May 20, 2026
Mrs. McBath (for herself, Mr. Lawler, Ms. Bonamici, Mr. Thompson of Pennsylvania, Mr. Mannion, and Mrs. Kiggans of Virginia) introduced the following bill; which was referred to the Committee on Education and Workforce
To direct the Secretary of Education, in coordination with the Secretary of Health and Human Services, to award competitive grants to eligible partnerships to establish, expand, or support career and technical education programs of study in early childhood education.
Section 1. Short title
This Act may be cited as the Early Childhood Workforce Advancement Act of 2026
.
Sec. 2. Grant program for career and technical education programs of study in early childhood education
(a) Grant program authorized
The Secretary, in coordination with the Secretary of Health and Human Services, shall award grants, on a competitive basis, to eligible partnerships for the purpose of establishing, supporting, or expanding career and technical education programs of study in early childhood education.
(b) Application
To be considered for a grant under this section, an eligible partnership shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require, including—
(1)
a description of how the eligible partnership will use such grant to establish, support, or expand a career and technical education program of study in early childhood education;
(2)
a description of the roles and responsibilities of each partner of the eligible partnership;
(3)
a description of how such funds will be allocated for necessary expenses for the career and technical education program of study described in paragraph (1), including the use of additional funding provided by State, local, or private entities, and plans to maintain and sustain the program;
(4)
a description of how the grant will directly benefit students, including special populations, served by the eligible partnership;
(5)
a description of how such career and technical education program of study will be coordinated with the activities carried out under section 124 or 135 of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2344; 2355);
(6)
a description of how the program reflects the needs of regional, State, or local employers, as demonstrated by the local comprehensive needs assessment under section 134(c) of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2354(c));
(7)
a description of how the program will benefit the child care system and early childhood education workforce;
(8)
an assurance that the eligible partnership will—
(A)
provide information to the Secretary, as requested, for evaluations that the Secretary may carry out; and
(B)
make data available to third parties for validation, in accordance with applicable data privacy laws, including section 444 of the General Education Provisions Act (20 U.S.C. 1232g, commonly known as the Family Educational Rights and Privacy Act of 1974
);
(9)
a description of how the program will include education and training opportunities focused on infant and toddler development, including the developmental needs of infants or toddlers with a disability (as defined in section 632 of the Individuals with Disabilities Education Act (20 U.S.C. 1432)); and
(10)
a description, if applicable, about how the program will respond to the needs or goals identified by the applicable State in the statewide needs assessment or statewide strategic plan developed, updated, or implemented for purposes of a preschool development grant under section 9212 of the Every Student Succeeds Act (42 U.S.C. 9831 note).
(c) Priority
In awarding grants under this section, the Secretary, in coordination with the Secretary of Health and Human Services, shall—
(1)
ensure an equitable national geographic distribution of the grants;
(2)
award grants to applicants that propose to serve communities in rural areas and to applicants that propose to serve communities in urban areas;
(3)
give priority to applicants located in areas with a documented shortage of childcare providers;
(4)
give priority to applicants that provide child care services for infants and toddlers, child care services during nontraditional or extended hours, and inclusive child care services for children with disabilities;
(5)
give priority to applicants that include an institution of higher education with a program of study in early childhood education or a consortium of such institutions; and
(6)
give priority, if applicable, to applicants that demonstrate, in the application submitted under subsection (c) for a grant under this section, that the program to be funded with such grant will respond to the needs or goals identified by the applicable State in the statewide needs assessment or statewide strategic plan developed, updated, or implemented for purposes of a preschool development grant under section 9212 of the Every Student Succeeds Act (42 U.S.C. 9831 note).
(d) Use of funds
Each eligible partnership receiving a grant under this section shall use such grant to establish, support, or expand career and technical education programs of study in early childhood education, which shall include one or more of the following:
(1)
Educational materials and resources, including classroom instruction, work-based learning, support attainment of dual or concurrent enrollment credits, industry credentials such as a Child Development Associate, a preapprenticeship, and an apprenticeship through career and technical student organizations.
(2)
Supporting the recruiting, hiring, and training of effective educators in early childhood education, including educators who became certified through State and local alternative routes to certification.
(3)
Improving career and technical education outcomes of students served by the eligible partnership through activities such as—
(A)
supporting the development and enhancement of innovative delivery models for career and technical education-related work-based learning (including school-based simulated work sites, mentoring, apprenticeship programs, work site visits, job shadowing, project-based learning, and skills-based and paid internships); and
(B)
providing academic and nonacademic wrap-around supports and services, including advising, tutoring, test preparation, child care assistance, dependent care assistance, transportation, and financial assistance (which may include scholarships or stipends), during the period in which such students—
(i)
complete a Child Development Associate credential, early childhood education associate degree program, or baccalaureate degree program, as applicable;
(ii)
access and complete State licensure or certification examinations; or
(iii)
receive opportunities to develop the necessary content knowledge and teaching skills in early childhood education.
(4)
Creating or expanding recruitment, retention, or professional development activities for career and technical education teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, and paraprofessionals, which may include—
(A)
high-quality teacher mentoring by experienced teachers in early childhood education;
(B)
providing resources and training to improve instruction for, and provide appropriate accommodations to, special populations, including the unique needs of teaching in rural or urban communities;
(C)
the integration of coherent and rigorous academic content standards and career and technical education curricula, including through opportunities for appropriate academic and career and technical education teachers to jointly develop and implement curricula and pedagogical strategies;
(D)
providing resources or assistance with meeting State teacher licensure and credential requirements;
(E)
implementing initiatives that increase compensation for early childhood educators who attain a Child Development Associate credential, or an associate or baccalaureate degree in early childhood education; or
(F)
training for career guidance and academic counselors at the secondary level to improve awareness of postsecondary education and postsecondary career options in early childhood education, and improve the ability of such counselors to communicate to students career opportunities and employment trends in early childhood education.
(e) Evaluation and annual report
Each eligible partnership receiving a grant under this section shall provide for an independent evaluation of the activities carried out using such grant and submit to the Secretary an annual report that includes—
(1)
a description of how funds received under this section were used;
(2)
the performance of the career and technical education program of study funded with such grant with respect to, at a minimum, the performance indicators described under section 113 of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2323), as applicable, and disaggregated—
(A)
by subgroups of students described in section 1111(c)(2)(B) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(c)(2)(B)); and
(B)
by each special population; and
(3)
a quantitative analysis of the effectiveness of such program.
(f) Grant duration
(1) In general
Subject to paragraph (2), a grant awarded under this section may not exceed a 5-year grant period.
(2) Extension
The Secretary may extend the grant period for an eligible partnership for not more than 1 additional 2-year period if the eligible partnership demonstrates to the Secretary that the eligible partnership—
(A)
is achieving the program objectives for which the eligible partnership is receiving the grant; and
(B)
has improved education outcomes for students participating in the programs funded by such grant, including special populations.
(g) Definitions
In this section:
(1) Perkins terms
Except as otherwise provided, any term used in this Act that is defined in section 3 of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2302) has the meaning given that term in such section.
(2) Early childhood education
The term early childhood education program has the meaning given the term in section 103 of the Higher Education Act of 1965 (20 U.S.C. 1003).
(3) Eligible child care provider
The term eligible child care provider has the meaning given such term in section 658P(6)(A) of the Child Care and Development Block Grant Act of 1990 (42 U.S.C. 9858n(6)(A)).
(4) Eligible recipient
The term eligible recipient has the meaning given the term in section 3(21)(A) of the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2302(21)(A)).
(5) Eligible partnership
The term eligible partnership means a partnership between or among—
(A)
an eligible recipient; and
(B)
one or more of the following:
(i)
An institution of higher education with a program of study in early childhood education or a consortium of such institutions.
(ii)
An eligible child care provider.
(iii)
A community stakeholder relevant to a career and technical education programs of study in early childhood education to be funded under this section, including a labor organization, a local or regional business or industry, or a local workforce development board.
(iv)
A Child Care Resource and Referral Organization (as described in section 658E(c)(3)(B)(iii) of the Child Care and Development Block Grant Act of 1990 (42 U.S.C. 9858c(c)(3)(B)(iii))).
(v)
A staffed family child care network.
(vi)
A Head Start program (including an Early Head Start program) carried out under the Head Start Act (42 U.S.C. 9831 et seq.).
(vii)
An early intervention service provider.
(6) Institution of higher education
The term institution of higher education has the meaning given the term in section 101(a) of the Higher Education Act of 1965 (20 U.S.C. 1001(a)).
(7) Staffed family child care network
The term staffed family child care network means a nonprofit organization—
(A)
that may be a component of a State or local child care resource and referral organization;
(B)
that has at least one paid staff member; and
(C)
that offers evidence-based professional development, quality improvement support, business support, and technical assistance, including on achieving licensure as an eligible child care provider, to family child care providers.