Summary:

 House Bill 433 (HB 433) directs the Higher Education Department (HED) to conduct a study on career and technical education (CTE) programs in New Mexico to assess their effectiveness and alignment with workforce needs. The study aims to evaluate factors such as program availability, student access, and overall impact on workforce development. HED is responsible for determining the study’s scope, methodology, and focus areas based on available data and institutional priorities. 

Legislation Overview:

 House Bill 433 requires a statewide evaluation of career and technical education (CTE) courses and instructors, with the goal of aligning CTE offerings with workforce needs. The study must assess whether current courses adequately prepare students for in-demand careers and whether gaps exist in CTE availability across the state. The study must also examine whether workforce shortages in specific industries correlate with CTE course limitations in New Mexico.

The bill mandates an in-depth analysis of instructor salaries and compensation, particularly at community colleges and vocational training institutions. It requires an evaluation of whether current salary levels are competitive, whether there is a shortage of CTE instructors, and whether salary disparities exist between CTE instructors and other higher education faculty. The study must identify potential reasons for CTE instructor shortages and explore whether industry partnerships could be leveraged to expand course offerings and improve recruitment.

HB 433 requires that industry employers be consulted to ensure that the study captures real workforce needs and future employment trends. The final report must detail all findings, highlight challenges and opportunities, and provide short-term and long-term policy recommendations to enhance career and technical education in New Mexico. The report must be submitted to the governor, legislative finance committee, and other relevant committees no later than October 1, 2025.

The bill appropriates $100,000 from the general fund to the Higher Education Department (HED) to conduct the study, with any unexpended funds reverting to the general fund at the end of Fiscal Year 2026. HB 433 takes effect on July 1, 2025.

Implications

HB 433 seeks to improve workforce alignment and job readiness by ensuring that New Mexico’s career and technical education system effectively prepares students for in-demand industries. The study will provide critical data on gaps in CTE course availability, helping policymakers determine whether current offerings match employer needs or require expansion. By requiring input from industry employers, the study increases the likelihood that CTE programs will be tailored to real-world job opportunities, potentially boosting employment rates and economic development.

The focus on CTE instructor salaries and workforce shortages highlights a key challenge in technical education. If low wages or lack of recruitment incentives are driving shortages of qualified instructors, the study may lead to recommendations for salary adjustments, additional funding for faculty positions, or alternative recruitment strategies. The comparison between CTE instructor salaries and higher education faculty pay could reveal inequities that may be affecting retention and hiring.

The $100,000 appropriation ensures funding for the study but may be insufficient for a comprehensive statewide analysis if extensive employer surveys, workforce data modeling, or additional research resources are required. The bill does not specify whether consultants or external research firms can be used, leaving HED and partner agencies responsible for the study’s scope and methodology.

The October 2025 deadline for reporting results ensures that policy recommendations can be considered for future legislative sessions, but it also leaves limited time for implementation of changes before the next academic cycle. If the study identifies major deficiencies in CTE offerings, significant reforms may be needed, requiring additional funding and administrative coordination beyond what is outlined in the bill. 

Current Law:

 New Mexico currently funds career and technical education programs through various initiatives, including the Carl D. Perkins Career and Technical Education Act, which provides federal funding for CTE. However, there is no statutory requirement for a statewide evaluation of CTE course alignment with workforce demands. The Workforce Solutions Department tracks labor market data, but there is no existing mandate for WSD to collaborate with HED and PED on a coordinated study of CTE courses, instructor shortages, and salary comparisons. 

Amendments:

 Amended March 12, 2025 in HAFC

HAFCa/HB 433: The House Appropriations and Finance Committee  made three significant changes to HB 433 that modify the study requirements and reporting process related to career and technical education (CTE) in New Mexico. The first amendment removes language related to the required collaboration between HED and other state agencies, which may reduce the level of interagency cooperation in conducting the study. The second amendment eliminates specific language requiring the study to include detailed analysis on particular aspects of CTE course availability and instructor shortages, potentially narrowing the scope of the study. The third amendment removes a provision requiring the study to be provided to the governor, the Legislative Finance Committee, and other relevant legislative bodies by October 1, 2025, leaving uncertainty regarding the formal presentation of the study’s findings.

The amendments significantly reduce the specificity and reporting obligations initially required in HB 433. By removing explicit collaboration mandates, the revised bill may give HED greater flexibility in how the study is conducted but also reduces accountability by removing direct reporting obligations to the governor and key legislative committees. This could result in less legislative oversight and fewer actionable recommendations, depending on how the department chooses to proceed with the study. Additionally, by eliminating certain study components, such as a deeper analysis of salary structures and workforce demands for CTE instructors, the amended bill may produce less comprehensive findings than originally intended.

Implications

These changes suggest a weaker enforcement mechanism for ensuring that policymakers receive a thorough evaluation of CTE programs and workforce readiness. Without specific directives on who should receive the study and what must be included, there is a risk that legislative action based on the study’s findings may be delayed or incomplete. However, the amendments may also allow greater administrative flexibility, enabling the study to be adapted based on available data and agency priorities rather than being constrained by overly detailed statutory mandates.