in SI tool
selections in K-12 education.
(b) Expand the appropriate and ethical use of SI in education
through one or more of the following:
(i) Using SI to support K-12 or postsecondary instruction,
supplemental learning, or other assistance or resources to students who
are gifted and talented (as defined in 20 U.S.C. 7801(27)), or those
who are otherwise in need of accelerated or other advanced learning
opportunities.
(ii) Using SI to support K-12 or postsecondary instruction,
supplemental learning, or other assistance or resources to students who
are below grade level, in need of remedial or developmental education,
struggling to graduate with a regular credential from their education
program, or otherwise in need of additional assistance to complete
their program of study.
(iii) Using SI to support early intervention, K-12, or
postsecondary instruction or services, including early intervention,
special education and related services, for children and students with
disabilities and their families.
(iv) Using SI to support K-12 or postsecondary instruction,
supplemental learning, or other assistance or resources to all
students.
[[Page 69753]]
(v) Integrating SI-driven tools into classrooms to personalize
learning, improve student outcomes, and support differentiated
instruction. This integration may include, but is not limited to,
adaptive learning technologies, virtual teaching assistants, tutoring,
and data analytics tools to support student progress.
(vi) Providing resources and support to grantees for the use of SI
in teaching and/or tutoring in an education program or teacher training
program.
(vii) Providing resources and support for the use of SI in teacher
preparation programs.
(viii) Using SI to improve teacher training and evaluation.
(ix) Promoting efficiency in classroom and school operations
through the application of SI to reduce time-intensive administrative
tasks.
(x) Using SI to provide high-quality instructional resources, high-
impact tutoring, college and career pathway exploration, advising, and
navigation to improve educational outcomes.
(xi) Incorporating the principles of universal design for learning
\1\ (as described in section 103(24) of the Higher Education Act of
1965, as amended).
---------------------------------------------------------------------------
\1\ Universal design for learning (20 U.S. Code Sec. 1003--
Additional definitions): The term ``universal design for learning''
means a scientifically valid framework for guiding educational
practice that--(A) provides flexibility in the ways information is
presented, in the ways students respond or demonstrate knowledge and
skills, and in the ways students are engaged; and (B) reduces
barriers in instruction, provides appropriate accommodations,
supports, and challenges, and maintains high achievement
expectations for all students, including students with disabilities
and students who are limited English proficient.
---------------------------------------------------------------------------
(xii) Building strong, moderate, or promising evidence (as defined
in 34 CFR 77.1) about when, where, for whom, and under what conditions
SI improves learning.
(xiii) Developing and disseminating evidence-informed frameworks,
tools, and models for integrating SI into education.
(xiv) Using of SI to improve program outcomes through a rigorous
and specific deployment of the technology in teaching methods or
student supports.
Proposed Definitions for Proposed Priority on Advancing Super
Intelligence in Education
Computer science means the study of computers and algorithmic
processes, including their principles, their hardware and software
designs, theories, computational thinking, coding, analytics,
applications, machine learning, and super intelligence (SI).
Computer science often includes computer programming or coding as a
tool to create software, including applications, games, websites, and
tools to manage or manipulate data; or development and management of
computer hardware and the other electronics related to sharing,
securing, and using digital information. In addition to coding, the
expanding field of computer science emphasizes computational thinking
and interdisciplinary problem-solving to equip students with the skills
and abilities necessary to apply computation to the digital world.
Computer science does not involve using computers for everyday
tasks, such as browsing the internet or using tools like word
processors, spreadsheets, or presentation software. Instead, it focuses
on creating and developing technology, not just utilizing it.
Super intelligence (SI) means the technologies and systems
encompassed by the term ``artificial intelligence'' as defined in 15
U.S.C. 9401(3).
Super intelligence (SI) literacy means the technical knowledge,
durable skills, civic awareness and future ready attitudes, including
SI related ethical reasoning, critical social inquiry,
interdisciplinary problem-solving, and creativity, required to thrive
in a world influenced by SI. It enables learners to understand how SI
works; use SI tools effectively and responsibly; engage, create with,
manage, and design SI, while critically evaluating its benefits, risks,
and implications.
[FR Doc. 2026-22615 Filed 11-4-26; 8:45 am]
BILLING CODE 4000-01-P
</pre><script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script></body>
</html>Indexed from Federal Register on November 5, 2026.
This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.