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Van Hollen, Lee Introduce Bill to Fully Fund Title I, Special Education

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Van Hollen, Lee Introduce Bill to Fully Fund Title I, Special Education

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U.S. Senator Chris Van Hollen (D-Md.) and Congresswoman Susie Lee (D-Nev.) have reintroduced their Keep Our Promise to America’s Children and Teachers (PACT) Act, legislation to put Congress on a fiscally responsible path to fully fund Title I and the Individuals with Disabilities Education Act (IDEA) on a mandatory basis.

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U.S. Senator Chris Van Hollen (D-Md.) and Congresswoman Susie Lee (D-Nev.) have reintroduced their Keep Our Promise to America's Children and Teachers (PACT) Act, legislation to put Congress on a fiscally responsible path to fully fund Title I and the Individuals with Disabilities Education Act (IDEA) on a mandatory basis. These programs, which support public education for children in low-income areas and education for individuals with learning disabilities, respectively, have been chronically underfunded since their inception, leaving our public schools, students, and teachers at a disadvantage. Van Hollen has introduced the Keep Our PACT Act every term he has served in Congress. Van Hollen and Lee were joined in introducing the legislation by Senators Michael Bennet (D-Colo.), Richard Blumenthal (D-Conn.), Cory Booker (D-N.J.), Tammy Duckworth (D-Ill.), Dick Durbin (D-Ill.), Martin Heinrich (D-N.M.), Mazie Hirono (D-Hawaii), Amy Klobuchar (D-Minn.), Ed Markey (D-Mass.), Jeff Merkley (D-Ore.), Chris Murphy (D-Conn.), Alex Padilla (D-Calif.), Jack Reed (D-R.I.), Bernie Sanders (I-Vt.), Tina Smith (D-Minn.), and Elizabeth Warren (D-Mass.).

"Every child - no matter their zip code - deserves access to a high-quality education and the opportunity to succeed. But too many children still don't have that opportunity because the federal government has never lived up to its commitment to fully fund Title I and IDEA - the federal programs designed to keep our promise to all students, including those facing the greatest challenges. The Keep Our PACT Act will ensure the federal government finally makes good on its obligation toinvest in a first-rate education for all our students," said Senator Van Hollen.

"Education is the key to opportunity, which is why I've spent my career working to help Nevada students achieve their highest potential," said Congresswoman Lee. "Fully funding the Individuals with Disabilities Education Act and Title I will provide school districts across the country, including in Clark County, with the resources they need to strengthen opportunities for all students, regardless of their needs or what zip code they live in."

The Keep Our PACT Act is supported by education, civil rights, and disability rights organizations nationwide, including the National Education Association (NEA), American Federation of Teachers (AFT), Alliance to Reclaim Our Schools (AROS), National Association of Secondary School Principals (NASSP), National Association for the Advancement of Colored People (NAACP), Council of the Great City Schools (CGCS), National School Board Association, Journey For Justice (J4J), National Association of Elementary School Principals (NAESP), National Center for Learning Disabilities (NCLD), National Disability Rights Network (NDRN), First Focus Campaign for Children, National Urban League, Council for Exceptional Education (CEC), National PTA, AFT-Maryland, Maryland State Education Association (MSEA), Public School Superintendents' Association of Maryland (PSSAM), Maryland Association of Elementary School Principals (MAESP), and Maryland Association of Secondary School Principals (MASSP).

Title I, which gives assistance to America's highest-need schools, is a critical tool to ensure that every child, no matter their zip code, has access to a quality education. However, it has been deeply underfunded, disadvantaging the most vulnerable students. According to the Congressional Research Service (CRS), the Title I funding gap for school year 2024-2025 was $35.9 billion. Maryland alone was shortchanged by $647.2 million.

Similarly, IDEA calls on the federal government to fund 40 percent of the cost of special education, but Congress has never fully funded the law. According to the Congressional Research Service (CRS), IDEA state grants are funded at less than 12 percent. In the state of Maryland, IDEA was underfunded by $671.6 million in the 2024-2025 school year alone.

The Keep Our PACT Act would create a 10-year mandatory glide path to fully fund both Title I and IDEA, ensuring that education is a priority in the federal budget. If this legislation had been in effect for the 2024-2025 school year, Maryland would have received a $647 million funding increase from Title I, and a $672 million increase from IDEA, for an overall total of more than $1.3 billion.

Bill text is available here.

"Most Americans believe that every student deserves opportunity, resources, and support to reach their full potential no matter where they live, how much their family earns, or their disability status. As we celebrate the 50th anniversary of the passage of the Individuals with Disabilities Education Act, too many of our students with disabilities still don't have access to the resources and learning opportunities they need and deserve. That is why on behalf of America's educators, the National Education Association is proud to once again endorse the Keep Our Promise to America's Children's and Teachers Act which fully funds the Individuals with Disabilities Education Act (IDEA) and Part A of Title I of the Elementary and Secondary Education Act. This legislation ensures that all students, including those with disabilities, have equal access to a well-rounded, high-quality public education," said National Education Association President Becky Pringle.

"Americans know the importance of funding public education; they made that clear in November when they rejected voucher bills in red and blue states alike. They also know that the Individuals with Disabilities Education Act and Title I-the mechanisms that fund the schools most in need and ensure children with learning differences can still access a public education-are priorities. The Keep Our Promise to America's Children and Teachers (Keep Our PACT) Act would put us on a path to fully funding IDEA and Title I, a commitment that voters have been clear they want to keep. Communities across the country have told us they want more resources for public schools, not less, and Sen. Chris Van Hollen and Rep. Susie Lee share that commitment; this bill would fulfill the promise of public education for everyone-the strivers and the strugglers-regardless of income, ZIP code or ability," said AFT President Randi Weingarten.

"Our country has been made better and stronger through public education. Current efforts to roll back educational opportunity for disadvantaged children are a radical departure from core American values. The NAACP supports Senator Van Hollen's bill, Keep Our PACT. Fully funding Title I, ESEA and IDEA is critical to supporting the potential of all children through free, high-quality, and appropriate public education," said Derrick Johnson, NAACP President and CEO.

"The federal government can help fulfill its commitment to our most vulnerable student populations and their schools by fully funding the Individuals with Disabilities Education Act (IDEA) and Title I. NAESP is pleased to endorse the Keep Our Promise to America's Children and Teachers Act (PACT) that helps create a responsible and realistic ten-year fiscal path for achieving these goals and we commend Senator Van Hollen and Representative Susie Lee for sponsoring this legislation," said L. Earl Franks, NAESP Executive Director.

"The Keep Our PACT Act would provide critical resources for our schools, empowering educators and students alike," said NASSP CEO Ronn Nozoe. "By bolstering programs such as Title I and IDEA, we can offer essential support to our most vulnerable students, helping them overcome obstacles and reach their full potential. School and student leaders stand ready to collaborate with Congress to make this a reality."

"The longstanding underfunding of IDEA must be urgently and comprehensively addressed," said Council for Exceptional Children (CEC) Executive Director Chad Rummel. "CEC applauds the introduction of this legislation, which supports our fundamental believe that special education students are general education students first, and that IDEA is best implemented in the context of well-funded public schools."

"First Focus Campaign for Children is proud to endorse the 'Keep Our Pact Act.' For too long, the federal government has failed to honor its commitments to fully fund IDEA and Title I. It's time to ensure our students receive the quality education they deserve. We are grateful to Senator Van Hollen and Representative Susie Lee for their leadership in advocating for students and educational equity across the country," said Bruce Lesley, President of First Focus Campaign for Children.

"AFT-Maryland is steadfast in our commitment to the education of every student. We are deeply grateful to Senator Chris Van Hollen for his unwavering leadership on education. As Maryland moves quickly ahead with the implementation of the Blueprint for Maryland's Future - a visionary plan with transformational potential for all students - the Keep Our PACT Act becomes more critical than ever. This legislation equips Maryland's education professionals and students with the resources needed to fully realize the promise of a world-class education," said Kenya Campbell, President of AFT-Maryland.

"The Maryland Association of Secondary School Principals provides its enthusiastic support for the 'Keep Our Promise to our Children and Teachers Act/PACT Act' Bill requiring full funding for Part A of Title I of the Elementary and Secondary Education Act of 1965 and the Individuals with Disabilities Education Act. Our organization and its school leaders understand and acknowledge that this full funding is critical to schools and school districts to adequately support students and to ensure their success and we thank all those who are working diligently to support it," said Christopher Truffer, MASSP Executive Director.

"The National Urban League has long been a dedicated advocate for advancing educational equity and is proud to endorse the Keep Our PACT Act. At this critical moment, it is more important than ever to have legislation that recognizes the diverse needs of our students and provides opportunity to thrive in an educational system that ensures meaningful equal opportunity and success, regardless of background or economic status. We commend Senator Van Hollen and Representative Susie Lee for their commitment to securing the resources our children need to receive the high-quality education they all deserve," said Marc H. Morial, President and CEO, National Urban League.

"National PTA has long advocated for Congress to live up to its promise to fully fund Title I and IDEA to ensure that our nation's students have the supports they need to succeed in school and reach their full potential," said Yvonne Johnson, president of National PTA, the nation's oldest and largest child advocacy association. "Our association applauds Senator Van Hollen and Representative Lee for reintroducing the Keep Our PACT Act to put both programs on a path to full funding."

"PSSAM proudly joins Maryland's local boards of education in strongly supporting your bold leadership to reintroduce the Keep Our PACT Act. This legislation represents a long-overdue commitment to our students with disabilities and will help ensure they have the resources and opportunities necessary to thrive," said Andrae Townsel, President of the Public School Superintendents' Association of Maryland. Fully funding the Individuals with Disabilities Education Act (IDEA) is essential to supporting the more than 108,500 children with disabilities, ages 3-21, who attend Maryland's public schools each day. As local superintendents, we deeply understand the academic, social, emotional, and behavioral needs of these vulnerable students and the significant impact insufficient IDEA funding can have on their success. Maryland local school systems spend over $1,038,848,168 in direct special education services that are NOT reimbursed by the state and federal governments. Increasing the federal government's commitment to our most vulnerable populations would make a tremendous impact on the ability to adequately fund education for all public school students. Special education students have unique learning needs and deserve every opportunity to achieve the same level of success as their non-disabled peers. They must be equipped with the 21st-century skills needed to become responsible, productive citizens who are college and career ready."

"For too long, federal funding for public education-particularly for our highest-need schools and for special education-has fallen short. The Keep Our PACT Act will help us achieve the vision of the Blueprint for Maryland's Future while addressing a long-overdue commitment to low-income students and students with disabilities. We commend Senator Van Hollen for his leadership and are proud to stand behind this vital legislation," said MSEA President Paul Lemle.

"Our nation's classrooms have been subjected to willful disinvestment and underfunding for decades. The Keep Our PACT Act allows us to close that gap and ensure that America's public schools get the resources they need to empower and enrich the next generation," said Moira Kaleida, executive director for the Alliance to Reclaim Our Schools. "The Keep Our PACT Act guarantees that students and families, no matter their ZIP code or disability, have access to a well-rounded, high-quality public education, no matter their race, religion or neighborhood. Now is the time to invest in our children and their education so we can truly make our country great."

"Over 50 years ago, our nation promised young people with disabilities and low-income families that we would provide them with a high quality public education. These promises ensured that a child's circumstances did not determine their access to high quality public education or the chance to pursue their dreams. It's time we live up to that promise through the Keep Our PACT Act," said Analilia Mejia and DaMareo Cooper of Popular Democracy. "If some far-Right politicians get their way, we will fail young people with disabilities, schools will close, teachers and staff will lose their jobs, and communities will suffer. Without the Keep Our PACT Act, predominantly white, well-resourced schools will continue to have enrichment activities, teacher training, and parent engagement while underfunded schools will be further policed - denying Black and brown students and students with disabilities basic necessities. If we're serious about supporting every child, let's get serious about funding what works: high-quality public education."

"Every child in America deserves equal access to a high-quality education, regardless of their zip code," said Senator Booker. "The Keep Our PACT Act will put Congress on the road to being able to fully fund Title I and IDEA, programs that give assistance to America's highest-need schools and ensures students with disabilities are afforded a quality education. America's future is our children and we must prioritize our children's schools and guarantee that teachers have the support they need."

"Our nation's children deserve comprehensive, quality education and a stable environment to learn and grow. By bolstering Title I and IDEA and providing access for key resources, the Keep Our PACT Act ensures that America's most vulnerable students are able to achieve their fullest potential. This critical legislation prioritizes students and helps create a meaningful classroom experience-setting students up on the path for success," said Senator Blumenthal.

"When we invest in education and prioritize students across our nation-regardless of zip code-we're really investing in their future as much as our country's future," said Senator Duckworth. "I'm proud to help reintroduce the Keep Our PACT Act alongside Senator Van Hollen and colleagues to help provide countless teachers, school districts and young people a fairer, more equitable shot at reaching their full potential. Every child deserves the chance to succeed."

"Our nation's children are the future. Every student, including students with disabilities, should have equal access to a quality education, regardless of their family's income or where they live," said Senator Durbin. "I'm joining my colleagues in reintroducing the Keep Our Promise to America's Children and Teachers (PACT) Act to ensure the federal government upholds its promise to fund schools, as well as Title I and IDEA programs, that serve our nation's most vulnerable students."

"Every student deserves access to a high-quality education, but for too long, a lack of federal funding has disadvantaged the most vulnerable students living in our communities, leaving too many children behind," said Senator Hirono. "Our students are the future, and Title I and IDEA are essential to helping them receive the first-rate education and support they deserve-regardless of their family income or disability status. The Keep Our PACT Act will help to ensure that we deliver on these promises and set our future generations up for success."

"Every American deserves the chance to receive a quality education, but too often and for too long, low-income students and students with disabilities have faced barriers in accessing those opportunities," said Senator Klobuchar. "Our legislation will ensure that we finally live up to our promise of fully funding critical federal programs that help more children access quality education."

"We must ensure that every student in our country, including low-income students and students with disabilities, receive a quality education," said Senator Markey. "Every dollar we invest into our education system is a dollar invested into creating bright futures for our young people and, ultimately, their communities. I am proud to join my colleagues in introducing the Keep Our Promise to America's Children and Teachers (PACT) Act to fulfill this promise to students all across the country."

"Every student deserves a shot at success, and that means access to a quality education regardless of their ability or the neighborhood they live in," said Senator Merkley. "Now is the time for Congress to finally address chronic underfunding for IDEA and Title I schools to strengthen supports for children with disabilities and communities struggling the most to meet the needs of their students and families."

"For too long, poor students and kids with disabilities have gotten shortchanged because Congress has failed to fully fund the programs that help them succeed in our schools. The Keep Our PACT Act would finally fulfill the promises we made when we signed the Individuals with Disabilities Education Act into law. These investments are common sense and give every student in this country access to the education and resources they deserve," said Senator Murphy.

"Every member of the next generation deserves a chance to reach their full potential," said Senator Smith. "The federal government recognized this when they promised to fund special education in 1975. It's past time to keep that promise and stop shortchanging our schools and students. I'm proud to join Senator Van Hollen in introducing this bill, which will dramatically improve school budgets in every community in Minnesota."

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Van Hollen, Lee Introduce Bill to Fully Fund Title I, Special Education | U.S. Senator Chris Van Hollen of Maryland

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U.S. Senator Chris Van Hollen (D-Md.) and Congresswoman Susie Lee (D-Nev.) have reintroduced their Keep Our Promise to America's Children and Teachers...

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Three Congressmen Reintroduce the Protecting Sensitive Locations Act for the 119th Congress

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Three Congressmen Reintroduce the Protecting Sensitive Locations Act for the 119th Congress

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Representative Jesús “Chuy” García (IL-04) joined Representative Adriano Espaillat (NY-13) and Senator Richard Blumenthal (CT) to reintroduce the landmark, bicameral bill, Protecting Sensitive Locations Act, during the 119th Congress. This pivotal legislation would codify common sense protections for immigrant communities at sensitive locations amid the onslaught of attacks on immigrants, including vulnerable immigrant families. The Protecting Sensitive Locations Act is co-led by Representatives Sylvia Garcia (TX-29), Suzanne Bonamici (OR-01), Pramila Jayapal (WA-07), Don Beyer (VA-08), Delia C. Ramirez (IL-03), and Jasmine Crockett (TX-30).

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Rep. García Reintroduces the Protecting Sensitive Locations Act for the 119th Congress

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Landmark Legislation Aims to Codify Protections of Immigrants at Essential Service Locations

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Protect Public Schools: An Advocacy Toolkit to Fight School Voucher Programs

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Protect Public Schools: An Advocacy Toolkit to Fight School Voucher Programs

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EdTrust offers this toolkit for communities to use to launch effective advocacy campaigns against school voucher programs.

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Protect Public Schools: An Advocacy Toolkit to Fight School Voucher Programs

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Here are resources communities can use to launch effective advocacy campaigns against school voucher programs.

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Safe Schools for Every Student: A Comprehensive Guide for Action

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Safe Schools for Every Student: A Comprehensive Guide for Action

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Indivisible's Safe Schools for Every Student campaign arms Indivisible groups with the tools to demand that local school boards take a stand and adopt policies that keep schools safe for all students, no matter their immigration status. This guide — adapted from the National Education Association’s Guidance on Immigration Issues — lays out a comprehensive plan for action, helping Indivisible groups safeguard immigrant children in their communities.

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Safe Schools for Every Student: A Comprehensive Guide for Action

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“Consistent With Applicable Law”: Critical Statutory Constraints on President Trump’s Executive Order about K-12 Curricula

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“Consistent With Applicable Law”: Critical Statutory Constraints on President Trump’s Executive Order about K-12 Curricula

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Daniel S. Gordon of EducationCounsel shares legal interpretation of how educators can think about curriculum directives at the federal level.

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EducationCounsel - “Consistent With Applicable Law”: Critical Statutory Constraints on President Trump’s Executive Order about K-12 Curricula

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In one of his latest executive orders, President Trump is attempting to influence decisions that traditionally belong entirely to state and local governments, namely what topics, ideas, and texts are included in the curricula taught in K-12 public schools. But tucked into the order several times is a quiet, legalistic, but very powerful four-word phrase that everyone should keep in mind: “consistent with applicable law.”In fact, multiple federal laws prohibit the federal government from getting involved in state and local decisions about K-12 curriculum, and no executive order can overrule a federal law (or regulation). Accordingly, both the federal agencies planning how to implement this order and the state and local education leaders considering whether and how to respond to it must pay close attention to the significant limits that the “consistent with applicable law” phrase likely places on the President’s desire to shape what is and isn’t taught (or even discussed) in classrooms. Increasing awareness of these laws might even help mitigate the chilling effects of the President’s order.In “Ending Radical Indoctrination in K-12 Schooling,” President Trump ordered the Secretary of Education and other Cabinet officials to develop plans to, among other things:“prevent or rescind Federal funds, to the maximum extent consistent with applicable law [emphasis added], from being used by an [Educational service agency, state educational agency, local educational agency], elementary school, or secondary school to directly or indirectly support or subsidize the instruction, advancement, or promotion of gender ideology or discriminatory equity ideology in…K-12 curriculum, instruction, programs, or activities.”Another part of the order outlines ways the President will promote “patriotic education,” including a mandate that “[a]ll relevant agencies shall prioritize Federal resources, consistent with applicable law [emphasis added], to promote patriotic education.”NOTE: This blog post does not address other important parts of the order, such as those related to how schools support transgender students. Nor do we analyze the legal merits of another provision in the order that would seek to eliminate curricula disfavored by the President by arguing that those curricula constitute illegal racial or sex discrimination in violation of civil rights laws including Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972. We are reviewing these claims as well and will share our analysis in the near future.Since the order was issued, several education and legal experts have pointed out that federal law prohibits the federal government from getting involved in state and local decisions about curriculum. Most cite Section 8526A of the major federal education statute, the Every Student Succeeds Act (ESSA), which states:“No officer or employee of the Federal Government shall, through grants, contracts, or other cooperative agreements, mandate, direct, or control a State, local educational agency, or school’s specific instructional content, academic standards and assessments, curricula, or program of instruction developed and implemented to meet the requirements of this Act.”ESSA Section 8526A is just one of multiple provisions throughout ESSA where Congress made clear that the federal government has no jurisdiction regarding curriculum. And Congress hasn’t limited itself to this latest version of the Elementary and Secondary Education Act. The prohibitions on federal involvement in curriculum predate ESSA and have been a point of bipartisan consensus.Further, Congress has drawn this bright line in other federal education laws. The General Education Provisions Act (GEPA), which includes various statutes that govern U.S. Department of Education programs and functions, also prohibits any “direction, supervision, or control” by federal officials over “curriculum, program of instruction” or “selection of library resources, textbooks, or other printed or published instructional materials.” Indeed, in the very founding of the U.S. Department of Education itself, Congress included similar prohibitions about federal influence over curriculum in the Department of Education Organization Act (DOA). (Note that some of these legal prohibitions also apply to the role of the federal government vis-à-vis higher education and thus can be expected to come into play regarding the President’s actions affecting higher education programs and what is or isn’t taught or discussed on college campuses.)We have collected the relevant ESSA, GEPA, and DOA prohibitions, pasted them below, and listed them in this standalone document. Congress has clearly and repeatedly outlawed federal intrusion into state and local curricular decisions. Although it only takes a single law to make something illegal, the collective weight of this list highlights just how clear a line the President must toe to remain “consistent with applicable law” when implementing his new order. Indeed, the multiple instances of this four-word phrase throughout the order suggest the Administration may also recognize the significant legal obstacles to exerting federal control over state and local decisions about teaching and learning. By remembering these legal limitations, we all — especially our education leaders — can also avoid overreacting to the order’s rhetoric. * * * *Every Student Succeeds Act (ESSA)Title II. Preparing, Training, and Recruiting High-Quality Teachers, Principals, and Other School Leaders; Part C. General Provisions.Sec. 2302. Rules of Construction.	PROHIBITION AGAINST FEDERAL MANDATES, DIRECTION, OR CONTROL. — Nothing in this title shall be construed to authorize the Secretary or any other officer or employee of the Federal Government to mandate, direct, or control a State, local educational agency, or school’s—	instructional content or materials, curriculum, program of instruction, academic standards, or academic assessments;	teacher, principal, or other school leader evaluation system;	specific definition of teacher, principal, or other school leader effectiveness; or	teacher, principal, or other school leader professional standards, certification, or licensing.Title V. Flexibility and Accountability; Part C. Prohibition Against Federal Mandates, Direction, or Control.Sec. 5301. PROHIBITION AGAINST FEDERAL MANDATES, DIRECTION, OR CONTROL.Nothing in this title shall be construed to authorize an officer or employee of the Federal Government to mandate, direct, or control a State, local educational agency, or school’s specific instructional content, academic standards and assessments, curriculum, or program of instruction, as a condition of eligibility to receive funds under this Act.Title VIII. General Provisions; Part F. Uniform Provisions.Sec. 8526A. PROHIBITION AGAINST FEDERAL MANDATES, DIRECTION, OR CONTROL.	IN GENERAL.—No officer or employee of the Federal Government shall, through grants, contracts, or other cooperative agreements, mandate, direct, or control a State, local educational agency, or school’s specific instructional content, academic standards and assessments, curricula, or program of instruction developed and implemented to meet the requirements of this Act (including any requirement, direction, or mandate to adopt the Common Core State Standards developed under the Common Core State Standards Initiative, any other academic standards common to a significant number of States, or any assessment, instructional content, or curriculum aligned to such standards), nor shall anything in this Act be construed to authorize such officer or employee to do so.	FINANCIAL SUPPORT.—No officer or employee of the Federal Government shall condition or incentivize the receipt of any grant, contract, or cooperative agreement, the receipt of any priority or preference under such grant, contract, or cooperative agreement, or the receipt of a waiver under section 8401 upon a State, local educational agency, or school’s adoption or implementation of specific instructional content, academic standards and assessments, curricula, or program of instruction developed and implemented to meet the requirements of this Act (including any condition, priority, or preference to adopt the Common Core State Standards developed under the Common Core State Standards Initiative, any other academic standards common to a significant number of States, or any assessment, instructional content, or curriculum aligned to such standards).Sec. 8527. PROHIBITIONS ON FEDERAL GOVERNMENT AND USE OF FEDERAL FUNDS.	GENERAL PROHIBITION.—Nothing in this Act shall be construed to authorize an officer or employee of the Federal Government, including through a grant, contract, or cooperative agreement, to mandate, direct, or control a State, local educational agency, or school’s curriculum, program of instruction, or allocation of State or local resources, or mandate a State or any subdivision thereof to spend any funds or incur any costs not paid for under this Act.	PROHIBITION ON ENDORSEMENT OF CURRICULUM.—Notwithstanding any other provision of Federal law, no funds provided to the Department under this Act may be used by the Department, whether through a grant, contract, or cooperative agreement, to endorse, approve, develop, require, or sanction any curriculum, including any curriculum aligned to the Common Core State Standards developed under the Common Core State Standards Initiative or any other academic standards common to a significant number of States, designed to be used in an elementary school or secondary school.	LOCAL CONTROL. — Nothing in this section shall be construed to—	authorize an officer or employee of the Federal Government, whether through a grant, contract, or cooperative agreement to mandate, direct, review, or control a State, local educational agency, or school’s instructional content, curriculum, and related activities;	limit the application of the General Education Provisions Act (20 U.S.C. 1221 et seq.);(d) PROHIBITION ON REQUIRING FEDERAL APPROVAL OR CERTIFICATION OF STANDARDS. —	IN GENERAL. — Notwithstanding any other provision of Federal law, no State shall be required to have academic standards approved or certified by the Federal Government, in order to receive assistance under this Act.	RULE OF CONSTRUCTION.—Nothing in this Act shall be construed to prohibit a State, local educational agency, or school from using funds provided under this Act for the development or implementation of any instructional content, academic standards, academic assessments, curriculum, or program of instruction that a State, local educational agency, or school chooses, as permitted under State and local law, as long as the use of such funds is consistent with the terms of the grant, contract, or cooperative agreement providing such funds.Sec. 8549A SENSE OF CONGRESS	— The Congress finds as follows:	This Act prohibits the Federal Government from mandating, directing, or controlling a State, local educational agency, or school’s curriculum, program of instruction, or allocation of State and local resources, and from mandating a State or any subdivision thereof to spend any funds or incur any costs not paid for under this Act.	SENSE OF CONGRESS. — It is the sense of the Congress that States and local educational agencies retain the rights and responsibilities of determining educational curriculum, programs of instruction, and assessments for elementary and secondary education.General Education Provisions Act (GEPA)Sec. 438. PROHIBITION AGAINST FEDERAL CONTROL OF EDUCATIONNo provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system, or to require the assignment or transportation of students or teachers in order to overcome racial imbalance.Department of Education Organization Act (DOA)Title I. General Provisions.Sec. 103. FEDERAL-STATE RELATIONSHIPS	It is the intention of the Congress in the establishment of the Department to protect the rights of State and local governments and public and private educational institutions in the areas of educational policies and administration of programs and to strengthen and improve the control of such governments and institutions over their own educational programs and policies. The establishment of the Department of Education shall not increase the authority of the Federal Government over education or diminish the responsibility for education which is reserved to the States and the local school systems and other instrumentalities of the States.	No provision of a program administered by the Secretary or by any other officer of the Department shall be construed to authorize the Secretary or any such officer to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, over any accrediting agency or association, or over the selection or content of library resources, textbooks, or other instructional materials by any educational institution or school system, except to the extent authorized by law.

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Santa Ana Unified School District training staff in case ICE agents show up on campus

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Santa Ana Unified School District training staff in case ICE agents show up on campus

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Jessica De Nova of the Los Angeles ABC affiliate reports that the Santa Ana Unified School District put together a tutorial to prepare staff for the possibility of U.S. Immigration and Customs Enforcement Officers showing up on campus.

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Santa Ana Unified School District training staff in case ICE agents show up on campus

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The Santa Ana Unified School District put together a tutorial to prepare staff for the possibility of ICE officers showing up on campus. District officials say students and their parents are fearful amid the recent immigration changes. “They’re scared of having their families separated.”

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Association of Educational Service Agencies Advocacy Toolkit

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Association of Educational Service Agencies Advocacy Toolkit

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This guide offers targeted strategies to help you navigate the complex landscape of education policy and funding.

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Association of Educational Service Agencies | AESA

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Key Features of the Toolkit

Audience Analysis:
Understand and tailor your message to key stakeholders by identifying their needs and concerns. Simple audience analysis involves knowing who you want to reach, what they care about, and how they prefer to receive information. Different audiences, like policymakers and community members, have varying priorities, so adjust your message to suit their interests.

Message Development:
Craft clear, compelling messages that convey your core objectives and resonate with your audience. Keep key messages concise and focused, addressing concerns and managing misinformation to build trust.

Channels & Content:
People have different content preferences, so choose the right channels to deliver your message effectively. Focus on key messages, reduce content to essentials, and use visual communication to enhance your message's impact.

Advocacy Tactics:
Be confident in advocating for your cause by using personal stories and building relationships with stakeholders. Engage directly with legislators through statehouse visits, face-to-face meetings, and public testimony to influence policy decisions effectively.

Advocacy is essential for ensuring that ESAs receive the support and recognition they deserve. With this specialized Advocacy Guide, you're equipped to lead impactful advocacy efforts that can make a real difference. Download your copy today and take the first step towards stronger, more effective advocacy for your ESA.

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Your Trusted Resource for Taking Action Educational Service Agencies play a critical role in supporting schools and districts, yet their unique needs and challenges often require tailored advocacy approaches. This guide recognizes the distinct position of ESAs and offers targeted strategies to help you navigate the complex landscape of education policy and funding.

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How are Chicago schools responding to increased immigration enforcement? Here are five examples.

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How are Chicago schools responding to increased immigration enforcement? Here are five examples.

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ChalkBeat Chicago reports on how Illinois' largest school district is managing the best interests of students and their families as the new administration begins intensified immigration law enforcement including schools.

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From ‘panic mode’ to ‘proactive’: How Chicago schools in immigrant communities are supporting students amid federal deportation actions

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In Chicago Public Schools, which has received thousands of migrant students in recent years, schools are training staff and families on their rights and grappling with how to convince their communities that schools are safe.

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Governor Lamont and Commissioner Russell-Tucker Announce Guidance Document Issued to K-12 Schools on the Protection of Students in the Classroom Pertaining to Immigration Enforcement Activities

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Governor Lamont and Commissioner Russell-Tucker Announce Guidance Document Issued to K-12 Schools on the Protection of Students in the Classroom Pertaining to Immigration Enforcement Activities

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The Connecticut Governor and SEA issue a guidance document to every K-12 public school district in the state in response to questions regarding the impact that recent changes in policy guidance from the U.S. Department of Homeland Security pertaining to immigration enforcement activities may have on school operations, student privacy, and the safeguarding of students while in school.

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Governor Lamont and Commissioner Russell-Tucker Announce Guidance Document Issued to K-12 Schools on the Protection of Students in the Classroom Pertaining to Immigration Enforcement Activities

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(HARTFORD, CT) – Governor Ned Lamont and Education Commissioner Charlene Russell-Tucker today announced that the Connecticut State Department of Education has issued a guidance document to every K-12 public school district in Connecticut in response to questions regarding the impact that recent changes in policy guidance from the U.S. Department of Homeland Security pertaining to immigration enforcement activities may have on school operations, student privacy, and the safeguarding of students while in school.

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Fort Collins-area school districts weighing response to President Trump's executive orders

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Fort Collins-area school districts weighing response to President Trump's executive orders

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The State of Colorado also continues to have laws in place that protect individuals from discrimination and harassment in schools based on disability, race, creed, color, sex, sexual orientation, gender identity, gender expression, family composition, religion, age, national origin, or ancestry.

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While questions have been raised nationally about what impact President Donald Trump's executive orders related to immigration, gender identity and teaching curriculum will have on public schools, officials with local school districts are playing it safe in their immediate responses.

Poudre, Thompson and Windsor-Severance school districts will all comply with federal and state laws, spokespeople for all three districts said. Leadership, in consultation with legal counsel, are reviewing the executive orders to determine what changes, if any, to their existing procedures and policies will be necessary.
More: 3 of Trump's executive orders that could impact Coloradans the most
Here's the complete response from each:

Poudre School District

"Poudre School District is committed to fostering a safe and inclusive learning environment for all students and staff. As always, we operate in full compliance with federal and state laws while prioritizing the well-being of our school communities."

- John Cope, executive director of communications

Thompson School District

"As with all changes or proposed adjustments to federal language, the district will work as needed with its legal team to evaluate it, while also relying on applicable guidance from the State."

- Michael Hausmann, chief information officer

Windsor-Severance (Weld RE-4) School District

"There are many other factors to consider, including state law. We're working to understand and analyze the federal-level impact, if any, and will maintain current practices until then."

- Katie Smith, communications director

What the Colorado Department of Education is saying

"We know that many districts have protocols and guidance in place to ensure that families feel safe sending their children to school. We have not received any revised federal guidance at this point. As soon as updated guidance is available, we will review it to understand the potential impact and provide any appropriate updates to our school districts.

"The State of Colorado also continues to have laws in place that protect individuals from discrimination and harassment in schools based on disability, race, creed, color, sex, sexual orientation, gender identity, gender expression, family composition, religion, age, national origin, or ancestry."

- Jeremy Meyer, director of communications

Trump's potential impact on local schools
More: 3 of Trump's executive orders that could impact Coloradans the most
In response to executive orders Trump issued Monday, his administration announced Tuesday that it was authorizing federal authorities to conduct immigration arrests on school campuses, ending a longstanding ban on immigration enforcement at schools and churches.

Among the dozens of other executive orders Trump has issued since his inauguration Monday is one that replaces gender identification terms with recognition of only two sexes - male and female - as determined biologically at birth.

In his inauguration address, Trump attacked the U.S. education system, saying "we have an education system that teaches our children to be ashamed of themselves - in many cases, to hate our country despite the love that we try so desperately to provide to them. All of this will change starting today, and it will change very quickly."

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Fort Collins-area school districts weighing response to President Trump's executive orders

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Poudre, Thompson and Windsor-Severance school districts say they'll comply with federal and state laws in response to Trump's executive orders.

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California officials clap back at Trump's move to control school curriculum

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California officials clap back at Trump's move to control school curriculum

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In a statement posted on Wednesday, California officials warned the president that his plan is illegal.

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U.S. President Donald Trump delivers remarks on AI infrastructure at the Roosevelt room at White House in Washington, U.S., January 21, 2025. REUTERS/Carlos Barria

Officials at the California Department of Education are standing defiant in response to the threat President Donald Trump may try to strongarm states into changing school curricula.

The order in question seeks to punish schools for lessons that involve race, gender, or politics. It requires the Secretary of Education to "provide a strategy to the President" to cut federal funding to schools that, in his words, use "indoctrination." It's part of a broader package of policies Trump directed on education, that also includes instructing the federal government to find ways to support school voucher programs and divert money to private or faith-based institutions.

In a statement posted on Wednesday, California officials warned the president that his plan is illegal.
Want more breaking political news? Click for the latest headlines at Raw Story. ALSO READ: Top GOPer's 'most immediate' priority for new committee includes probing a MAGA conspiracy
"President Trump signed an executive order today that does nothing but require the Secretary of Education to determine what federal education funds can legally be rescinded as a penalty for teaching curricula that President Trump finds objectionable," said the statement. "We can give the Trump Administration that answer right now: nothing. It is against federal law for the White House to dictate what educators can and cannot teach by threatening to defund essential public services for students."

"School curriculum should not vacillate back and forth depending on the occupant of the White House, which is why federal law already prohibits the federal government from leveraging grants to mandate specific instructional content in schools," the statement continued.

Trump has spent months vowing to help right-wing activists in their decades-long quest to eliminate the Department of Education altogether - an agency that, among other things, is critical to protecting the civil rights of students around the country.

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California officials clap back at Trump's move to control school curriculum - NewsBreak

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Officials at the California Department of Education are standing defiant in response to the threat President Donald Trump may try to strongarm states into

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Los Angeles Unified School District shares “Know Your Legal Rights” document with community

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Los Angeles Unified School District shares “Know Your Legal Rights” document with community

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This document explains people’s constitutional rights when approached by immigration authorities and includes a family preparation checklist.

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Don’t Teach Your Students to be Passive Observers of Social Injustice

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Don’t Teach Your Students to be Passive Observers of Social Injustice

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In this blog post, Aaliyah El-Amin, Scott Seider and Julia Bott make the case for teaching social justice in classrooms.

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Don’t Teach Your Students to be Passive Observers of Social Injustice

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By pairing social analysis with concrete action, students become agents of change in their communities.

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In this report, the authors draw on published literature and extensive interviews with education and public safety practitioners to build an inventory of the many intervention options that are valuable for schools in the management phase of BTAM. In addition, drawing on varied approaches from the fields of counseling, school discipline and behavioral management, and other professions that must match appropriate services to the needs of youth in their care, the report discusses decision support tools to help management teams implement this critical part of efforts in preventing targeted violence and keeping school communities safe.

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White House preparing executive order to abolish the Education Department

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White House preparing executive order to abolish the Education Department

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The White House is preparing an executive order to eliminate the Education Department, two sources familiar with the plans told NBC News. President Donald Trump cannot unilaterally abolish a federal agency without the approval of Congress. The planned order follows years of campaign promises from Trump to abolish the Education Department, which was established in 1979, during President Jimmy Carter's administration.

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White House preparing executive order to abolish the Department of Education

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The planned order follows years of campaign promises from President Donald Trump to abolish the department — something he cannot do without Congress’ approval.

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Portsmouth schools issue guidance if U.S. immigration officials come for students

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Portsmouth schools issue guidance if U.S. immigration officials come for students

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The Portsmouth, NH city school district has joined the growing list of public school institutions advising staff on how to interact with Immigration and Customs Enforcement officials in the event they seek to remove migrant students.

SAU 52 and attorneys from Wadleigh, Starr and Peters drafted a step-by-step list for Portsmouth educators about how to respond should an immigration agent appear at any city school campus. The guidance comes in response to the Trump administration reversing a policy that required ICE and U.S. Customs and Border Protection personnel to have prior approval for deportation enforcement actions at certain locations, including in schools and churches.

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Portsmouth schools issue guidance if U.S. immigration officials come for students

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The Portsmouth school district is advising staff on how to interact with Immigration and Customs Enforcement officials.

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Sample Protocol for Responding to Immigration Authorities

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Sample Protocol for Responding to Immigration Authorities

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A step-by-step bulleted list provided by New Hampshire attorneys.

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Trump’s vision for dismantling the Department of Education

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Trump’s vision for dismantling the Department of Education

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The Department of Education is on the chopping block. Details have not been fully released yet, but the president has signaled plans to dismantle it and move some of its key functions elsewhere.

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Trump’s vision for dismantling the Department of Education

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The Department of Education is on the Trump chopping block. Details have not been fully released yet, but the president has signaled plans to dismantle it and move some of its key functions elsewhere. The department oversees student loans, federal funds for lower-income students, special education programs and more. Geoff Bennett discussed more with Laura Meckler of The Washington Post.

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“We’ve Been Essentially Muzzled”: Department of Education Halts Thousands of Civil Rights Investigations

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“We’ve Been Essentially Muzzled”: Department of Education Halts Thousands of Civil Rights Investigations

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Since Inauguration Day, the Office for Civil Rights has only opened about 20 investigations focused on Trump’s priorities, placing more than 10,000 student complaints related to disability access and sexual and racial harassment on hold.

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“We’ve Been Essentially Muzzled”: Department of Education Halts Thousands of Civil Rights Investigations Under Trump

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Since Inauguration Day, the Office for Civil Rights has only opened about 20 investigations focused on Trump’s priorities, placing more than 10,000 student complaints related to disability access and sexual and racial harassment on hold.