Flash Cast: Recent Episodes
Alliance for Excellent Education
“Federal Flash” is the All4Ed’s video series on important developments in education policy in Washington, DC.
The Senate Health, Education, Labor, and Pensions (HELP) Committee recently took bipartisan action on two major education priorities: protecting key functions of the U.S. Department of Education and advancing the bipartisan READ Act to strengthen literacy instruction.In this episode of the All4Ed Flash, we explain the legislation that would prevent the transfer of several Department of Education offices to other federal agencies, why education advocates are concerned about recent interagency transfers, and what the latest data says about student reading achievement.We also highlight All4Ed CEO Dr. Amy Loyd's response and explore why protecting educational opportunities and improving literacy remain critical to student success. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Two major actions by the U.S. Department of Education are changing how civil rights protections are enforced in education. In this episode of the All4Ed Flash, we explain the elimination of Methods of Administration (MOA) compliance monitoring for career and technical education programs and the rollback of Title VI disparate impact enforcement.
Learn what these changes mean for students, families, schools, and educators, and why All4Ed believes they could weaken accountability and make it more difficult to identify and address discrimination.
The episode also highlights All4Ed CEO Dr. Amy Loyd's response and explores how these policy changes could affect access to high-quality education and career pathways.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
The House Education and Workforce Committee has approved the "Less Bureaucracy, Better Education" legislative package—but what would these bills actually do?
In this episode of the All4Ed Flash, we examine the proposed legislation, including plans to move the Office of Career, Technical, and Adult Education (OCTAE) out of the U.S. Department of Education and into the Department of Labor. Hear why All4Ed CEO Dr. Amy Loyd and other education advocates believe these changes could weaken career and technical education, increase administrative complexity, and make it harder for schools and states to serve students effectively.
We also highlight comments from Representative Kevin Kiley as the legislation moves to the full House for consideration.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
The Office of Management and Budget has proposed changes to the rules governing federal grants that could have far-reaching implications for education and workforce development programs.In this episode of the All4Ed Flash, we break down the proposed rule, why All4Ed opposes it, and what it could mean for students, schools, and communities. Learn how the proposal could affect long-term investments in education, accountability for underserved students, and the stability of programs that support college and career pathways.Listen to learn why All4Ed is urging OMB to withdraw or substantially revise the proposal to protect opportunity, transparency, and student success. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
What would it take to help every child become a confident reader?In this episode of All4Ed Flash, we break down the newly introduced READ Act—a bipartisan proposal that would strengthen and modernize the federal Comprehensive Literacy State Development (CLSD) grant program.Learn how the legislation supports evidence-based literacy practices, including science of reading-aligned instructional materials, early literacy screenings, stronger teacher preparation, literacy coaching, tutoring, summer learning, and family engagement.We also explore why literacy is about more than academic success—it's essential for workforce readiness, economic opportunity, and ensuring every student has the support they need to succeed. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
This week on the All4Ed Flash, Jenn Ellis breaks down two major federal education policy developments shaping the future of schools and workforce learning nationwide.First, policymakers and education leaders are awaiting long-anticipated Treasury Department regulations tied to the new federal education tax credit program established under the One Big Beautiful Bill Act. Jenn explains how Scholarship Granting Organizations (SGOs) would operate, why states are rapidly deciding whether to opt in, and the unanswered questions surrounding equity, oversight, and access for public school students.Then, the episode turns to the growing debate in Washington over the transfer of certain federal career and technical education (CTE) and adult education programs from the U.S. Department of Education to the Department of Labor. As lawmakers raise concerns about implementation challenges and long-term impacts, All4Ed CEO Amy Loyd weighs in on why career-connected learning must prioritize lasting skill development — not just short-term workforce placement. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
In March, lawmakers revisited a landmark Supreme Court decision that has shaped public education for more than four decades: Plyler v. Doe. But what’s often framed as a debate about immigration policy is, at its core, a question about education—and who gets access to it.In this episode, we break down a recent House Judiciary Subcommittee hearing examining the case and the broader implications of weakening its protections. Featuring insights from civil rights leaders and new national data, we explore how fear—fueled by policy debates and enforcement rhetoric—is already impacting student attendance and engagement in schools across the country.We also examine what’s truly at stake: not just for immigrant students, but for U.S. citizens, mixed-status families, and the future of public education itself. Research shows that denying students access to education carries long-term economic and social consequences that affect entire communities.At its heart, Plyler v. Doe is not about immigration enforcement—it’s about the constitutional promise of education and the role public schools play in a thriving democracy.All4Ed remains committed to ensuring that every child—no matter their background—can walk through a schoolhouse door and access the opportunities they deserve. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Career-connected learning is changing lives in communities like South Bend, Indiana—but only when policymakers invest in it.In this episode of the All4Ed Flash, we look at how federal funding helped the South Bend Community School Corporation expand high-quality pathways, connect students with industry mentors like Beacon Health System, and create real opportunities in fields from healthcare to aviation and media.These programs prepare students for meaningful careers, strengthen local economies, and help young people see a future in their own communities. But when funding is cut, access disappears.Career-connected learning works. The question is whether we will invest in it.Learn more about the pathways work from All4Ed and how communities like South Bend are showing what’s possible. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
The U.S. Department of Education recently announced new interagency agreements with the Departments of State and Health and Human Services. While framed as an effort to streamline federal education work, these agreements continue a pattern of shifting core education responsibilities without congressional authorization.In this episode of All4Ed Flash, we break down what these agreements mean, why leaders in Congress are pushing back, and how changes to federal oversight can affect programs serving millions of students and adult learners—especially those connected to career pathways and family engagement.This episode highlights statements from Amy Loyd, CEO of All4Ed, and Patty Murray responding to the latest developments and explaining why maintaining clear federal education authority matters for students, educators, and communities nationwide. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
How do we ensure every student graduates high school with a clear path to college and career success? In this episode of All4Ed Flash, we explore findings from All4Ed’s new report, Building Futures: College and Career Pathways in the Great Lakes States.The episode breaks down how six states—Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin—are designing college and career pathway systems that connect learning to real-world opportunity. We highlight what’s working, examine key policy lessons, and unpack the six pillars essential to building equitable, high-quality pathways that prepare students for life after high school. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Students’ rights are under attack—and education advocates are sounding the alarm.In this All4Ed Flash, we explain the Trump Administration’s efforts to dismantle the U.S. Department of Education, why a nationwide coalition is pushing back, and how these actions threaten federal education programs, civil rights protections, and support for students across the country. Here’s what’s happening, why it matters, and what’s at stake right now. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
On Dec. 16th U.S. Senator Mazie K. Hirono (D-HI) held a spotlight forum titled, “Dismantling Education: What the Trump Administration’s Illegal Attacks on Federal Programs Mean for Students, Families, and Educators,” highlighting the dangerous consequences of the Trump Administration’s efforts to dismantle the U.S. Department of Education (ED) for our nation’s students, families, educators, and schools—among others. All4Ed CEO, Dr. Amy Loyd testified along with a panel of other K-12 experts. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
2025 has been a year of unprecedented instability for America’s public schools. In this episode of All4Ed Flash, we break down the growing uncertainty facing public education—from proposed cuts to the U.S. Department of Education and widespread federal layoffs, to efforts to dismantle or relocate key education functions across other federal agencies.We explore how these shifts threaten federal oversight, equity protections, and critical student supports, while leaving educators, families, states, and school districts struggling to plan amid ongoing budget gridlock in Congress. As the year comes to a close with no final education budget in sight, the stakes for students and educators could not be higher.Join us as we examine what’s at risk, why these policy decisions matter, and how All4Ed remains committed to advocating for a strong, inclusive public education system that serves all students—no matter their background or zip code. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
In this All4Ed Flash, we mark the 10th anniversary of the Every Student Succeeds Act (ESSA) and break down what the law was designed to do, how states have used its flexibility, and why equity remains at risk a decade later. We explain the latest efforts by the Trump administration to allow states to waive key ESSA protections while attempting to dismantle the U.S. Department of Education—and how Congress is pushing back.We also introduce ESSA Waiver Watch, our new resource with EdTrust and the National Parents Union, designed to help advocates track waivers and protect the civil rights guardrails that ensure all students receive a high-quality education. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
After the longest government shutdown in U.S. history, a bipartisan deal has finally reopened the federal government—at least through January 30, 2026. In this episode of the All4Ed Flash, Enrique Chaurand breaks down what’s in the agreement, including backpay for furloughed workers, restored jobs, continued SNAP benefits, and an upcoming vote on extending Obamacare tax credits.
But while the shutdown is over, its impact on the U.S. Department of Education has been severe. Critical offices responsible for civil rights enforcement, special education oversight, federal education data, and the management of K–12 and higher education programs have been hollowed out. Investigations are stalled, oversight has weakened, and states and districts may face disruptions in key federal funding streams that millions of students rely on.
We explore what this means for students, families, educators, and the long-term health of the education system—and why recovery must now be a national priority.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
In July 2025, Workforce Pell became law—expanding Pell Grant eligibility to short-term, career-focused credential programs. This landmark change could open new doors for learners and workers looking to upskill quickly—but only if states lead with strong quality standards and equitable implementation.
In this episode, we break down:
What Workforce Pell is and why it matters.
The opportunities and risks of short-term credential programs.
Four key steps states can take to make Workforce Pell a success.
Workforce Pell offers states a chance to strengthen education systems, meet workforce needs, and boost local economies. Tune in to learn how thoughtful state leadership can make sure this policy delivers on its promise for learners everywhere.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life. #GovernmentShutdown #EducationCrisis #FutureReadySchools #SpecialEducation #CivilRights #LindaMcMahon #EducationPolicy #All4Ed #EdEquity #PublicEducation
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C.
We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
In this episode of the Flash podcast, we delve into the recent announcements by Iowa and Oklahoma to seek waivers for block granting essential programs, aiming for greater control over Title I and other critical federal funds. We explore the U.S. Department of Education's push for more funding flexibility and expanded educational choices, while addressing the skepticism and legal concerns raised by advocates. Join us as we discuss the balance between state autonomy and federal oversight in K-12 education, and the implications of the Every Student Succeeds Act (ESSA) on this dynamic landscape.All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Last week, President Donald Trump signed an executive order directing the Secretary of Education to close the U.S. Department of Education. This unprecedented move has sparked significant controversy and concern across the nation. Dr. Amy Loyd, CEO of All4Ed, issued a strong statement condemning the executive order, describing it as an "unlawful and reckless move" that threatens educational opportunities and undermines the future of millions of students. Join us as we delve into the implications of this executive order and the reactions from educational leaders and communities across the country.All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Hello, and welcome to the All4Ed Flash, where we cut through the noise to bring you the latest in education policy news. As 2024 comes to a close, let's take a moment to reflect on the significant accomplishments of All4Ed over the past year.All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Welcome to the All4Ed Flash, where we are cutting through the noise to bring you the latest in education policy news. In this episode, we're diving into President-elect Trump's pick for the next U.S. Secretary of Education: Linda McMahon. All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
In this new All4Ed Flash episode, we’re diving into the future of the U.S Department of Education under the second Trump administration. The discussion among All4Ed's Dr. Amy Loyd (Chief Executive Officer), Phillip Lovell (Associate Executive Director) and Anne Hyslop (Director of Policy Development) includes the controversial Project 2025, the U.S. DOE purpose and function, and what changes could mean for public education.The All4Ed Flash is All4Ed’s video-shorts podcast series on important developments in education policy brought to you by the All4Ed policy team.All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
In today’s special episode, we delve into "Voter Voices on Education" with insights from pollster Celinda Lake, President of Lake Research Partners and All4Ed CEO Dr. Amy Loyd. Enjoy this special episode of the All4Ed Flash⚡️!All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Welcome to the All4Ed Flash, where we are cutting through the noise to bring you the latest in education policy news. Let’s dive in to the latest in education news.All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
As we approach the upcoming election, it’s crucial to understand the potential effects it may have on our students and their families. Education is a cornerstone of opportunity, and the decisions we make today will shape the future for generations to come.Representation matters. When Latinx voices are included in educational policy-making, it ensures that the unique needs and perspectives of our communities are addressed. This is why today’s conversation is so vital. We hope you enjoy this episode of the All4Ed Flash.All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
As schools across the country reckon with the ending of the American Rescue Plan (ARP) funds, many, if not all, are trying to find ways to sustain the services these funds supported. For most schools, that means finding some sustainable method of funding mental and behavioral health services. Fortunately, an expanding and increasingly well-known pathway through school-based Medicaid exists. Outside of the Individuals with Disabilities Education Act (IDEA), school-based Medicaid is the single largest source of sustainable funding for health services in schools.Watch/listen to this episode of the All4Ed Flash to learn more.All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Welcome to the All4Ed Flash, where we are cutting through the noise to bring you the latest in education policy news.In this episode, we are discussing college and career pathways and a new report that All4Ed co-authored with Ed Trust titled ‘A Vision for Equitable Pathways: Enhancing Support and Innovation in College and Career Counseling.’All4Ed Website: https://all4ed.orgTwitter: @All4EdInstagram: @All4EdFacebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed Website: https://all4ed.org
Twitter: @All4Ed
Instagram: @All4Ed
Facebook: https://www.facebook.com/all4ed
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Conéctate con nosotros: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed es una organización nacional sin fines de lucro ubicada en Washington, D.C. Estamos comprometidos a ampliar las oportunidades educativas equitativas para estudiantes de color, estudiantes de familias de bajos ingresos y otros grupos marginados. Avanzamos en la transformación del salón de clases al Congreso abogando por políticas y prácticas federales, estatales y locales que aseguren que todos los estudiantes se gradúen de la escuela secundaria preparados para la universidad, el trabajo y la vida.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Conéctate con nosotros:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed es una organización nacional sin fines de lucro ubicada en Washington, D.C. Estamos comprometidos a ampliar las oportunidades educativas equitativas para estudiantes de color, estudiantes de familias de bajos ingresos y otros grupos marginados. Avanzamos en la transformación del salón de clases al Congreso abogando por políticas y prácticas federales, estatales y locales que aseguren que todos los estudiantes se gradúen de la escuela secundaria preparados para la universidad, el trabajo y la vida.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Conéctate con nosotros:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed es una organización nacional sin fines de lucro ubicada en Washington, D.C. Estamos comprometidos a ampliar las oportunidades educativas equitativas para estudiantes de color, estudiantes de familias de bajos ingresos y otros grupos marginados. Avanzamos en la transformación del salón de clases al Congreso abogando por políticas y prácticas federales, estatales y locales que aseguren que todos los estudiantes se gradúen de la escuela secundaria preparados para la universidad, el trabajo y la vida.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Conéctate con nosotros:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed es una organización nacional sin fines de lucro ubicada en Washington, D.C. Estamos comprometidos a ampliar las oportunidades educativas equitativas para estudiantes de color, estudiantes de familias de bajos ingresos y otros grupos marginados. Avanzamos en la transformación del salón de clases al Congreso abogando por políticas y prácticas federales, estatales y locales que aseguren que todos los estudiantes se gradúen de la escuela secundaria preparados para la universidad, el trabajo y la vida.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Conéctate con nosotros:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed es una organización nacional sin fines de lucro ubicada en Washington, D.C. Estamos comprometidos a ampliar las oportunidades educativas equitativas para estudiantes de color, estudiantes de familias de bajos ingresos y otros grupos marginados. Avanzamos en la transformación del salón de clases al Congreso abogando por políticas y prácticas federales, estatales y locales que aseguren que todos los estudiantes se gradúen de la escuela secundaria preparados para la universidad, el trabajo y la vida.
Connect with us: 🌐 https://all4ed.org/ ➡️ https://twitter.com/All4Ed ➡️ https://www.facebook.com/All4ed ➡️ linktr.ee/all4ed All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Conéctate con nosotros:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed es una organización nacional sin fines de lucro ubicada en Washington, D.C. Estamos comprometidos a ampliar las oportunidades educativas equitativas para estudiantes de color, estudiantes de familias de bajos ingresos y otros grupos marginados. Avanzamos en la transformación del salón de clases al Congreso abogando por políticas y prácticas federales, estatales y locales que aseguren que todos los estudiantes se gradúen de la escuela secundaria preparados para la universidad, el trabajo y la vida.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us: 🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Connect with us:
🌐 https://all4ed.org/
➡️ https://twitter.com/All4Ed
➡️ https://www.facebook.com/All4ed
➡️ linktr.ee/all4ed
All4Ed is a national nonprofit advocacy organization located in Washington, D.C. We are committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
Hola y bienvenido a All4Ed Flash, donde le traemos las últimas noticias sobre políticas educativas. Soy Enrique Chaurand
Los republicanos de la Cámara de Representantes en el Comité de Asignaciones presentaron un importante proyecto de ley de gasto interno, que recortaría el gasto en educación en un 28% y, en su opinión, “controla la burocracia derrochadora y mejora la supervisión y la rendición de cuentas”.
Aquí hay algunos de los detalles. Dentro de este recorte general del 28% al Departamento de Educación se encuentra un recorte del 80% al Título I, la corriente de financiación más grande del gobierno federal desde jardín de infantes hasta 12.º grado que apoya a estudiantes de familias de bajos ingresos. Esto sería catastrófico y recortaría la financiación a niveles vistos por última vez hace casi 40 años. Según el Comité Demócrata, esto supondría una reducción de 220.000 (dos cientos viente mil) maestros en todo el país.
Si bien los fondos del Título I penden de un hilo en este proyecto de ley, la legislación propone eliminar varios programas, entre ellos:
- Desarrollo profesional docente, o Título II, que ahora recibe más de $2 mil millones;
- Adquisición del idioma inglés, o Título III, que atiende a 5 millones de estudiantes de inglés; y
- Trabajo y estudio federal, que apoya a 660.000 estudiantes universitarios.
Otros programas domésticos fuera del Departamento de Educación también serían eliminados o sufrirían recortes importantes. Por ejemplo, se eliminarían los programas de capacitación laboral para jóvenes financiados a través del Departamento de Trabajo. Head Start se reduciría en $750 millones, recortando el apoyo a 50.000 niños. AmeriCorps, que inscribe a más de 200.000 personas anualmente en servicio, se reduciría a la mitad.
En total, el proyecto de ley republicano elimina 61 programas en nombre de “restaurar la responsabilidad fiscal” e incluye varios requisitos y prohibiciones políticas para obstaculizar la agenda del presidente Biden. Esto incluye una prohibición de implementar las Órdenes Ejecutivas del Presidente sobre diversidad, equidad, inclusión y accesibilidad y promover la equidad racial y el apoyo a las comunidades desatendidas.
Rosa DeLauro, la principal demócrata en el Comité de Asignaciones respondió: “Estamos siendo testigos de un ataque generalizado a la educación pública que debería horrorizarnos a todos”.
Si bien el proyecto de ley aún tiene que ser examinado pronto por el pleno de la Cámara de Representantes, el Senado aún no ha publicado su propia propuesta. Con esa cámara controlada por los demócratas, es probable que su proyecto de ley sea bastante diferente. En última instancia, los líderes del Congreso tendrán que llegar a un acuerdo con la Casa Blanca para mantener abierto y operativo el gobierno federal, un proceso que probablemente consumirá el resto del año.
Gracias por escuchar All4Ed Flash. Para escuchar nuestros episodios anteriores, haga clic en el enlace a continuación y síganos en su servicio de podcast y redes sociales favoritos. Puede encontrar todas nuestras redes sociales en linktree haciendo clic aquí.
All4Ed Flash en Español! ⚡️Escucha mientras discutimos las decisiones de SCOTUS que ocurrieron el 29 y el 30 de junio. En el episodio de hoy, cubrimos dos de los casos que abordaron los desafíos al plan de alivio de la deuda de préstamos estudiantiles del presidente Biden.
House Republicans on the Appropriations Committee advanced a major domestic spending bill, which would cut education spending by 28% and, in their view, “Reins in wasteful bureaucracy and enhances oversight and accountability.”
Let’s dive into some of the details. Within this 28% overall cut to the Department of Education is an 80% cut to Title I – the federal government’s largest K-12 funding stream supporting students from low-income families. This would be catastrophic and slash funding to levels last seen nearly 40 years ago. According to Committee Democrats, it would lead to a nationwide reduction of 220,000 teachers.
While Title I funding hangs on by a thread in this bill, the legislation proposes to eliminate several programs, including:
· Teacher professional development, or Title II, which now receives over $2 billion;
· English language acquisition, or Title III, which serves 5 million English learners; and
· Federal work study, which supports 660,000 college students.
Other domestic programs outside the Department of Education would also be eliminated or see major cuts. For example, job training programs for youth funded through the Department of Labor would be eliminated. Head Start would be reduced by $750 million, cutting support for 50,000 children. AmeriCorps, which enrolls more than 200,000 people annually in service, would be cut in half.
All told, the House Republican bill eliminates 61 programs in the name of “restoring fiscal responsibility” and includes several policy requirements and prohibitions to stymie President Biden’s agenda. This includes a prohibition against implementing the President’s Executive Orders regarding diversity, equity, inclusion, and accessibility and advancing racial equity and support for under-served communities.
Rosa DeLauro, the leading Democrat on the House Appropriations Committee, said in response: “We are witnessing a widespread attack on public education that should horrify all of us.”
While the bill still has to be The bill will soon be considered by the full House of Representatives, but the Senate has yet to release its own proposal. With that chamber controlled by Democrats, their bill is likely to look pretty different. Ultimately, Congressional leaders will need to come to an agreement with the White House to keep the federal government open and operating, a process that is likely to consume the remainder of the year.
Federal Communications Commission Chairwoman Jessica Rosenworcel proposed $200 million to strengthen cybersecurity and protect school networks. Funding would be available over three years through a pilot program within the Universal Service Fund, but separate from the E-rate program, which currently funds internet connections within schools and libraries. This new investment would help school districts address the growing numbers of cyberattacks, which have caused learning loss, expenses, and headaches for district leaders. It’s also a direct response to pleas from over a thousand school districts and formal requests from a coalition, including All4Ed, asking the FCC to help “schools and libraries struggling on the wrong side of the cybersecurity poverty line.”
This proposal is one part of the Chairwoman’s Learn Without Limits initiative, announced last month. In addition to strengthening cybersecurity, Rosenworcel is proposing to expand internet access by funding Wi-Fi on school buses and Wi-Fi hotspots that students could check out just like a book from the school library. These policies are needed now, because federal funding for home internet access will dry up by the end of this year unless Congress replenishes the Emergency Connectivity Fund (ECF). While they wouldn’t replace the supporty 17 million students currently receive through ECF, these proposals are a step in the right direction.
But will they actually be implemented? That depends on the U.S. Senate. In order for Chairwoman Rosenworcel’s proposals to take effect, she needs support from a majority of FCC commissioners. The FCC is supposed to have five commissioners, but today, it only has four because President Biden’s initial nominee for the fifth position – Gigi Sohn – withdrew due to opposition from Senate Republicans and Senator Joe Manchin, who said he wouldn’t vote for her.
The Senate Commerce Committee approved Biden’s new nominee, Anna Gomez, along with the reappointment of two sitting Commissioners – Geoffrey Starks, a Democrat, and Brendan Carr, a Republican.
If the full Senate approves all three nominations, the FCC will have its full slate of commissioners, including a 3-2 majority for Democrats. That would give Rosenworcel the votes she needs to push through her Learn Without Limits agenda. We’ll keep you posted once these nominations hit the Senate floor in the coming weeks.
Thank you for reading our follow up blog. We will be back with a new All4Ed Flash next week. To listen to our latest All4Ed Flash, click the link below and be sure to follow us on your favorite podcast service and social media. You can find all of our socials on linktree by clicking here.
On Friday, June 30th, the Supreme Court (SCOTUS) ended their session with their last cases. Two of the cases addressed challenges to President Biden’s student loan debt relief plan. The first case involved two individuals that sued because their loans did not qualify for loan forgiveness. The high court dismissed this case because it “lacked standing.”
In the second case, SCOTUS ruled that at least one state, Missouri, had standing to bring a lawsuit since they stood to lose money under the debt relief program. Reaching the question of whether President Biden had the authority to use the HEROES Act to erase about $400 billion in student debt, the court ultimately held that this was an illegal use of executive power and overturned the program. The decision immediately ends the debt relief that the Department of Education (ED) approved for 16 million borrowers and the pending applications of millions of others.
Justice Elena Kagan led the dissent, with Justices Sotomayor and Jackson joining, and said that the Court “declines to respect Congress’s decision to give broad emergency powers to the secretary of education. It does not let the political system, with its mechanisms of accountability, operate as normal. It makes itself the decision maker on, of all things, federal student-loan policy. And then, perchance it wonders why it has only compounded the ‘sharp debates’ in the country?”
Still, the Court’s decision only affects Biden’s recently announced debt relief plan and does not change other important relief programs like Public Service Loan Forgiveness (PSLF) – a critical program for educators and public servants.
In response, President Biden announced a “new way forward” on student loan relief and a plan to approach a solution through the Higher Education Act. Acknowledging the hardship that this decision will cause for many American families, the Biden-Harris Administration is creating a temporary “on ramp” to loan repayment so that those that cannot pay their monthly bills will not face the threat of default and potential harm to their credit. The Department of Education has also finalized a new income-driven repayment plan that will reduce monthly payments for undergraduate loans, and for low-income borrowers their new payment will be $0. Borrowers can learn more and check if they qualify at studentaid.gov where they will also find the application later this summer.
Despite this decision, Congress still has the authority to act on student debt relief and college affordability more broadly. Though the Administration has started temporary programs, Congress must come together to support borrowers as the nation continues to recover and create long-term solutions to address college affordability.
Thank you for reading our follow up blog. We will be back with a new All4Ed Flash next week. To listen to our latest All4Ed Flash, click the link below and be sure to follow us on your favorite podcast service and social media. You can find all of our socials on linktree by clicking here.
On Thursday, June 29th, the Supreme Court issued an opinion ruling that the race conscious affirmative action policies used by Harvard and the University of North Carolina were unconstitutional. While these cases were focused on these two university’s specific policies, the ruling will have far reaching consequences for every college and university across the country that uses race as a factor in holistic application processes. In a 6:3 ruling by the conservative majority, Chief Justice John Roberts claims that their ruling does not overturn prior cases authorizing race-based affirmative action and that how an applicant’s race has affected their life can still be part of how their college application is considered.
However, the dissenting opinions and initial analyses claim that this opinion overturns over 40 years of precedent and will make it nearly impossible for colleges and universities to use admissions policies as valuable tools to increase diversity and ensure equitable consideration of student candidates.
In a rare move, the justices read their dissenting and concurring opinions from the bench. In her dissent, Justice Sonia Sotomayor said “The result of today’s decision is that a person’s skin color may play a role in assessing individualized suspicion, but it cannot play a role in assessing that person’s individualized contributions to a diverse learning environment. That indefensible reading of the Constitution is not grounded in law and subverts the Fourteenth Amendment’s guarantee of equal protection.”
Education Secretary Miguel Cardona said it best in his message to aspiring students, “we see you and we need you. Do not let this ruling deter you from pursuing your educational potential. Our colleges and our country itself cannot thrive and compete in the 21st century without your talent, ingenuity, perseverance, and ambition.”
While Thursday’s decision will be studied in more detail in the coming days and weeks, what is certain is that higher education leaders must continue their commitment to creating campus communities that reflect the diversity of this nation.
Whether they are Black, Latinx, Asian American, Native Hawaiian, Pacific Islander, Indigenous, or White, every young person still deserves a fair shot at higher education. This decision should not deter young people from applying to colleges and universities or from fully expressing themselves in their college applications and sharing their talents, experiences, how they would contribute to the university community, and how race affects their lives.
We will have a second post this upcoming Wednesday. To listen to our latest All4Ed Flash, click the link below and be sure to follow us on your favorite podcast service and social media. You can find all of our socials on linktree by clicking here.
For many weeks, the nation anxiously awaited as we neared the debt ceiling limit. After weeks of tense negotiations, President Biden and House Speaker Kevin McCarthy came to an agreement on May 28th to prevent the nation from defaulting on its debt payments, which passed with begrudging bipartisan support.
Rather than raising the debt limit, the agreement suspends it until January 2025—past the 2024 presidential election. But Republicans wouldn’t support that move without also setting limits for fiscal year 2024 and 2025 discretionary spending. As a result, spending on non-defense programs, like education, will essentially be flat funded from this year to next and limited to one percent growth the following year.
The deal came with other tough losses for Democrats, including a “clawback” of $28 billion in unobligated COVID-relief funds. However, the US Department of Education has assured states and school districts that this will not affect any education relief funding, including:
- The Elementary and Secondary School Emergency Relief Fund - ESSER
- The Governor's Emergency Education Relief Fund - GEER
- Homeless Children and Youth - HCY
- Supplemental Nutrition Assistance Program, know as (SNAP).
Finally, the agreement officially ends the student loan repayment pause and codifies the Biden Administration's prior decision to lift the freeze on loan payments and interest, while also preventing any further extensions of the pause.
Last November, the Administration announced that student loan payments, which were initially put on hold at the onset of the COVID pandemic, would resume either 60 days after a Supreme Court ruling on its student loan forgiveness plan or 60 days after June 30, 2023 – whichever comes first. This means that interest on student loans will begin accruing on September 1, and payments will be due starting in October 2023.
You can find all of our socials on linktree by clicking here.
The House of Representatives moves forward with its appropriations bills for Fiscal Year 2023, including huge boosts for critical programs like Title I, Title III, and Pell Grants and funding for a new Career-Connected High Schools initiative to better align high school, college, and careers and increase access to proven programs like dual enrollment and work-based learning. Plus, in a rare bipartisan move, Congressional leaders come together to protect our schools and communities from gun violence and invest in school safety and student mental health programs. Meanwhile, the Department of Education releases final requirements for Maintenance of Equity under the American Rescue Plan, proposes new Title IX regulations to protect LGBTQI+ students and pregnant students, and issues new school discipline guidance focused on creating safe, inclusive environments in school—particularly for students with disabilities.
President Biden secures a commitment from 20 internet service providers to expand access to high-speed internet across the country, and FCC Chair Jessica Rosenworcel seeks to close the Homework Gap by allowing E-Rate to be used to outfit school buses with Wi-Fi. Plus, the administration’s proposed budget for fiscal year 2023 substantially boosts Title I and other critical education programs and priorities to support underserved students, with a 15% increase for the Education Department. While the White House continues to debate the merits—and details—of a broader student loan debt cancellation plan, the extension of the moratorium on loan repayments continues with an extra dash of good news. Roughly 8 million of the most-distressed borrowers will be lifted out of default when payments resume. Current borrowers, however, will face higher interest rates on new student loans next school year. And finally, another noteworthy extension: the Department of Education will give districts up to 18 extra months to spend down American Rescue Plan relief funds that are used for school infrastructure projects.
All4Ed Website: all4ed.org
Federal Flash: all4ed.org/policy/federal-flash
Twitter: twitter.com/All4Ed
LinkedIn: linkedin.com/company/all4ed
Facebook: facebook.com/All4ed
YouTube: youtube.com/All4Ed
All4Ed is a national nonprofit advocacy organization committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups. We advance transformation from the classroom to Congress by advocating for federal, state, and local policies and practices that ensure all students graduate high school prepared for college, work, and life.
All4Ed is located in Washington, DC.
All4Ed
FederalFlash
President Biden’s first State of the Union address makes many links to issues facing American families, and their children, including early childhood education, student mental health and support for higher education. Meanwhile, communities across the country work to keep schools open and safe despite tensions on the best ways to educate the next generation. Finally, we celebrate the historic nomination of Ketanji Brown Jackson for the Supreme Court.
Congress leaves Build Back Better on the backburner as they prepare for a Supreme Court nomination, but looming deadlines may force them to move on FY2022 appropriations or face a government shutdown. House Democrats also unveiled the America Competes Bill, which includes provisions to expand STEM pathways, the Supreme Court takes up an affirmative action case that could reshape race-conscious admissions policies, and the U.S. Department of Education considers public comments on its efforts to advance educational equity through key data collections and accountability measures. Meanwhile, Secretary Cardona shared his vision for education in a major speech, outlining the Biden administration’s priorities moving forward.
Congress ends the year on a low note, as Senator Joe Manchin (D-WV) strikes a major blow to the Build Back Better Act. Is this the end of the line for the social spending and climate change bill, including its investments to close the digital divide and expand access to child care and preschool? Plus, the Biden administration reconsiders its plans to end the moratorium on student loan repayments in early 2022 and issues new guidance to support states as they resume—and hopefully, improve—their accountability and school improvement efforts next fall. Finally, families and educators are more dedicated than ever to supporting student learning, and a new round of federal grants to support parent and family engagement could help.
Congress finds solutions to keep the government open and raise the debt ceiling, making room for further debate on the Build Back Better Act and delaying any increase in federal education funding until mid-February, at the earliest. Plus, Jessica Rosenworcel is confirmed as the first woman to lead the Federal Communications Commission (FCC) and pressure mounts on the Biden administration to further delay the restart of student loan payments, which have been on pause since the start of the pandemic. Finally, the nation grapples with yet another horrific school shooting and how to keep students safe.
Federal Flash is All4Ed’s video series on important developments in education policy in Washington, DC. Watch the most recent episode of Federal Flash here, or search our library below for older episodes.
The Alliance for Excellent Education is now officially All4Ed. The House sends the bipartisan Infrastructure Investment and Jobs Act to President Biden’s desk, while Democrats work to move their social spending bill – the Build Back Better Act – to the finish line. Plus, the Food and Drug Administration and Centers for Disease Control have given the greenlight to COVID vaccines for young children, and we recap the role education played in key gubernatorial l races.
Congress remains at a standstill over budget reconciliation, infrastructure, and raising the debt limit—with President Biden’s free community college proposal hanging in the balance. Senate leaders also put forward a budget proposal with key education investments, including doubling the Title I program, even though the bill faces an uncertain future. Meanwhile, the Department of Education welcomes new senior officials as it continues to address student loan debt and grapple with new, disappointing results from the National Assessment of Educational Progress.
Congress avoids a government shutdown by passing a nine-week continuing resolution through December 3rd , while it continues to negotiate a bipartisan infrastructure package alongside the Biden administration’s Build Back Better Act— and simultaneously avoid a default on the nation’s debt. In the meantime, the administration takes a critical first step to rewrite the rules for relieving student loan burdens for many, especially teachers. Plus, the latest on how leaders across the country—with support from the federal government—are taking stronger stances on vaccine and mask requirements for students.
The Biden Administration continues to support vaccine and mask requirements in public schools to ensure student and educator safety, while the U.S. Department of Education began efforts to collect data on the use of recovery funds. Meanwhile, committees in the House of Representatives released their proposals for the $3.5 trillion budget bill, the Build Back Better Act, including four years of additional public education through universal pre-K for three- and four-year-olds and two years of tuition-free community college. Though these Congressional efforts to expand public education are laudable, funds for early college programs and high school to postsecondary transition efforts should be included as well, so that free community college programs do not create perverse incentives against participation in college in high school programs.
Senate Democrats passed a $3.5 trillion budget resolution, including universal pre-K and two years of free community college. The Senate also passed a $1 trillion bipartisan infrastructure bill that includes important investments to remove lead pipes in school and connect low-income households to the internet. Finally, as back to school approaches, we cover the latest guidance on school reopening, including new guidance from the U.S. Department of Education on the American Rescue Plan’s (ARP) Maintenance of Equity requirement and approval of ARP plans from 27 states and Washington, D.C.
Anne Hyslop, All4Ed Director of Policy Development
Ziyu Zhou, Policy Analyst
All4Ed Website: All4Ed.org
Twitter: @All4Ed
YouTube: YouTube.com/All4Ed
Facebook: Facebook.com/All4ed
The mission of the Alliance for Excellent Education is to promote high school transformation to make it possible for every child to graduate prepared for postsecondary learning and success in life.
#All4Ed
Phillip Lovell, Associate Executive Director
Anne Hyslop, All4Ed Director of Policy Development
All4Ed Website: All4Ed.org
Twitter: @All4Ed
YouTube: YouTube.com/All4Ed
Facebook: Facebook.com/All4ed
The mission of the Alliance for Excellent Education is to promote high school transformation to make it possible for every child to graduate prepared for postsecondary learning and success in life.
#All4Ed
Anne Hyslop, All4Ed Director of Policy Development
Ziyu Zhou, FAll4Ed Policy Analyst
All4Ed Website: All4Ed.org
Twitter: @All4Ed
YouTube: YouTube.com/All4Ed
Facebook: Facebook.com/All4ed
The mission of the Alliance for Excellent Education is to promote high school transformation to make it possible for every child to graduate prepared for postsecondary learning and success in life.
#All4Ed
President Biden released his full FY2022 budget request, with a 41 percent increase for the U.S. Department of Education and proposals to expand public education by four years and create a new $20 billion Title I “equity fund” to tackle inequities in state and local school finance, teacher pay, advanced coursework, and preschool. Plus, the bipartisan Fast Track to and Through College Act was reintroduced, and the U.S. Department of Education issued new guidance on how states and districts may use federal COVID-19 relief funds.
President Biden’s FY2022 Budget
Last week the Biden administration released its full FY2022 budget request, which fleshes out the “skinny budget” from mid-April that we discussed on a previous Federal Flash. Overall, President Biden would increase the U.S. Department of Education’s budget by 41 percent to nearly $103 billion.
The budget request incorporates key elements from the American Families Plan and the American Jobs Plan, including expanding public education by four years through $200 billion for universal pre-K and $123 billion for free community college.
While those provisions were previewed in other proposals, the administration unveiled new funding as well. This includes a $2.6 billion increase for special education grants under IDEA, a $1 billion program to help double the number of school counselors, nurses, and mental health professionals, and $100 million for middle and high school career technical education innovation projects to provide high-quality, work-based learning and other pathways to credentials. Most notably, the request includes $20 billion for new Title I “equity grants.” Rather than allocate these funds through the existing Title I formulas (which would remain flat-funded at around $16.5 billion), the new grants would flow to districts through a different, more targeted formula. However, the full details of the formula aren’t part of the budget request.
In addition to a new formula for allocating the $20 billion, the funds would be used for different—and more specific—purposes than current Title I dollars. Districts would use a portion to make teacher salaries more competitive with other professions and a portion to address disparities in access to advanced coursework. They could also use funds to expand access to preschool.
There would also be new requirements for states to access the funds, including reporting, goal setting, and progress monitoring related to state and local funding equity, competitive teacher pay, access to— and success in—rigorous coursework, and pre-K. If enacted, the equity grants would dramatically increase the federal government’s investment in under-resourced schools and could jumpstart important changes at the state and local level to make school finance more equitable.
At All4Ed, “we applaud the move to invest more in Title I schools through an additional $20 billion program that we hope will not only address state and local funding inequities for these schools but also will improve equity in access to advanced coursework. We look forward to working with Congress to see these proposals become reality.”
Like most presidential budget requests, however, the Biden budget faces considerable opposition and uncertainty. While it’s unlikely Congress will adopt President Biden’s budget proposal whole cloth, we urge Congress to build on its investments in education and strong commitment to equity.
The Fast Track To and Through College Act
Moving over to Capitol Hill, Senators Maggie Hassan (D-NH), and Todd Young (R-IN) reintroduced the Fast Track To and Through College Act to help college-ready high school seniors “fast track” into college-level coursework fulltime.
This bipartisan legislation builds on findings from a report by All4Ed and Education Reform Now. It authorizes competitive grants to states to redesign senior year of high school by providing two faster, more affordable pathways to college. The early college pathway provides a free, full-time course load of college-level work through dual enrollment or Advanced Placement during 12th grade. The early high school graduation pathway supports students who graduate high school a year early by using a portion of the per-pupil funding their school would have received to provide students a scholarship for any in-state public college or university. This legislation also makes low-income students in “fast track” pathways eligible for Pell grants to pay for dual enrollment course work. We’re excited to see this important legislation reintroduced and hope that Congress will pass it into law.
https://vimeo.com/321552949
New Guidance on COVID-19 Relief Funds
As the deadline nears for states to submit plans on how they will use the last portion of their COVID-19 relief funds, the U.S. Department of Education issued new guidance on the use of federal funding allocated through the Elementary and Secondary Emergency Relief (ESSER) fund—which has been funded in three separate relief bills: the CARES Act, the Coronavirus Response and Relief Supplemental Appropriations Act and, most recently, the American Rescue Plan Act.
The document answers Frequently Asked Questions (FAQs) on how ESSER funds may be used to support states and districts to reopen schools and address lost learning time. By and large, ESSER funds are more flexible than other federal dollars. Resources may be used for summer learning, helping high school students transition to college, mental health services, and supports for students with disabilities, English learners, and those experiencing homelessness. ESSER funds may also be used for related activities, like “premium pay” for teachers, COVID-19 vaccinations , and improving air quality in schools. The guidance further clarifies states cannot place conditions on how districts spend funds other than stipulating the amount that may be used on administration. Finally, states and districts may not use ESSER to bolster their “rainy day” funds that may have been drained due to the pandemic.
The new guidance is likely not the final word from the Department on ESSER funds, as we expect further guidance on maintenance of equity in the American Rescue Plan and reporting requirements. We’ll keep you posted.
Familiar Faces Return to the Department of Education
Finally, in other Department news, President Biden has nominated Catherine Lhamon to head the Office for Civil Rights. Lhamon previously held the same position during the Obama Administration, and we are excited for her return to that role. If confirmed, Lhamon would lead the Department’s work to protect K-12 and college students from discrimination, including addressing issues related to race, LGBTQ rights, and sexual assault and harassment. Another Obama administration alum, Lisa Brown, has been nominated for General Counsel. Brown is currently Vice President and General Counsel at Georgetown University. These appointments shrink the number of unfilled leadership roles at the agency, though the Assistant Secretary for Elementary and Secondary Education has not yet been announced.
This blog post represents a slightly edited transcript of the June 2 episode of Federal Flash, the Alliance for Excellent Education’s (All4Ed’s) video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is director of policy development and Ziyu Zhou is a policy analyst at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
Two big announcements from the Federal Communications Commission (FCC). First, the Emergency Broadband Benefit Program opens May 12 to provide eligible, high-poverty households with discounts on monthly broadband service costs, as well as a one-time discount to purchase a computer or tablet. Also, proposed regulations for spending the emergency $7.2 billion investment under the American Rescue Plan to help schools and libraries purchase broadband and connected devices. And in other administration news, we cover Secretary Cardona’s testimony about President Biden’s FY2022 education budget request and an update on nominations to key positions at the Department of Education.
Emergency Broadband Benefit Program
The COVID-19 pandemic exposed and worsened inequitable access to high-speed home internet and connected devices. To help address this problem, the FCC is opening the Emergency Broadband Benefit Program on May 12. The program was authorized by Congress last year in a coronavirus relief package. It provides federal funds to low-income households to help pay for monthly broadband services and a connected computer or tablet. Households are eligible if at least one member meets the eligibility requirements, including if a child is eligible for free and reduced-price school lunch.
Eligible households can sign up at GetEmergencyBroadband.org. Participants receive up to $50 off their monthly broadband service bill. These discounts increase to $75 per month for households on Tribal lands. Additionally, participants can receive up to $100 toward a one-time purchase of a computer or tablet if they contribute between $10 and $50.
Emergency Connectivity Fund
That’s not all the FCC’s been doing to close the digital divide. As we discussed previously on Federal Flash, the American Rescue Plan includes $7.2 billion in one-time, emergency funding to help schools and libraries in low-income communities close the Homework Gap affecting millions of students.
To distribute these Emergency Connectivity Funds, the law requires the FCC to issue regulations by May 10. In a somewhat unusual move, Acting Commissioner Jessica Rosenworcel released a preview of the proposed regulations to the public—setting off a flurry of last-minute jockeying as stakeholders try to influence the final order.
The agency’s proposal would permit funds to be used retroactively to first reimburse districts for purchases made between July 1, 2020 and April 30, 2021, with a second window (if there’s remaining funding) to reimburse future purchases. Qualified purchases would include laptops, tablets, Wi-Fi hotspots, modems, and routers, but not smart phones or desktop computers. The draft order also proposes a maximum reimbursement of $400 for laptops and tablets and $250 for Wi-Fi hotspots. Although it didn’t propose a cap on reimbursements for broadband service plans, the FCC expects those will be made under bulk purchasing agreements, with costs of $10 to $25 per month.
With the FCC currently standing at four commissioners, Rosenworcel needs bipartisan support to enact the rule.
Update May 11, 2021: The FCC unanimously voted in favor of issuing the final order on May 10. Additional information is available here.
https://twitter.com/JRosenworcel/status/1391863624755462148
Secretary Cardona’s Budget Testimony
Shifting gears, Secretary of Education Miguel Cardona testified before the House Appropriations Subcommittee on President Biden’s FY 2022 budget request for the Department of Education, which would increase the agency’s budget by 41% to nearly $103 billion.
Republicans balked at the proposed increase, with Ranking Member Tom Cole (R-OK) calling it “unnecessary, irresponsible and unacceptable.” Cole did, however, signal he was open to some of the administration’s ideas, such as an increase in special education funding.
Secretary Cardona argued the proposed investments are needed to meet the unprecedented challenges caused by the pandemic and to reopen schools, as well as to address the significant, systemic inequities in our education system. While progress has been made returning students to in-person instruction, Secretary Cardona made some of his strongest statements to date about the urgency of getting students back in the classroom:
The best equity lever we have is in-person learning now. Not the fall, now. And we need to do everything to get our students in. Every day that they’re not in the classroom is a day wasted to have social-emotional engagement, to have that access to a teacher, a caring school environment…. we know students are suffering due to the trauma that they’ve experienced. They need to be in the classroom.”
Despite the hearing’s stated focus on the budget, members frequently raised other issues. For example, several Republicans accused the Department of using grant funds to push districts to adapt their civics education to incorporate the 1619 Project. In response, Secretary Cardona assured members that curricular decisions are made locally and in collaboration with the community, and reiterated that the Department does not—and cannot—mandate curriculum.
With the President’s request as a guide, Congress will continue the appropriations process in the coming weeks. To pass a budget, however, the bill needs bipartisan support. If Democrats and Republicans cannot find common ground, it’s likely Congress will pass a continuing resolution, leaving the Department to work with last year’s budget.
New Leaders at the Department of Education
Finally, President Biden announced a handful of appointments to leadership roles at the Department of Education, including James Kvaal as Under Secretary, Roberto Rodriquez for Assistant Secretary of Planning, Evaluation, and Policy Development, Richard Cordray as Chief Operating Officer of Federal Student Aid, and former Florida Congresswoman Gwen Graham as Assistant Secretary for Legislation and Congressional Affairs. Kvaal and Rodriguez both served as advisors in the Obama White House, and Cordray was the first director of the Consumer Financial Protection Bureau. Rodriguez has also been an All4Ed board member since 2018.
Kvaal and Cindy Marten, the nominee for Deputy Secretary, are awaiting confirmation votes by the full Senate, while Rodriguez and Graham still need to appear before the education committee. Several other key roles remain unfilled, including the Assistant Secretary for Elementary and Secondary Education.
Update May 11, 2021: Cindy Marten was confirmed as Deputy Secretary by the Senate on a 54-44 vote.
https://twitter.com/AndrewUjifusa/status/1392205848399777804
This blog post represents a slightly edited transcript of the May 10 episode of Federal Flash, the Alliance for Excellent Education’s (All4Ed’s) video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is director of policy development and Ziyu Zhou is a policy analyst at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
Marking his first 100 days in office, President Biden unveiled the American Families Plan, which would extend free public education by four years through universal pre-K and free community college. It also invests in college access and affordability, training and diversifying the educator workforce, and school nutrition programs. Plus, all the details on the new application and guidance from the U.S. Department of Education to support states in spending funds under the American Rescue Plan equitably, including millions to support youth experiencing homelessness.
Four More Years of Free Public Education
Education is a cornerstone of President Biden’s proposed $1.8 trillion American Families Plan. When introducing the proposal, Biden argued that 12 years of public education—once a key driver of American progress and economic growth—is no longer sufficient to compete in the 21st century.
At All4Ed, we couldn’t agree more. In her reaction to the plan, our President and CEO Deb Delisle said:
The American Families Plan is a bold, sweeping investment in this country’s present and future. By expanding free public education by four years—two years of preschool and two years of college—the Biden administration is creating a clear path for all students to get the preparation needed to achieve their dream.
If enacted, the American Families Plan would provide four more years of free public education by investing in both early childhood education and higher education. Through state partnerships and an infusion of $200 billion, it would provide high-quality, universal pre-K for all three-and four-year olds. The plan also includes $109 billion to pay for two years of community college for all students, including DREAMers.
The American Family Plan makes other investments in higher education. For example, it adds $85 billion to the Pell Grant program to increase college affordability for low-income students. All4Ed was also encouraged to see that the plan includes a $62 billion grant program to invest in retention and completion activities at colleges and universities serving low-income students, including credit transfer agreements and evidence-based remediation programs. Additionally, the plan includes $46 billion for tuition assistance for students attending HBCUs and other minority serving institutions.
The American Families Plan also addresses K–12 education through $9 billion for teacher training, with a priority on diversifying the teaching workforce through stronger pipelines for educators of color, an All4Ed priority. Finally, the plan provides $45 billion to expand school nutrition programs, including increasing the number of schools that can provide free meals to all of their students and making the summer EBT program permanent, which helps low-income families with children eligible for free school meals purchase food over the summer.
The ambitious American Families Plan faces a long road to becoming law and will likely need to be reworked considerably to receive the votes necessary for passage in the House and Senate before it can reach President Biden’s desk.
New Guidance for ARP Implementation
Shifting gears, the Biden administration continues its work to help states and districts safely reopen schools and support students during the pandemic recovery. Last week, the U.S. Department of Education published the template states will use to access their remaining funds under the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) program.
In March states received two-thirds of the $122 billion in ARP funding to help reopen K–12 schools and tackle learning loss. To receive the final third, however, states must submit a detailed implementation plan by June 7.
In their plans, states will describe how they will implement evidence-based practices to meet students’ needs, including how they will use the specific set-asides in ARP for summer enrichment, comprehensive afterschool programs, and interventions to address learning loss. States’ plans must be publicly available; include data on schools’ current operating status and mode of instruction; and describe how the state will support districts in developing plans for spending ARP funds locally. Finally, states and school districts must engage meaningfully with a wide range of stakeholders to ensure that student and community voices are reflected in their plans.
All4Ed applauds the Department’s decision to require states to develop and submit comprehensive plans for approval, as the application will help ensure that the American Rescue Plan meets student and community needs and that funds are spent both effectively and equitably to support students who have been most affected by the pandemic.
As we discussed on a previous Federal Flash, the full $122 billion states and districts will receive once their plans are approved is intended to supplement state and local education spending. To that end, ARP includes a maintenance of effort provision to ensure that states do not replace their own funding with the new federal dollars. Specifically, for the next two years state education budgets need to take up the same share of overall state spending as they did on average over the past three years. However, the Secretary can waive the state maintenance of effort requirement. To help states make sense of the law’s fiscal provisions, the agency updated guidance on ARP’s maintenance of effort provision, compared to similar provisions in past COVID-19 relief bills, and the waiver process. The new guidance, as well as the plan template, can found on the Office of Elementary and Secondary Education’s website.
That’s not all that the Department did last week to implement the American Rescue Plan. All4Ed is also cheering the release of $200 million of the $800 million in ARP to help states identify and support students experiencing homelessness. COVID-19 has increased the number of students experiencing homelessness and exacerbated the challenges they face. By acting now, the Department is providing schools with critical resources quickly to help them reengage students and enroll them in summer learning opportunities. The remaining $600 million for homeless students included in ARP will be disbursed as early as June.
Odds and Ends
Despite the impact of COVID-19 and concerns that the data could be inaccurate or incomplete, the Department is continuing with the 2020–21 Civil Rights Data Collection, or CRDC. Last week the agency sent school districts instructions for completing this critically important data collection. For example, for questions in this year’s survey about discipline and safety incidents, the CRDC defines remote or virtual learning as “at school.” The CRDC will also ask districts whether they offered in-person, remote, or a combination of the two during the school year.
And finally, the U.S. Department of Agriculture decided to again waive select school nutrition regulations through June 2022. Due to this continued pandemic flexibility, schools may provide meals to students attending schools virtually, as well as serve meals throughout the summer. The federal meal reimbursement rate was also increased.
This blog post represents a slightly edited transcript of the April 30 episode of Federal Flash, the Alliance for Excellent Education’s (All4Ed’s) video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is director of policy development and Ziyu Zhou is a policy analyst at All4Ed.c
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
President Biden released a preview of his proposed federal budget for the 2022 fiscal year, which includes $20 billion in new funding for Title I, $2.6 billion to support students with disabilities, and another $1 billion in new funding for students’ social and emotional wellbeing. It also increases Pell Grants and expands Pell eligibility to DACA recipients. Meanwhile, the U.S. Department of Education made another round of waiver decisions related to state assessments, published guidance for educators and administrators in its second COVID-19 handbook, and opened a review of Title IX regulations finalized by the Trump administration.
President Biden’s FY2022 Budget Request
Last week, President Biden released his proposal for discretionary spending in fiscal year 2022. As is typical in a transition year, this “skinny budget” gives Congress a high-level summary of the White House’s priorities and proposed funding levels in advance of the appropriations process.
The request includes nearly $103 billion for the U.S. Department of Education. If enacted, this would increase the Department’s budget by 41 percent, the largest proposed for any agency. All4Ed is particularly excited to see $20 billion in additional funding for Title I—which would more than double the size of the program. There is also new funding for school counseling, wrap-around services and Full Service Community Schools, and students with disabilities, as well as a 10% increase for the Office for Civil Rights. We’re also pleased to see that Pell Grants would be increased by $400 and that DACA recipients could receive them.
This budget demonstrates President Biden’s strong commitment to improving public education. As All4Ed’s President and CEO Deborah Delisle put it: “This budget proposal from the Biden Administration puts students first and make the largest investment in the U.S. Department of Education since its inception…. Our budgets show what we value and this budget is very clear that students and families are a priority.”
With this blueprint, Congress will now work to draft spending bills to send to President Biden’s desk. Typically, the majority of a President’s budget request never becomes law. However, with Democrats also in control of Congress, final appropriations may more closely resemble the President’s request than in previous years.
Assessment Waiver Decisions
Shifting gears, the U.S. Department of Education announced another round of decisions regarding states’ requests to waive federal assessment requirements due to the pandemic. As we’ve covered on several recent Federal Flash episodes, All4Ed, along with 40 other organizations, urged the Department to continue to require states to administer statewide tests this year. In guidance from late February, the administration provided some flexibility, but maintained the underlying testing requirement. Nevertheless, some states submitted waiver requests that went beyond that guidance.
First, the Department informed New Jersey that it does not need a waiver since it plans to administer a shorter statewide test in the fall, one of the flexibilities in the February guidance. Other states, like Maryland and Pennsylvania, made similar plans without asking for a waiver.
Second, the Department denied waiver requests from New York, Montana, and Michigan to forgo administration of state tests. Denying these blanket requests aligns with earlier decisions for Georgia and South Carolina. However, the Department made what some advocates are calling a contradictory decision by approving Washington, D.C.’s plan to cancel its statewide assessments. In giving the okay, the Department cited the District’s unique circumstances, such as the nearly 90 percent of students who were still attending school remotely in late March.
Oregon’s revised request was also approved, based on feedback from the Department to ensure its plan included statewide assessments and would produce comparable data. In its new plan, Oregon—like Colorado—will administer the state math, reading, and science assessments in alternating years for grades 3–8. Parents can opt-in to have their children assessed in all subjects.
Finally, the story in California is somewhat complicated. The Department informed the state that it doesn’t need a waiver, because it understood California’s plan is to administer statewide tests except in districts where the state determines test administration isn’t viable. However, the California Department of Education doesn’t appear to be set on making determinations or officially approving when assessments are viable in a district. Instead, it plans to issue criteria for districts about viability and leave the official decision on which test to use up to them. We’ll keep you posted.
New COVID-19 Guidance
Sticking with the Department, last week it released the second volume of its COVID-19 handbook. The first volume focused on helping schools implement CDC recommended health and safety measures. This volume covers strategies to open schools safely and address inequities created and exacerbated by the pandemic. This includes evidence-based approaches to addressing students’ social and emotional wellbeing and academic needs, like early warning systems to target engagement and recovery strategies, as well as ensuring that interrupted instruction due to COVID-19 does not narrow students’ opportunities. The Handbook also highlights policies and practices to help students transition from high school to postsecondary education despite the pandemic’s disruptions, including college advising, summer bridge programs, and counseling on FAFSA completion and financial aid.
Title IX Review
Finally, the Department’s Office for Civil Rights (OCR) began a comprehensive review of Title IX regulations to ensure schools are free from discrimination on the basis of sex, sexual orientation, and gender identity. This comes after President Biden’s executive order in early March requesting the review of the May 2020 rule issued by former Secretary DeVos which raised the evidence threshold in sexual harassment and assault cases on college campuses.
As a part of the review, OCR will gather public input on the issue to help them determine what, if any, additional changes to Title IX may be necessary to fulfill the executive order. To gather this feedback, OCR will hold a public hearing to receive oral comments and written submissions. More info about the hearing will be published in the coming weeks on OCR’s website.
This blog post represents a slightly edited transcript of the April 15 episode of Federal Flash, the Alliance for Excellent Education’s (All4Ed’s) video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is assistant director for policy development and government relations and Ziyu Zhou is a policy analyst at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
President Biden released his American Jobs Plan, which includes investments in school construction and modernization, childcare facilities, community colleges, and broadband infrastructure. Meanwhile, the U.S. Department of Education issued a first batch of waiver decisions to states related to statewide testing requirements, and the House of Representatives held a hearing on charting a path toward equity in education following the COVID-19 pandemic. Finally, graduation rates reach an all-time high nationally, with the greatest gains among students with disabilities. But will the pandemic wipe out states’ progress?
American Jobs Plan
Last week, President Biden unveiled the American Jobs Plan, a sweeping $2 trillion infrastructure and jobs proposal. Most of the plan focuses on funding for conventional infrastructure projects like improving roads and bridges, including $45 billion to replace all remaining lead pipes and service lines. This will reduce lead exposure in homes, as well as in 400,000 schools and childcare facilities. But the plan goes beyond upgrades to physical infrastructure. It also includes investments, for example, to combat climate change, support the care economy, and provide job training.
Education advocates and lawmakers are cheering significant new funding to support education in the American Jobs Plan. Most notably, President Biden is proposing $100 billion for school construction and modernization. The funding would be split 50–50 between grants and by leveraging bonds, and projects to upgrade health and safety would be prioritized. The plan also provides $12 billion to improve community colleges and $40 billion to upgrade research facilities, with half of that funding reserved for Historically Black Colleges and Universities and other Minority Serving Institutions. Finally, the White House is proposing $25 billion to improve childcare facilities and increase access to high-quality care, especially for infants and toddlers.
Among the education-related proposals in the American Jobs Plan, All4Ed is particularly pleased to see $100 billion to expand high-speed broadband access. If passed, this historic investment would build on the $7.2 billion in emergency funding for the E-Rate program in the American Rescue Plan Act. Altogether, these long overdue investments in internet infrastructure and access will help close the Homework Gap affecting millions of students—and reach universal internet coverage nationwide.
Keep in mind, the American Jobs Plan is, for now, just a plan. It’s up to the House of Representatives to write legislation to pass these proposals—including President Biden’s proposed changes to the corporate tax rate to pay for it. While many Democratic lawmakers have welcomed the American Jobs Plan, the response from Republicans has been tepid at best, making it likely that Democrats will once again use the reconciliation process to pass all, or parts, of the plan with a simple majority.
State Assessment Waivers
The U.S. Department of Education made several decisions regarding states’ requests to waive federal assessment requirements under the Every Student Succeeds Act (ESSA) during the pandemic. As a reminder, All4Ed, along with 40 other organizations, has advocated to maintain the requirement for states to give statewide assessments, while recognizing that some flexibility would be needed this year. The Department outlined such an approach in guidance to states in late February, but states have since come forward with plans that go beyond those flexibilities—and have requested waivers as a result.
First, the Department rejected waiver requests from Georgia and South Carolina to cancel statewide tests this year and permit districts to use diagnostic tests or other local assessments instead. Denying these requests is consistent with the agency’s earlier guidance, which indicated the Department was not inviting blanket waivers of ESSA’s assessment requirements.
Second, instead of approving or denying their requests, the Department provided feedback to Oregon and Wisconsin. Oregon, which also proposed to use local assessments instead of statewide tests, was asked to reconsider its request so that its assessment plan included statewide, comparable data. The Department also requested more detail about a survey Oregon will use to assess students’ needs. Wisconsin, which is planning to administer its state test, requested a waiver because it was concerned about reduced participation. The Department informed the state that it does not need a waiver right now, as leaders are making every effort to assess students consistent with federal requirements. The Department may, however, consider a retroactive waiver if the state’s participation rates are extremely low.
Finally, the Department approved Colorado’s request to administer math and reading tests in alternating grades, instead of giving both subjects in grades 3–8, and to give its science test only in grade 8. This means elementary and middle school students will be tested in either math or reading, depending on their grade, unless their family requests for them to take both subjects. High school students will be tested in all three subjects using the SAT. Notably, Colorado’s plan goes beyond the flexibilities outlined in the Department’s prior guidance to states, so additional states may come forward with copycat requests to reduce testing in a similar manner.
Aside from the assessment waivers, the Department also approved several states’ requests for waivers from ESSA’s accountability requirements.
Other News
Over on Capitol Hill, the U.S. House Subcommittee on Early Childhood, Elementary, and Secondary Education held a hearing on advancing educational equity, building on lessons learned during COVID-19. Testimony from each of the witnesses, including Marc Morial, President and CEO of the National Urban League, Alberto Carvalho, Superintendent of Miami-Dade County Public Schools, Selene Almazan, Legal Director for the Council of Parent Attorney and Advocates, Inc, and Jennifer Dale, a parent from Lake Oswego, Oregon, can be found on the Committee’s website.
Finally, the National Center for Education Statistics released new data on national and state high school graduation rates. The four-year adjusted cohort graduation rate reached 85.8% in the 2018–19 school year, an increase of 0.5 percentage points and an all-time high. Graduation rates also increased across all racial and ethnic groups, English learners, and low-income students, with students with disabilities seeing the largest gains: 1.1 percentage points. This graduating class, however, was the last cohort before the COVID-19 pandemic disrupted education for millions of students, it is yet to be seen whether the pandemic slows the progress states have made in increasing graduation rates.
This blog post represents a slightly edited transcript of the April 7 episode of Federal Flash, the Alliance for Excellent Education’s (All4Ed’s) video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is assistant director for policy development and government relations and Ziyu Zhou is a policy analyst at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
The U.S. Department of Education (ED) convened the National Safe School Reopening Summit to share strategies and guidance to help schools return to in-person instruction quickly and safely. Also, President Biden announced $81 billion in education relief funds is already on its way to states as new, national survey data shows that millions of students only attend school remotely and receive little live instruction. Plus, the public comment period on new E-rate funding is open, and the Senate held its confirmation hearing for Cindy Marten to be the deputy secretary of education.
ED’s School Reopening Summit was a packed, three-hour event that included remarks from First Lady Dr. Jill Biden, Secretary of Education Miguel Cardona, and Centers for Disease Control and Prevention (CDC) Director Rochelle Walensky. Across three panels, health experts, educators, school leaders, and students shared strategies, best practices, and guidance to help schools as they move to reopen for in-person instruction. For example, as one of California’s first districts to reopen for in-person learning, Cajon Valley School District, whose superintendent serves on our Future Ready Schools® Advisory Board, was featured. In particular, the district’s reopening plan and work to support students’ social-emotional well-being were highlighted at the summit.
In addition to the panel discussions on reopening strategies, school safety, and supporting students’ needs, President Biden announced the immediate dispersal of $81 billion in education relief funds to states to help schools reopen. The funds also will support the creation of a new summer learning and enrichment collaborative between ED, the Council of Chief State School Officers, and the National Governor’s Association. The collaborative will support states in using funds provided by the American Rescue Plan to develop and implement summer learning and enrichment programs to address learning loss caused by the COVID-19 pandemic. Finally, it was announced that Secretary Cardona will go on a national tour visiting reopened schools.
The event closed with remarks from President Biden, urging schools to use these resources to do what is necessary to reopen.
The latest emergency relief comes at a critical time. Just before the summit, ED released new, national survey data on student learning during the pandemic. According to the survey, school remained remote for nearly half of elementary and middle school students as of early February. Worse still, the survey finds that 5 percent of fourth graders and 10 percent of eighth graders received no live instruction at all. Additionally, there were large racial disparities among fully remote students: 69 percent of Asian, 58 percent of Black, and 57 percent of Latino fourth-grade students were fully remote compared with only 27 percent of White students.
As a part of the national push to fully reopen schools and provide in-person learning to all students, the CDC revised its safety guidelines for K–12 schools. The CDC now recommends a minimum of three feet of separation between students in addition to universal masking. The previous recommendation of six feet of separation remains in effect for middle and high schools in communities with high COVID-19 transmission rates, unless schools employ a cohort model in which students are taught in the same small group throughout the day.
Many welcome this change and hope that these updated guidelines, coupled with additional resources through the American Rescue Plan, will significantly increase in-school instruction. However, the presidents of both national teachers’ unions raised concerns that underresourced communities may still struggle to implement strategies to limit COVID-19 transmission. In a letter, Randi Weingarten, president of the American Federation of Teachers, urged Secretary Cardona and CDC Director Walensky to combine these more relaxed guidelines with strengthened COVID-19 testing, universal masking, improved ventilation, and other strategies.
In other federal efforts to ensure all students continue to have access to education during the pandemic, the Federal Communications Commission (FCC) recently opened a public comment period for allocating the $7.2 billion in emergency funding for E-rate in the American Rescue Plan—a longstanding All4Ed priority we covered in the last Federal Flash. These funds will be used to close the homework gap affecting 17 million students by increasing access to the E-rate program and providing millions of students with high-speed home internet and devices necessary for remote learning. The FCC is seeking comments by April 5 at http://www.fcc.gov/ecfs.
Finally, the Senate held a confirmation hearing this week for President Biden’s pick for deputy secretary of education, Cindy Marten, who currently serves as the superintendent for San Diego (California) Unified School District. Despite some tough questions from senators on the committee, Marten appears to have emerged from the hearing likely to win bipartisan support for confirmation. We’ll keep you posted.
This blog post represents a slightly edited transcript of the March 26 episode of Federal Flash, the Alliance for Excellent Education’s (All4Ed’s) video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is assistant director for policy development and government relations and Ziyu Zhou is a policy analyst at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
The $1.9 trillion American Rescue Plan Act is headed to President Biden’s desk, including much-needed investments in K–12 education and a groundbreaking change to the federal child tax credit. Plus, President Biden issued a new executive order guarding against discrimination on the basis of sex, gender identity, or sexual orientation, and the U.S. Department of Agriculture takes steps to provide free school meals for all students through the end of summer.
As the Alliance for Excellent Education’s (All4Ed’s) President and CEO Deborah Delisle put it, “Washington is finally stepping up in support of our children. The Rescue Plan Act is the most important piece of legislation for education since the COVID-19 pandemic shuttered schools twelve months ago and offers the relief that schools need to begin helping all students, particularly the most vulnerable, recover from this crisis.”
To do that, the act invests more than $123 billion in K–12 students, and an additional $3 billion specifically for students with disabilities. Like past COVID relief, funds will be allocated to states and districts based on their relative share of Title I funding. But, unlike past COVID aid, states and districts are required to set aside funds for specific activities.
States must reserve 5 percent of funds to address learning loss, 1 percent for summer enrichment programs, and 1 percent for comprehensive afterschool programs. We’re especially pleased to see an $800 million set-aside to support homeless youth, thanks to a bipartisan amendment to the final bill. Only 18 percent of school district homeless liaisons reported that funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act were used to support homeless children. Dedicated funding from the American Rescue Plan will help states better identify students experiencing homelessness and provide them with critical services.
Most of the K–12 funding a state receives from the American Rescue Plan will go to school districts. But unlike past federal relief, at least 20 percent of district funds must address students’ learning loss. These interventions must be evidence-based and designed to address students’ academic, social, and emotional needs. As a condition of receiving funds, school districts will have thirty days to publish their plans to return safely to in-person instruction.
Another welcome addition is maintenance of equity. This critical fiscal protection, which All4Ed supported, guards against the kind of disproportionate cuts to state education budgets we saw during the Great Recession that more than tripled funding gaps between low- and high-poverty districts. Maintenance of equity will prohibit states from making greater per-pupil funding cuts to high-poverty school districts than to other school districts.
Finally, the act includes a priority we’ve long pushed: $7.2 billion in new funding for E-rate to help close the homework gap affecting 17 million children. This one-time, emergency funding will increase the reach of the E-rate program and provide millions of students with high-speed home internet access and devices to support remote learning.
The American Rescue Plan Act didn’t garner support from any Republican members of Congress—despite the fact that the new law is estimated to cut childhood poverty in half. The act does so, in large part, by making child tax credit benefits more generous and fully refundable. This year, a family can receive $3,600 for each child under age six, and $3,000 for each child ages six to seventeen. The vast majority of American children and families qualify, although benefits phase out gradually for individuals earning more than $75,000 annually and for couples jointly earning more than $150,000 a year. Families could start seeing these payments as soon as the summer, rather than having to wait until they file taxes.
Speaking of summer, the U.S. Department of Agriculture has extended key pandemic-related flexibilities for schools through September. As we’ve covered before, these waivers enable schools to provide free meals to all students, regardless of income, during the pandemic. Meals also can be provided outside of typical times and locations, and families can pick up meals for multiple days on behalf of their students. Given the troubling rise in childhood hunger during the pandemic, extending these waivers is a no-brainer to ensure students’ basic needs are met.
The U.S. Department of Education (ED) also has been busy. Earlier this week, President Biden issued an executive order to ensure safe learning environments free from discrimination on the basis of sex, sexual orientation, and gender identity. Under the order, Education Secretary Miguel Cardona will review the May 2020 Title IX rule released by then Secretary DeVos, which raised the evidentiary threshold in sexual harassment and assault cases in schools and institutions of higher education. That rule was widely criticized by advocates for sexual assault survivors. As a result of the order, it seems likely that ED will either revise the rule or issue a new one to ensure students are protected against sex-based discrimination.
Finally, as we discussed on our last Federal Flash, ED again is permitting states to waive all federal accountability requirements this year. In addition to guidance published in February, ED just released the waiver application template. However, the template does not address changes states may be planning for their statewide assessment systems. We’ve joined with more than forty other organizations in urging ED to maintain the assessment requirements found in the Every Student Succeeds Act and not allow states to replace statewide tests with local assessments, or to assess only a subset of students.
This blog post represents a slightly edited transcript of the March 11 episode of Federal Flash, All4Ed’s video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is assistant director for policy development and government relations at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
The U.S. Department of Education (ED) waives accountability requirements, but questions remain on whether state assessments will go forward as planned this year. Plus, the Federal Communications Commission (FCC) launches the biggest federal program ever to close the digital divide, the House advances President Biden’s plan for COVID-19 relief, and Dr. Miguel Cardona is officially the new Secretary of Education.
Accountability Waivers and State Tests
Last week, ED sent new guidance to chief state school officers on assessments, reporting, and accountability for the 2020–2021 school year. First, ED said it will waive all federal accountability requirements under the Every Student Succeeds Act (ESSA) for one year—going further than guidance issued by the Trump administration. This means states will not have to issue school ratings or identify schools for comprehensive or targeted support this summer and fall.
As a condition of receiving a waiver, states still will be required to publish school report cards, including data from the 2020–21 school year on chronic absenteeism, high school graduation rates, student achievement, test participation rates, and more. States also will be required to continue supporting schools that were identified for comprehensive or targeted support before the pandemic.
These waivers should sound familiar to viewers. That’s because it is the second consecutive year states can suspend their accountability systems due to the pandemic. However, we know that even before COVID-19, states were not always using ESSA’s accountability provisions to promote equity for historically underserved students. Our reporting, for example, finds that many of the lowest-performing schools were overlooked for support. Pausing accountability for another year further delays when additional students can benefit from these resources.
States will receive a template to apply for accountability waivers, which ED has not yet released.
The guidance also addressed ESSA’s requirement for annual, statewide assessments. ED waived this requirement last year given unexpected, widespread school closures at the onset of the pandemic, and several states now are asking for another reprieve. ED’s letter highlights flexibilities states can use to modify their assessment systems this year, but stops short of inviting “blanket waivers” of ESSA’s testing requirements. These flexibilities include extending the test window or even postponing administration to the fall, giving tests remotely, and shortening the test. Notably the guidance says that students should not be brought back into school buildings “for the sole purpose of taking a test.”
It is unclear, however, whether states would need a waiver to pursue some of these flexibilities—like postponing tests to the fall—or whether other flexibilities, like using local assessments instead of state tests, would also be permitted. Moreover, several states still are pursuing “blanket waivers” to forego all summative assessments this year.
Given these unanswered questions and pending waiver requests, last week’s letter probably is not the final word from ED on assessments. That’s why we joined more than forty organizations in calling on ED to maintain this critical civil rights requirement and not permit waivers that would allow states to substitute local assessments in place of statewide tests or to assess only a subset of students. Stay tuned to Federal Flash for further action and guidance, including the forthcoming waiver template.
FCC Outlines Rules for Home Internet Program
In other agency news, the FCC established rules for a $3.2 billion Emergency Broadband Benefit Program—the largest federal program ever to help low-income households access affordable internet. The program, which was funded in last December’s coronavirus relief package, will provide $50 monthly discounts on broadband service for eligible households, plus a one-time $100 discount on a computer or tablet purchase. Households living on tribal lands will be eligible for $75 monthly discounts on their internet bills.
The program is expected to be up and running in sixty days and will be open to several groups, including households with children who receive free or reduced-price lunch and Pell grants. As the FCC’s Acting Chairperson Jessica Rosenworcel explained, the new program will make a meaningful difference in people’s lives, including “those lingering outside the library with a laptop just to get a wireless signal for remote learning.” More information on the program can be found on its website at https://www.fcc.gov/broadbandbenefit.
While the new program is a huge investment in closing the digital divide, even more could be done to ensure students have access to the broadband and devices they need to participate fully in school. We know that one in three students of color currently falls into the homework gap and lacks high-speed home internet. That’s why the Alliance for Excellent Education (All4Ed) and its Future Ready Schools® initiative are calling for further action. Specifically, we are urging Congress and President Biden to support $7.6 billion to close the homework gap for students, and the FCC to update the E-rate program so that existing funds can be used to support remote learning during the pandemic. You can join the campaign and sign the letter to support this critical funding at futureready.org/homeinternet.
COVID-19 Relief Advances in the House
Over on Capitol Hill, the House passed President Biden’s $1.9 trillion coronavirus relief package, the American Rescue Plan Act, over the weekend. The 219–212 vote broke down along party lines, with no Republicans voting for the bill and two Democrats joining the opposition. Democrats hope to get the bill passed and signed into law by March 14, when current expanded unemployment benefits are set to expire. As we covered in greater detail on a previous Federal Flash, the bill includes $130 billion for K–12 education and, unlike past relief packages, 20 percent of district funds would need to be spent on activities to address interrupted learning and the pandemic’s disproportionate impact on vulnerable groups of students.
Dr. Miguel Cardona Confirmed as Secretary of Education
Finally, a little good news. On a 64–33 vote, the Senate confirmed Dr. Miguel Cardona to be the next Secretary of Education. After sailing through a nomination hearing last month, Connecticut’s education commissioner received bipartisan support and a relatively drama-free confirmation process—in stark contrast to his predecessor. Secretary Cardona’s confirmation was received warmly by education and civil rights advocacy groups. In a statement, All4Ed CEO Deb Delisle said, “We look forward to working with Secretary Cardona to tackle long-standing inequities in education that have been exacerbated by the COVID-19 pandemic for our most vulnerable students.”
This blog post represents a slightly edited transcript of the March 2 episode of Federal Flash, All4Ed’s video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is assistant director for policy development and government relations at All4Ed and Ziyu Zhou is a policy analyst.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
Dr. Miguel Cardona’s confirmation process and coronavirus aid move forward on Capitol Hill, and the administration releases new guidance on school reopening.
Last week, the Centers for Disease Control and Prevention (CDC) issued new guidance for reopening schools for in-person instruction during the pandemic. Notably, the guidance says states should give educators and other school employees priority access to COVID-19 vaccines, but that vaccinations should not be a precondition for reopening schools. Instead, the guidance doubles down on the importance of layered mitigation strategies, like masking and physical distancing stating, “K–12 schools should be the last settings to close after all other mitigation measures in the community have been employed, and the first to reopen when they can do so safely.” The U.S. Department of Education (ED) also released a handbook to provide tools for educators on implementing the new guidance.
While the CDC continues to emphasize universal masking and physical distancing of six feet whenever possible, the guidance features a new color-coded framework with suggested school-opening options, from in-person to hybrid to fully remote. These options are based primarily on the rate of viral spread in the community but also on adherence to mitigation strategies and whether screening tests for COVID-19 can be conducted. Based on the framework, in-person instruction should be offered when community spread is low or moderate. With regular COVID-19 testing and other safety strategies in place, schools could open for some in-person instruction even in areas where community spread is higher.
State leaders and school administrators have sought clearer federal guidelines for months in the face of a cacophony of opinions on whether—and how—it will be safe for students and educators to return to schools. Even though these decisions are made by local officials, the issue also has been a top priority for the administration, given President Biden’s goal for most schools to reopen during his first 100 days in office.
But the devil is in the details. The administration was quickly pressed to define what it meant by “most schools” and what counted as a “reopened” one. In unveiling the American Rescue Plan in January, the White House specified its focus to reopen a majority of K–8 schools during the first 100 days, with no set timeline for high schools. White House Press Secretary Jen Psaki also faced blowback over comments that “reopen” could mean offering in-person instruction as little as one day a week. She later clarified that the 100-day goal was a threshold, “we’re trying to leap over and exceed.”
The lack of national data on schooling during the pandemic has made it challenging to determine whether the president’s reopening goal is an ambitious one. Indeed, former Education Secretary Betsy DeVos claimed it was not the role of the agency to gather such data, but that will soon be changing. Earlier this month, ED announced it will collect monthly data on how many and how often students attend school in person, which students receive in-person instruction, and more. Given that the data will help track progress toward the president’s reopening goal, the nationally representative sample—for now—focuses only on schools serving grades four and eight. We’ll keep you posted.
Coronavirus Aid Advances in Congress
Over on Capitol Hill last week, the House Committee on Education and Labor and the House Committee on Energy and Commerce advanced legislation that would provide billions of dollars to support education during the pandemic. The House Education Committee’s legislation would provide $130 billion to help K–12 schools reopen safely. Unlike prior COVID-19 relief, at least 20 percent of funding would be targeted to address learning loss resulting from the pandemic through evidence-based interventions; extending learning time; and other activities that meet the academic, social, and emotional needs of students. Another new addition is that in order to receive the funding, states would have to comply with new maintenance of equity requirements that would prevent reductions in education funding at the state level from falling disproportionately on high-poverty school districts. All4Ed’s President and CEO Deborah Delisle praised the bill for providing “critical resources for the nation’s students and schools to help address this time of uncertainty and instability for many families.”
The House Energy and Commerce Committee also passed legislation supporting education. Specifically, the committee’s bill would provide $7.6 billion to address the homework gap through the E-rate program. This is critical as the Alliance for Excellent Education (All4Ed), the National Indian Education Association, National Urban League, and UnidosUs find that one in three Black, Latino, and American Indian/Alaska Native households lack high-speed home internet.
Unfortunately, direct support for students experiencing homelessness is noticeably absent from the aid package being developed on Capitol Hill. Funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act may be used to support these students, but in a survey of more than 1,400 school district homeless liaisons, only 18 percent indicated these dollars were actually being spent on homeless children. As a result, one in four homeless children are missing from school. Emergency aid legislation usually targets funding to the McKinney Vento Education for Homeless Children and Youth program. Unfortunately, neither President Biden’s American Rescue Plan nor the legislation making its way through Congress directs funding to these young people, at least not yet.
The full House still needs to vote on the relief bill, and the Senate will soon take up this legislation as well. Here at All4Ed, we urge Congress to pass COVID-19 relief and include targeted funding for the Education for Homeless Children and Youth program. More information is available here.
Senate Education Committee Advances Cardona’s Confirmation Process
In other news from Capitol Hill, Dr. Miguel Cardona came one step closer to becoming the U.S. Secretary of Education when the Senate education committee reported his nomination favorably to the full Senate last week. Dr. Cardona received bipartisan support, as the committee voted 17–5 to advance him to the floor. The “yes” votes included Senator Richard Burr (R-NC), the committee’s ranking Republican, who cited Cardona’s “background, qualifications, [and] temperament” in advancing his nomination. The committee members voting against Dr. Cardona included Senators Mike Braun (R-IN), Roger Marshall (R-KS), Rand Paul (R-KY), Tim Scott (R-SC), and Tommy Tuberville (R-AL).
This blog post represents a slightly edited transcript of the February 16 episode of Federal Flash, All4Ed’s video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Phillip Lovell is vice president for policy development and government relations at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
Dr. Miguel Cardona sails through his confirmation hearing to be the next U.S. Secretary of Education, Congress begins the process to pass President Biden’s $1.9 trillion American Rescue Plan, and the House removes Representative Marjorie Taylor Greene (R-GA) from the education committee.
Highlights from Cardona Confirmation Hearing
The hearing for secretary of education nominee Dr. Miguel Cardona was a breath of fresh air for those who may never forget the confirmation hearing for former Secretary of Education Betsy DeVos. Dr. Cardona expressed himself as an experienced educator and a passionate advocate for public schools. There were clearly some differences of opinion between Dr. Cardona and some of the committee members, but the hearing was quite cordial and the Ranking Republican on the Committee, Senator Richard Burr (R-NC), indicated he would support Dr. Cardona’s nomination.
This was the first hearing of the Senate Committee on Health, Education, Labor, and Pensions under its new leadership. Chairperson Patty Murray’s (D-WA) opening statement described several of her priorities such as addressing learning loss and “the many challenges that existed long before COVID-19 struck but have become so much more severe through the pandemic.”
Senator Burr’s opening statement was a bit different. He began by saying, “My main priority for this committee is health care.” He went on to discuss issues such as private sector innovation and FDA user fees. It caught quite a few of us off guard since this was a confirmation hearing for the secretary of education.
During the hearing, Dr. Cardona was asked about the conditions under which schools should reopen. Specifically, Senator Burr asked whether 100 percent of staff and students need to be vaccinated before a school can reopen. Although Dr. Cardona did not answer the question directly, he pointed to examples of “schools throughout the country that were able to reopen safely and do so while following mitigation strategies.” He emphasized, however, that educators should be prioritized for vaccination and surveillance testing. Dr. Cardona also discussed the need for better communication to address the fear and distrust that has characterized reopening conversations.
Dr. Cardona also faced several questions regarding whether the U.S. Department of Education (ED) should waive federal testing and accountability requirements for the second year in a row. While he did not give a definitive yes or no, his responses emphasized that states should be consulted and will need flexibility, especially regarding how test data is used for school accountability. Dr. Cardona also spoke to the value of assessments for state and local leaders so they can target resources to their most vulnerable students.
At the Alliance for Excellent Education (All4Ed), we agree. That’s why we joined eighteen education and civil rights advocacy groups in a letter to urge Dr. Cardona to refrain from issuing waivers this year and instead call on states to administer their assessments. The letter also supports giving states time-limited flexibility, as needed, to modify their accountability systems. Without accurate, objective, and comparable data, state leaders will lack information about the disparate impact of any unfinished learning and unable to equitably allocate resources, personnel, and services that can accelerate students’ learning.
Another theme of the hearing was expanding access to college and career pathways, including career and technical education (CTE) and dual enrollment. Dr. Cardona repeatedly stressed his belief in the importance of these pathways, as well as the essential role of community colleges in making college more accessible and affordable. In response to a question from Senator Maggie Hassan (D-NH), Dr. Cardona spoke personally about the value of dual enrollment, saying that he will work to expand access for all students.
Dr. Cardona’s commitment to CTE also is rooted in his own experience. He attended a technical high school in Meriden, Connecticut, where he focused on automotive studies, before attending Central Connecticut State University to study education.
While the hearing featured little drama overall, several Republicans used their time to focus on the inclusion of transgender athletes on school sports teams that align with their gender identity. Despite the often heated and inflammatory questions, particularly from Senator Rand Paul (R-KY), Dr. Cardona was insistent that schools must provide opportunities for all students and respect students’ civil rights. He said, “I feel it’s nonnegotiable to make sure that our learning environments are places that are free of discrimination and harassment for all learners, including our LGBTQ students.”
A committee vote on Dr. Cardona’s nomination will take place Thursday, and we hope he will receive bipartisan support and a swift confirmation, based on statements made by Senator Burr and other Republicans during the hearing. We’ll keep you posted.
Budget Reconciliation Process Gets Underway
Last week also marked the official beginning of the special process called Budget Reconciliation that will be used by congressional Democrats to push through additional COVID-19 relief funding. Under normal circumstances, sixty votes are needed to pass legislation in the Senate because of the filibuster. However, Congress can pass a reconciliation bill with only a simple majority in the Senate. The reconciliation process isn’t used often, but it’s been used as the vehicle for major legislation, including tax cuts and portions of the Affordable Care Act.
Last week, the House and Senate both passed a budget resolution beginning the reconciliation process. The resolution sets the broad parameters for the federal budget and directs twenty-five committees to develop legislation to fund President Biden’s $1.9 trillion American Rescue Plan, which includes $130 billion for K–12 education. The legislation will be developed over the next two weeks. The goal is to pass the bill before expanded jobless benefits expire on March 14.
In a victory for common sense, last week the House voted to remove Representative Marjorie Taylor Greene (R-GA) from the House Committee on Education and Labor. In a statement, All4Ed CEO Deb Delisle said, “Rep. Greene’s disturbing harassment of at least one teenage school shooting survivor and her willingness to spread misinformation and dangerous conspiracy theories have shown that she cannot be entrusted to make policy decisions, particularly for schools, children, and their families.”
This blog post represents a slightly edited transcript of the February 8 episode of Federal Flash, All4Ed’s video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is assistant director for policy development and government relations at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
In today’s Federal Flash we cover the latest actions and proposals from the White House, appointments to the new administration, and legislation on learning loss and more on Capitol Hill.
Actions and Proposals from the Biden White House
President Biden and his administration have wasted no time in moving policy during their first few days in office. On day one, President Biden issued an executive order preserving Deferred Action for Childhood Arrivals (DACA). You may recall, this is one of the policies initiated under President Obama that President Trump tried to rescind. It allows some people who were brought to the United States as children to remain here without fear of deportation.
The president also issued an executive order regarding school reopenings. Under the executive order, the Department of Education (ED) will issue guidance on how to reopen schools for in-person learning and report on the impact of COVID-19 on students of color and other historically underserved students. The president also called on the Federal Communications Commission (FCC) to increase access to home broadband.
Several other executive orders have been issued as well in support of a host of equity issues, including civil immigration enforcement, combating discrimination on the basis of gender identity or sexual orientation, condemning racism against Asian Americans and Pacific Islanders, strengthening nation-to-nation relationships with American Indian and Alaska Native tribal nations, and more.
American Rescue Plan
The White House also sent recommendations to Congress on COVID-19 relief. Regarding K–12 education, the president’s goal is to open the majority of K–8 schools within the first 100 days of his administration. The $1.9 billion American Rescue Plan proposes $130 billion to help schools reopen safely. These funds could be used flexibly just like funds already provided by Congress. The proposal emphasizes such activities as making sure every school has access to a nurse, providing summer school or other support to address learning loss, and other activities to address students’ academic, mental health, and social and emotional needs. The White House is also proposing a new COVID-19 Educational Equity Challenge Grant.
Congress, of course, is in charge of the purse strings and will determine what gets funded. That process is now underway and we expect legislation from the House and Senate Budget Committees to be released next week.
White House Announces Additional Education Appointees
In more news from the administration, additional appointees who will set Biden’s education agenda have been named. At the White House, two familiar faces are taking on leadership roles. On the Domestic Policy Council, Catherine Lhamon will be deputy director for racial justice and equity, and Carmel Martin will be deputy director for economic mobility. Llamon and Martin both served as assistant secretaries at ED during the Obama administration—for civil rights and for policy development, respectively.
ED’s leadership team is also starting to assemble. Cindy Marten, superintendent of San Diego Unified School District, has been nominated to serve as deputy secretary, the number two job at the agency. Her appointment requires Senate confirmation, but other ED appointees so far do not, including the chief of staff; senior advisors; principal deputy general counsel; and deputy assistant secretaries for elementary and secondary education, civil rights, and communications and outreach.
Some of these appointees will be acting as assistant secretaries for now—an indication that the focus is getting Dr. Cardona and Dr. Marten through Senate confirmation first and staggering other nominees over the spring and summer. Now that Senate Democrats and Republicans have a path forward for a power-sharing agreement, Dr. Cardona’s confirmation hearing before the HELP Committee has been scheduled for Wednesday, February 3.
U.S. Secretary of Education Betsy DeVos resigns in the wake of insurrection at the U.S. Capitol fueled by President Trump’s false claims of electoral fraud. On this week’s Federal Flash, we’ll look back at her controversial legacy and look ahead to how Democrats’ wins in the Georgia Senate races will affect education in the new Congress and new administration in 2021.
Secretary Devos’s Resignation
View Post
U.S. Secretary of Education Betsy DeVos resigned in protest the day after a violent mob of President Trump’s supporters breached the U.S. Capitol, disrupting certification of the Electoral College and resulting in the death of five people and numerous injuries. In her resignation letter, she noted that “impressionable children are watching all of this, and they are learning from us. I believe we each have a moral obligation to exercise good judgment and model the behavior we hope they would emulate.”
At the Alliance for Excellent Education (All4Ed), it is too little, too late. Children have been watching President Trump for four years. As our CEO and President Deborah Delisle said in her response to last week’s insurrection, “The people who acted so repugnantly …, and those who support and encourage them, are destroying our country, and we must do everything in our power to make sure they do not win.”
Secretary DeVos had the power to stand against the president’s reckless, immoral behavior long ago, but chose not to act. Our reaction to her eleventh-hour change of heart? DeVos “stayed quiet while her administration locked children in cages and openly supported White supremacists and dangerous conspiracy theories. The time for her to stand up against President Trump was long ago, not two weeks before her gig was up.”
Instead, Secretary DeVos oversaw the dismantling of the agency she was tapped to lead, including its division tasked with protecting students’ civil rights and ending racial disparities in education. She left schools to fend for themselves against a global pandemic. She failed to exercise even basic oversight and guidance over implementation of federal laws, including the Every Student Succeeds Act, and advocated for diverting federal funding for public schools to private schools.
At All4Ed, we look forward to January 20, when we can begin to restore the U.S. Department of Education’s mission to help ensure every child has the opportunity to thrive and we will work alongside the new secretary to dismantle systems of oppression and tackle long-standing inequities that have been exacerbated by the pandemic.
Georgia Elects Democratic Senators
Speaking of the new education secretary, the election of Georgia Democrats Jon Ossoff and the Reverend Raphael Warnock leaves the U. S. Senate split 50-50, with Vice President-Elect Kamala Harris holding the tie vote. Notably, Warnock—the pastor at the historic Ebenezer Baptist Church once led by Dr. Martin Luther King Jr.—will become the first Black senator from the state of Georgia.
With Democrats controlling the White House and both chambers of Congress, Dr. Miguel Cardona likely faces a relatively swift and straightforward confirmation process for education secretary—enabling him to begin the work of rebuilding the agency, overseeing federal stimulus funds, and supporting students during the COVID-19 crisis as soon as possible. His confirmation will be shepherded by Senator Patty Murray (D-WA), who will take over as chairwoman of the education committee after serving as its ranking member since 2015. There will be other changes to the Health, Education, Labor, and Pensions committee as well, with the retirements of Lamar Alexander (R-TN) and Mike Enzi (R-WY) and with Doug Jones (D-AL) and Kelly Loeffler (R-GA) both losing their reelection bids.
What can we expect with Democrats in control? The first item of business will be the confirmation of Dr. Cardona and we don’t expect any major hiccups.
In All4Ed's final Federal Flash of the year, we’ll provide a summary of the COVID-19 relief bill and the U.S. Department of Education’s funding for 2021. We’ll also discuss the likely nominee for the position of Secretary of Education.
Congress's Long Awaited COVID-19 Relief Bill
At long last, Congress finally passed a COVID-19 relief bill in both the House and the Senate and it will be signed into law by the president. As has been reported, the bill totals about $900 billion. It includes $600 direct payments to individuals and families and restores $300 per week in additional unemployment insurance. It also includes $82 billion in education funding, of which $54.3 billion will support K-12 education, $22.7 billion will support higher education, and $4 billion will go to governors.
The CARES Act vs. the HEROES Act vs. the Skinny Bill
This bill looks a lot like the CARES Act that passed last spring. Funds will be allocated to states and districts based on Title I, just like the CARES Act. That said, there are a few important differences. First, this bill provides 4 times the amount of funding for education than the CARES Act. That’s a lot of money, but it’s a little disappointing because it’s less than both House Speaker Nancy Pelosi’s HEROES Act and the “skinny” bill proposed by Senate Majority Leader Mitch McConnell.
Second, this bill carves out funds for private schools. Governors will give state departments of education $2.75 billion from their $4 billion to administer to private schools. This provision replaces the equitable services provision that you may recall was included in the original CARES Act. This is the provision that Secretary of Education Betsy DeVos tried to use to send more money to private schools, but ultimately got shot down in court.
Third, this bill includes a few additional allowable uses of funds. To be clear, the bill maintains the CARES Act’s flexibility – any use of funds allowed under the Every Student Succeeds Act, Carl D. Perkins Career and Technical Assistance Act, and several other laws – is allowable under this bill. In addition, Congress added allowable uses for addressing learning loss and for school facility repairs to reduce the risk of virus transmission and support student health.
Significant Omissions in the New COVID Relief Bill
No bill is perfect, and there are a few important items missing from this legislation. You may have read that the bill omits the Democratic priority of funding for state and local governments as well as the Republican priority of liability protections. Those were each poison pills for the other party, so they left them off the table. But other items were left off the table as well.
First, the bill provides no funding to school districts to address the Homework Gap. Thankfully, the bill does create a new program out of the Federal Communications Commission that will provide low-income families with a discount on home internet access and a subsidy for one low-cost device per family. This program received $3.2 billion, which is only about one-fourth of what the Heroes Act proposed to address the Homework Gap.
The bill also left out homeless children. Emergency spending bills, such as the 2009 American Recovery and Reinvestment Act, often target funding to students experiencing homelessness. It was especially important for this bill to provide funds for these students because evidence from SchoolHouse Connection suggests that 420,000 fewer children who are experiencing homelessness have been identified and enrolled in school so far this year, even though homelessness is on the rise due to the economic downturn.
A summary of the bill is available here.
Congress's Annual Appropriations Bills
At the same time as Congress passed the COVID-19 relief bill, they also passed the annual appropriations bills funding the federal government.
The Department of Education received a modest 1.
Congress is close to a deal that will fund the U.S. Department of Education (ED), keep the federal government open, and provide additional resources to address COVID-19. Plus, on the fifth anniversary of the Every Student Succeeds Act (ESSA) being signed into law, the Alliance for Excellent Education (All4Ed) released new data showing what happens to historically underserved students When Equity Is Optional for states.
Funding for ED and Other Federal Agencies
Funding for ED and other agencies has been on autopilot since October 1 because Congress has yet to pass a spending bill to fund any federal agency for the year. The federal government is operating under its second Continuing Resolution, which temporarily maintains funding at last year’s levels. This stopgap expires December 18. However, it’s likely to be extended for a few days to give Congress more time to finish two things before heading home for the new year:
They must pass the twelve annual spending bills, including the bill that funds ED.They want to pass a COVID-19 relief bill at the same time.
What should we expect in funding for ED? Not a lot of surprises. Most programs will get the same amount of funding that they received last year, or something very close to it. The largest increase could go to Title I, but any increase will likely be very modest—less than 1 percent. Last year, Title I received nearly $17 billion. This year, the House of Representatives proposed a $161 million increase, while the Senate proposed a $125 million increase. We’ll find out final numbers for Title I and other programs when the bill passes, likely this weekend or early next week.
What’s Next for COVID-19 Relief?
Part of what’s holding up the spending bill is that congressional leaders also are working to finish a deal on COVID-19 relief. As we’ve covered before on Federal Flash, negotiations have been underway since the Coronavirus Aid, Relief, and Economic Security (CARES) Act passed in the spring. Unfortunately, policy and funding disagreements, on top of election-year politics, have prevented any bill from becoming law.
Talks reignited this month after a bipartisan group of senators developed a COVID-19 relief package on their own. Their proposal won’t get a vote, but it helped kick-start the development of a bill that might pass.
The bill being negotiated now has a total price tag of about $900 billion. That’s far less than the $2.2 trillion Health and Emergency Recovery Omnibus Emergency Solutions (HEROES) Act passed by House Democrats in October, which was more than $1 trillion less than the original version of the bill from May. However, the revised HEROES Act proposed more funding for education, including $175 billion for school districts and $12 billion to expand high-speed home internet access. Senate Republican proposals have had a lower price tag and less funding for education, weighing in at $70 billion for K–12 schools.
The bipartisan Senate proposal provides less funding for K–12 education than any of these past efforts: $54 billion. Funds would be distributed to states and districts based on the Title I formula, just as they were under the CARES Act, but they would not be conditioned on schools reopening, as proposed by Republicans. Although the funding level is disappointing for those who have been calling for federal support for education over the past several months, it would be four times the amount of K–12 funding in the CARES Act. The bipartisan framework also includes $3 billion for home internet access through the E-rate program. This is far less than the $12 billion included in the HEROES Act, but an improvement over the CARES Act, which didn’t fund home internet access at all.
To be clear, these details reflect the Senate bipartisan agreement. A final bill is being negotiated by the House and Senate leadership. It’s likely to resemble the bipartisan framework but details could differ.
Joe Biden and Kamala Harris will be the next president and vice president of the United States. Meanwhile, Republicans gained ground in the House of Representatives and are favored to hang onto their Senate majority, but it is unclear who will replace retiring Senator Lamar Alexander (R-TN) in leading the education committee. Today, we break down what the 2020 election results mean for students and schools, including new stimulus funding and priorities for the U.S. Department of Education (ED).
With the highest voter turnout in a century, Joe Biden and Kamala Harris decisively won the popular vote and secured at least 279 electoral college votes to become the forty-sixth president and the first female, Black, and Indian American vice president. Among other priorities, the Biden administration is expected to seek increases in education funding and place strong emphasis on protecting students’ civil rights, a welcomed change from the Trump era.
In a statement, Alliance for Excellent Education (All4Ed) president and CEO Deborah Delisle said, “For four years, educational equity and civil rights protections have been intentionally eroded, and we look forward to swift action from the new administration on policies that ensure that every student—no matter his or her race, religion, background, or ZIP code—can thrive.”
Though Democrats took back the White House, they will likely have at least two more years in the Senate minority, picking up only one seat. However, there’s an outside chance that, come January, the Senate will be split 50-50 pending the outcome of runoff elections for both Georgia Senate seats. In that case, Vice President-Elect Harris would be the decisive tiebreaker vote. Meanwhile, Democrats held onto the House, but their majority narrowed.
With President-Elect Biden facing a divided Congress, the immediate focus returns to if—and when—the two parties will come together to negotiate further COVID-19 relief. Following the election, Senate Majority Leader Mitch McConnell (R-KY) declared a stimulus bill will be a priority during the lame duck session. However, if past attempts are any indication, negotiations will not be easy, as many expect Republicans to push for cutting government spending during a Biden administration.
As we covered before, there is more than $1.5 trillion between the latest Senate proposal and House Democrats’ Health and Economic Recovery Omnibus Emergency Solutions (HEROES) Act. Moreover, the difference in education funding is stark: just $70 billion in the Senate plan compared to $175 billion in the HEROES Act. The Senate bill also would tie two-thirds of funding to schools reopening and has no funding for home internet connectivity, compared to $12 billion that Democrats provided.
If both sides cannot come together soon, it will be up to the new Congress. President-Elect Biden promoted the original HEROES Act, calling on Republicans and Trump to support it. In his school reopening plan, Biden also suggests that Congress pass a separate $30 billion emergency package to ensure schools can reopen safely and called for an additional $4 billion to upgrade technology and broadband. And unlike President Trump and Republican lawmakers, Biden would not condition funding on districts offering in-person classes. Instead, he has said his administration will issue national guidelines for reopening based on the level of viral spread in a community and would leave decisions of when to reopen schools up to state, local, and tribal officials.
A Biden presidency also will steer education policy in a different direction by pushing for more funding and focusing on initiatives that have gotten little attention from the Trump administration. While we can only speculate as to who will be Secretary of Education, Biden promised to nominate a former classroom teacher. We also can look to the campaign to see what some of the new secretary’s priorities will be. For example,
New Civil Rights Data Collection (CRDC) findings were released, but the U.S. Department of Education (ED) isn't talking about what the data means for students of color. Plus, Senate Republicans fail to pass their “skinny” COVID-19 stimulus package as a more comprehensive deal eludes the White House and House Democrats. With prospects for an agreement prior to the election fading, will schools ever get the relief they need?
Last week, ED released findings from the long-delayed 2017–18 Civil Rights Data Collection, a biennial survey of the nation’s public elementary and secondary schools. ED’s analysis focuses on two areas: (1) reports of sexual violence and (2) the use of physical restraint and seclusion against students.
Specifically, elementary and secondary schools reported a more than 50 percent increase in reports of sexual violence during the 2017–18 school year compared to the 2015–16 school year. The agency’s Office for Civil Rights (OCR) said it is unclear what drove the increase in reported allegations. Additionally, the report highlights that students with disabilities—and specifically Black students with disabilities—were disproportionately subject to seclusion and restraint.
Unfortunately, that is one of the only findings that focuses specifically on the school experiences of students of color. While the CRDC includes many data points that can be used by advocates and researchers to uncover inequities in the nation’s schools, the Office for Civil Rights provided next to no explanation of what the data means for Black and Latino students, reinforcing a troubling trend from this administration.
In a statement, Alliance for Excellent Education (All4Ed) President and CEO Deb Delisle explained, “After taking far too long to release this information, the Trump administration did so without providing much-needed analysis to go along with millions of data points. This follows an insidious history of this administration’s denials of systemic racism, ranging from their rescission of OCR’s guidance on school discipline and school integration, to the recent executive order prohibiting federal agencies and contractors from engaging in trainings that promote diversity.”
As we covered before on Federal Flash, ED delayed the latest CRDC by a year, citing uncertainty and unreliability of data collection due to the coronavirus, and also is planning to cease collecting a number of critical equity data points, including questions related to school funding and experienced educators. We’ll keep you posted on these efforts.
COVID-19 Relief Remains Stalled
With time slipping away to strike a deal on a COVID-19 relief package before the election, Senate Republicans tried again to pass a “skinny” version of their stimulus bill, the Health, Economic Assistance, Liability Protection, and Schools (HEALS) Act. As a reminder, this proposal has a lower $500 billion price tag than the $2.2 trillion Health and Emergency Recovery Omnibus Emergency Solutions (HEROES) Act passed by House Democrats. The Senate plan also includes less relief for education: $70 billion for public and private schools, with two-thirds of that contingent on schools offering in-person classes. However, Democrats blocked the measure, and it failed to pass the Senate floor.
In the meantime, House Speaker Nancy Pelosi (D-CA) and U.S. Treasury Secretary Steven Mnuchin continue work on a more comprehensive bill, but major sticking points remain. As we covered onFederal Flash, President Trump abruptly sidelined negotiations with Democrats after they unveiled the new HEROES Act earlier this fall. But conversations restarted just a few days later after the President got an earful from Republican lawmakers who were wary of abandoning action to boost the economy in an election year.
Although Pelosi and Mnuchin have made progress on some fronts, such as provisions related to COVID -19 testing, many Senate Republicans remain opposed to a large $2 trilli...
Last week, House Democrats brought a new version of the Health and Economic Recovery Omnibus Emergency Solutions (HEROES) Act to the table that dedicated more funding for education and home internet. But President Trump sidelined the negotiations, declaring that he will not agree to a full relief package until after the presidential election.
After a series of tweets, President Trump left the American public in a state of confusion about if, and when, to expect any further coronavirus relief. As we covered in our last Federal Flash, House Democrats attempted to jump-start negotiations with the White House by passing an updated HEORES Act. The new bill has a lower price tag overall but provides $125 billion more education funding than the original proposal.
As House Speaker Nancy Pelosi (D-CA) and Treasury Secretary Steven Mnuchin were continuing to negotiate behind the scenes, Trump tweeted that he would not agree to a new coronavirus relief package before the November election. In doing so, he ignored advice from Federal Reserve Chair Jerome Powell who warned about the consequences of abandoning action to boost the economy. Shortly after, stocks tanked and several lawmakers urged the president to consider how cutting off negotiations could affect Republicans’ reelection prospects.
President Trump is now walking back from his hard line—raising the possibility of piecemeal relief bills, rather than the comprehensive approach that Pelosi and Mnuchin had been exploring. Taking to Twitter again, the president urged Congress to pass a bill with a new round of $1,200 stimulus checks and to approve additional aid for airlines and small businesses. However, Pelosi has expressed concern with the idea of passing individual COVID-19 bills and reiterated the importance of providing funds for state and local governments and for education.
Unfortunately, President Trump hasn’t highlighted aid to schools as part of any piecemeal solution, suggesting that additional funds for education will not be provided unless broad stimulus talks resume. Though the Coronavirus Aid, Relief, and Economic Security (CARES) Act provided more than $13 billion to K–12 schools this spring, education leaders have said much more is needed to properly and safely educate students during the pandemic. Trump signaled his willingness to negotiate with Congress if he wins the presidential election but did not say what he plans to do otherwise. As always, we will keep you posted.
This blog post represents a slightly edited transcript of the October 9 episode of Federal Flash, the Alliance for Excellent Education’s (All4Ed’s) video series on important developments in education policy in Washington, DC. The podcast and video versions are embedded below. For an alert when the next episode of Federal Flash is available, email alliance@all4ed.org.
Anne Hyslop is assistant director for policy development and government relations at All4Ed.
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
House Democrats bring a new Health and Emergency Recovery Omnibus Emergency Solutions (HEROES) Act to the table, with a lower overall price tag but more dedicated funding for education and home internet. Congress and the White House agree to a temporary stopgap to keep the government open through mid-December—including good news for advocates working to prevent child hunger during the pandemic.
HEROES Act Includes $225 Billion for Education
The debate over coronavirus aid continues. After two plans from Senate Republicans flopped, it seemed like negotiations between Congress and the White House would be at a standstill until after the election. Instead, in an eleventh-hour push for a deal, House Speaker Nancy Pelosi (D-CA) unveiled an updated version of the HEROES Act, the bill House Democrats passed in May. For months Senate Majority Leader Mitch McConnell (R-KY) has refused to bring the HEROES Act to the floor, citing objections to its $3.4 trillion price tag, including $1 trillion to shore up state and local government budgets.
The new, slimmed down HEROES Act would provide $2.2 trillion in overall relief and cut the fund for state and local governments in half. However, education fares better in the revised plan. Our viewers may recall that the original bill only provided about $100 billion for education—short of the $250 billion advocates had sought. The new HEROES Act gets much closer to that figure, targeting $225 billion to education including a $208 billion stabilization fund and $5 billion for emergency school infrastructure repairs and improvements, like ventilation systems.
Like the original HEROES Act, governors would receive stabilization funds based on two factors: (1) the state’s relative share of the population between the ages of five and twenty-four years and (2) their relative share of students from low-income families under Title I. Even more of the stabilization fund—85 percent or about $175 billion—would flow to school districts, based on the relative number of Title I students they serve. The rest of the stabilization fund goes to institutions of higher education and governors, with set-asides for outlying areas and for the Bureau of Indian Education and tribal colleges and universities.
Unlike the Republican relief proposals, no funding in the HEROES Act is contingent on schools reopening for in-person instruction. Another difference is that no funding can support tuition for students to attend private schools, outside of special education students who require private placement to receive services. Finally, the HEROES Act includes $12 billion for home internet connectivity. The Republican plans, in contrast, failed to include any funding to help close the homework gap that’s plaguing 16.9 million children.
The HEROES Act also goes further to ensure that state education funding is equitable and targeted to communities most in need. In addition to maintenance of effort requirements that states maintain funding for education, including per-pupil spending, at similar levels over the next three years, states also would need to show maintenance of equity. States could not receive HEROES funds if cuts in state funding disproportionately affect high-need districts serving the most students from low-income families.
Many advocates, including the Alliance for Excellent Education (All4Ed), praised the bill for providing a level of investment in students and schools that matches the scale of the coronavirus crisis. Unfortunately, prospects for this version of the HEROES Act are grim. U.S. Secretary of the Treasury Steve Mnuchin responded with an offer of $150 billion for education—more than previous Republican proposals, but still short of the new HEROES Act. But after negotiations with the White House stalled, the House passed the HEROES Act, and the Senate has no plans to consider the legislation. We’ll keep you posted on any new developments.
Education Secretary Betsy DeVos is forced to abandon her policy to shuttle more funding to private schools with COVID-19 relief funds. The U.S. Senate can’t quite muster the votes for Majority Leader Mitch McConnell’s (R-KY) COVID-19 legislation. The U.S. House of Representatives passed the first federal legislation on school integration in more than thirty years.
Federal Judge Rules Against Secretary Devos
Ever since Secretary of Education DeVos took office, she has been focused on finding ways to fund private schools with federal dollars, with little success. That streak continued as a federal district court judge sided with the NAACP against the Secretary’s equitable services rule and found she had no authority to impose conditions on funding provided under the Coronavirus Aid, Relief, and Economic Security (CARES) Act, legislation passed by Congress to respond to the coronavirus.
Our viewers may recall that Devos’s equitable services rule had been halted temporarily in several states after two judges issued preliminary injunctions. The latest ruling applies nationwide and, as a result, the U.S. Department of Education’s (ED’s) regulation is no longer in effect. The DeVos rule would have pushed school districts to spend a larger share of CARES Act funds on private schools than they do under Title I of the Every Student Succeeds Act (ESSA). School districts would have had two options for how to distribute CARES Act funds, but if they wanted to follow the same policy as under ESSA—instead of DeVos’s preferred method—they would have faced additional restrictions.
COVID-19 Relief Bill Stalls in Senate
Schools are reopening but without any additional assistance from Washington, DC. Bipartisan negotiations between congressional leaders and the White House on the next COVID-19 relief package came to a halt in August and have yet to resume. Last week, Senate Majority Leader McConnell proposed a slimmed-down version of the $1 trillion Health, Economic Assistance, Liability Protection, and Schools (HEALS ) Act, the proposal advanced by Republican leaders back in July that failed to gain support from the White House or even McConnell’s own caucus.
McConnell’s new proposal, the Delivering Immediate Relief to America’s Families, Schools, and Small Business Act, costs about half as much as the original HEALS Act. By lowering the price tag to about $500 billion, McConnell was able to secure the support of his Republican colleagues. Democrats, on the other hand, balked at the proposal. While some called the bill “skinny,” Senate Minority Leader Chuck Schumer (D-NY) called it “emaciated.”
One thing Senate Republicans’ COVID-19 relief bill is not slim on, however, is support for private schools. The bill requires states to set aside funds for private school scholarships; creates a new tax credit for people or businesses that donate to these scholarship funds; and expands the uses of 529 plans for homeschooling and for a wide range of other uses related to public, private, or religious schools, including books, tutoring, and dual enrollment.
Overall, the legislation provides $70 billion for elementary and secondary education; however, after funds are set aside to fund the private school scholarships, two-thirds of the remaining funds are dependent on district plans to reopen schools for in-person instruction.
After the bill failed to garner the sixty votes needed to pass the Senate, chances for any COVID-19 relief legislation are in jeopardy with members of Congress anxious to leave town and campaign heading into the election. However, House Speaker Nancy Pelosi (D-CA) said she will keep the House in session until they pass a coronavirus relief bill. We’ll keep you posted.
House Introduces Legislation Focused on Diversity
On a more positive note, the House of Representatives passed the Strength in Diversity Act introduced by Representative Martha Fudge (D-OH).
In today’s Federal Flash, a flurry of activity across multiple federal agencies. First, we cover the U.S. Department of Agriculture’s (USDA’s) eleventh-hour reversal to extend waivers that have made it easier for school districts to serve free school meals, plus the Federal Emergency Management Agency’s (FEMA’s) new guidance that ends state reimbursement for cloth face masks and personal protective equipment (PPE) for schools. We also have all the details on Secretary Betsy DeVos’s letter to chief state school officers about spring 2021 assessments.
USDA Extends School Meal Waivers
In a last-minute decision, the USDA reversed its previous position and extended waivers that allow school districts to more easily serve free meals to students during the pandemic. Specifically, the waivers enable schools to operate their meal programs during the school year as they do over the summer and provide free meals without burdening families with paperwork to verify eligibility. The waivers, which were set to expire this month, have been extended through December 31.
As we discussed on our last Federal Flash, Agriculture Secretary Sonny Perdue intended to let the waivers expire, reasoning that the agency lacked authority to implement any extension. But pressure from school administrators, education and school nutrition advocates, and members of Congress—including Republicans—seems to have persuaded him to change course.
House Education Committee Chairman Bobby Scott (D-VA) applauded the USDA’s decision but called it a “temporary solution,” urging the USDA to extend the waivers for the entire 2020–2021 school year. Perdue, however, is contending that there isn’t sufficient funding to do so—which could make school nutrition a top priority as Congress returns to negotiations on another coronavirus relief package.
FEMA Ends State Reimbursement for PPE
Starting September 15, cash-strapped states must pay for the cost of cloth face coverings and other PPE for schools—expenses states previously were reimbursed for by FEMA. Under FEMA’s new guidance, cloth face masks and PPE in nonemergency settings will be classified as “increased operating costs” for public services and will not be covered by FEMA's Public Assistance Program. Governors and mayors, chief state school officers, district and school leaders, and teachers’ unions had all urged FEMA to continue reimbursement for PPE in schools.
Instead, the government is offering schools assistance for PPE through other agencies. A Department of Health and Human Services program, for example, will distribute up to 125 million cloth face masks to schools with an emphasis on high-need students and on schools providing in-person instruction. But it is unclear if these measures will fully meet schools’ needs or enable them to comply with CDC guidelines for reopening.
FEMA’s decision comes less than two weeks after Trump Administration guidance that deemed teachers and other school staff "critical infrastructure workers” as part of the president’s continued push for schools to resume in-person instruction this fall. Though that guidance is nonbinding, it has prompted some states and districts to enact policies to declare teachers essential workers, meaning that they’ll be expected to continue to go to work even if they’ve been exposed to COVID-19.
CARES Act Funding for Private Schools
For the second time in a month, a federal judge has ruled against Secretary DeVos’s rule on providing equitable services to private school students under the Coronavirus Aid, Relief, and Economic Security (CARES) Act. The rule encourages districts to set aside CARES dollars for private school students not as they do under Title I but based on the total number of students in private schools, regardless of income.
U.S. District Judge James Donato for the Northern District of California granted a preliminary injunction blocking the U.S. Department of Education (ED) from enforcing the ru...
In today’s Federal Flash, we cover the U.S. Department of Agriculture’s (USDA’s) refusal to extend waivers that give schools flexibility on where and how to serve students meals during the pandemic and an injunction halting Secretary of Education Betsy DeVos’s rule on equitable services under the Coronavirus Aid, Relief, and Economic Security (CARES) Act. In addition, we breakdown both political parties’ education platforms—or lack thereof—heading into the 2020 election and the prospects for Senate Republicans’ latest “skinny” coronavirus relief bill.
USDA Won’t Extend School Meal Waivers
As more school districts plan to continue with online learning exclusively this fall, many students could lose access to free school meals. That’s because the USDA will let certain waivers expire that have enabled schools to serve meals more easily to students during school closures—such as flexibility to set up meal sites in convenient places around the community and to serve all children seeking a meal without any paperwork.
As we discussed in a previous episode of Federal Flash, without the flexibility, students will be able to receive meals only from the school where they are enrolled after being deemed eligible—a change that would create logistical barriers for many families. The expiration of the waivers likely will result in many food service administrators choosing to limit their days of operation and deny uncertified students in need access to healthy meals.
Republicans and Democrats have urged Agriculture Secretary Sonny Perdue to extend the waivers through the 2020–21 school year. Perdue responded that the USDA lacked Congressional authority to implement the extension, as it would function like a universal school meals program that has not been authorized by lawmakers.
The House Committee on Education and Labor called Perdue’s decision “a major blow,” with Chairman Bobby Scott (D-VA) predicting that “the tragic rise in child hunger across the country will surely get worse.” Now, a broad coalition of governors, state and district superintendents, school administrators, classroom educators, parent groups, and other advocates including the Alliance for Excellent Education (All4Ed) are calling on Congress to ensure the USDA has the authority to extend these waivers. We’ll keep you posted.
Federal Judge Stops Rule that Directs CARES Act Funds to Private Schools
Last week, a Washington state judge issued an injunction to stop Secretary DeVos’s rule on providing equitable services to private school students under the CARES Act. The rule encourages districts to set aside CARES dollars for private school students not as they do under Title I, but rather based on the total number of students in private schools, regardless of income. This interpretation received bipartisan criticism that it ran afoul of the law.
U.S. District Court Judge Barbara J. Rothstein agreed, finding that the U.S. Department of Education (ED) subverted Congressional intent and hurt students most affected by the pandemic. She also questioned whether Secretary DeVos had the authority to condition CARES Act funds in this manner.
However, this is not the only lawsuit challenging the equitable services rule, and attorneys for ED are arguing in a separate case that the injunction only applies to schools in Washington state. We’ll be following these cases as they move through the courts.
Democratic Party Adopts 2020 Platform
At last week’s Democratic National Convention, the Democratic Party officially adopted its 2020 platform, including tripling Title I funding for disadvantaged students, supporting universal preK, and promoting school integration. In addition, the platform champions diversifying the teacher workforce and increasing educator pay and benefits. It also supports measures to increase accountability for charter schools and advocate for moving away from “high-stakes testing”—ideas that align with teachers’ unions policy p...
In today’s Federal Flash, we break down the education proposals in the Senate Republicans’ coronavirus relief package, known as the Health, Economic Assistance, Liability Protection, and Schools (HEALS) Act, and cover the reaction to it. We also provide an update on the Centers for Disease Control and Prevention’s (CDC’s) new guidelines for reopening schools.
Senate Republicans Introduce HEALS Act
On Monday, Senate Majority Leader Mitch McConnell (R-KY) announced the Senate GOP’s highly anticipated coronavirus aid package—the HEALS Act. As we discussed on last week’s Federal Flash, the $1 trillion bill includes $105 billion for education, including $70 billion for K–12 schools, $29 billion for colleges and universities, and $5 billion for governors. But unlike the earlier framework, which indicated that half of K–12 funding would be directed to schools with plans to physically reopen, the final bill reserves two-thirds of the relief fund for that purpose.
In addition, the HEALS Act includes no dedicated funding for home internet access, which could exacerbate the homework gap as many districts plan to rely on remote learning. Last week, the Alliance for Excellent Education (All4Ed) and several partners released a report that finds that 16.9 million children lack the internet access necessary to support online learning and that students of color, students from low-income backgrounds, and those living in rural areas are much more likely to lack access to internet and devices. These students will continue to be caught in the homework gap without significant funding for connectivity.
Like the Coronavirus Aid, Relief, and Economic Security (CARES) Act, states and districts would get HEALS Act relief based proportionally on how much they receive under Title I. However, only $23 billion would go directly to districts regardless of their fall reopening plans. For the remaining two-thirds of the $70 billion fund, governors would determine how much districts receive based on their plans to offer in-person instruction.
Districts planning a hybrid approach, where at least half of students are in school at least half of the time, qualify for full funding. For districts that have some in-person instruction, but do not meet the 50 percent requirement, a reduced allocation would be provided, determined by each governor. Districts planning to offer virtual learning only would not be eligible for any funding from that two-thirds portion of the relief fund.
The GOP bill also provides a carve out for private schools. Instead of an equitable services requirement, states must set aside money in proportion to the percentage of students enrolled in private schools. As a result, about 10 percent of the $70 billion would be reserved for private school students, but the exact percentage would differ from state to state. For example, if 12 percent of a state’s student population attend private schools, then 12 percent of that state’s grant must go to private schools.
From the set-aside, schools would receive funds based on the relative number of low-income private school students they serve. However, governors would reduce per-student aid for private schools that do not meet criteria for reopening for in-person learning.
Relatedly, the HEALS Act package authorizes—but does not provide funding for—emergency “education freedom” grants, an idea embraced by Senate Education Committee Chairman Lamar Alexander (R-TN) and Secretary of Education Betsy DeVos. This program, if funded, would boost state tax credit scholarship programs that help families pay for private school tuition and related costs, including homeschooling.
All signs point to the HEALS Act changing significantly in the coming weeks as the Senate and House head into negotiations, especially given the $2 trillion chasm between the HEALS Act and the Health and Economic Recovery Omnibus Emergency Solutions (HEROES) Act passed by House Democrats in May.
In today’s Federal Flash, a breakdown of new data shows that the homework gap is much larger than previously thought—especially for students of color, students from low-income backgrounds, and those living in rural areas. We’ll also provide an update on Senate Republicans’ coronavirus relief proposal and school nutrition advocates’ push to extend a key flexibility for school meal programs.
As schools across the country prepare for a blend of online and in-person learning this fall, the Alliance for Excellent Education (All4Ed) partnered with the National Indian Education Association, National Urban League, and UnidosUS to better understand students’ access to the high-speed internet and devices needed to participate in online learning from home. The report, Students of Color Caught in the Homework Gap, finds that 16.9 million children lack the internet access necessary to support online learning—much larger than the previous estimate of 12 million children. In addition, one in ten families, or 7.3 million children, have no access to a desktop, laptop, or tablet computer at home.
In particular, students of color, students from low-income families, and students living in rural areas are far more likely than their peers to lack internet access or a computer. Just one in three Black, Latino, and American Indian/Alaska Native students have the high-speed internet access to participate fully in online learning. The same is true for 36 percent of Americans living in rural communities. But the homework gap is largest for students from low-income backgrounds: 45 percent of households making less than $25,000 annually and 32 percent of families making between $25,000 and $50,000 annually lack high-speed home internet.
Our report calls on Congress to pass Senator Ed Markey’s (D-MA) Emergency Educational Connections Act and provide $6.8 billion through the E-rate program in the next COVID-19 relief package. All4Ed CEO and President Deborah Delisle said, “Asking students—many of whom are from low-income or rural homes—to try to learn with a family member’s cell phone or with paper packets is neither acceptable nor sustainable. We need Congress to demonstrate their concern for all students’ learning by providing $6.8 billion in critical funding in the next stimulus legislation for internet and computer access for all students, no matter where they live.”
Visit all4ed.org/homeworkgap to view data on the homework gap in your state and other resources to support funding for home internet access.
Coronavirus Relief Package on the Horizon
As the August recess nears and expanded unemployment benefits are set to expire, Senate Republicans and the White House have been negotiating parameters of a new coronavirus relief package. Senate Majority Leader Mitch McConnell (R-KY) previewed some key funding details last week, including $105 billion for education. Although this is more funding for the U.S. Department of Education than the $90 billion in the HEROES Act passed by House Democrats, it falls short of the $430 billion proposed by Senator Patty Murray (D-WA) in the Coronavirus Child Care and Education Relief Act a few weeks ago.
Under the Republican plan, $30 billion would be provided for higher education, $5 billion for governors, and the remaining $70 billion for K–12 schools. However, while half of the K–12 portion would be available to all districts on a per-capita basis, the remaining half would only be available to districts that reopen their doors in the fall—effectively using federal funds to incentivize a return to in-person learning as President Trump has urged. Districts that take a hybrid approach of distance learning and some in-person instruction would likely be eligible for extra funding, but the threshold would mostly be defined by governors.
In addition, Senate Education Committee chairman Lamar Alexander (R-TN) and Senator Tim Scott (R-SC) introduced the School Choice Now Act,
Today’s Federal Flash, covers the backlash over the White House’s push to reopen school buildings full time in the fall. It also shares updates on the House education spending bill for next fiscal year, the Education Department’s postponement of the Civil Rights Data Collection, and a lawsuit to overturn Secretary DeVos’ rule on equitable services under the CARES Act.
The Trump Administration’s Demand to Reopen Schools
As coronavirus cases surge across the country, the Trump administration has come out with an aggressive push for full-time, in-person instruction in the fall—arguing that guidelines from the Centers for Disease Control and Prevention on reopening schools safely shouldn’t be a “barrier” for local officials. To persuade schools to follow these demands, the President even threatened to cut funding for districts that begin the school year only offering virtual learning or a hybrid approach.
Trump’s comments faced blowback from many education and public health experts, including the American Academy of Pediatrics, whose guidance was touted by the Administration in its demand for school buildings to reopen. Specifically, pediatricians joined with teachers’ unions and school superintendents to urge against a one-size-fits-all approach to reopening schools, noting that schools and districts must consider local needs and the threat of COVID-19 spread before making decisions about in-person learning. The coalition stated “schools in areas with high levels of COVID-19 community spread should not be compelled to reopen against the judgment of local experts.”
For now, the President’s threat appears to be an empty one. He has no authority to cut off funding, or tie new requirements to funding, that Congress has already allocated. For example, online schools receive Title I and other funds under ESSA; there is no prohibition against full-time virtual schools. Likewise, in distributing coronavirus relief under the CARES Act, states and districts were encouraged by Secretary DeVos to use the funds on remote learning.
Vice President Pence suggested the Administration might leverage future coronavirus funding to urge districts to reopen with students in-person. Secretary DeVos expressed interest in allowing parents to use relief funds as a voucher if the district isn’t fully reopening schools. Both ideas, however, would require Congressional approval.
Senate Majority Leader Mitch McConnell is expected to drop a coronavirus relief proposal next week, but it is uncertain whether it will include conditions tied to school reopenings. Senate Education Committee chairman Lamar Alexander, however, has suggested that Congress should make some aid available to all school districts, with additional funds for those working to open reopen in-person this fall. Updates will be provided on Senate negotiations as the August recess nears.
Congress Unveils Spending Bill for the Department of Education
Meanwhile on Capitol Hill, the House Appropriations Committee advanced its annual spending bill for the Department of Education, which would provide $73.5 billion for the agency in fiscal year 2021, $716 million over the prior fiscal year. This includes a modest $254 million increase for Title I and a $194 million increase for IDEA and a $40 million cut to the federal program for charter school expansion.
The House hopes to pass its spending bill prior to the August recess, but the Senate Appropriations Committee has yet to schedule a markup of its own. Therefore, the appropriations process might not make headway for months, raising the prospect that Congress will roll over current spending beyond the end of the fiscal year on September 30.
Education Department Postpones Civil Rights Data Collection
In other delays, the Department announced that it will postpone the latest round of Civil Rights Data Collection, or CRDC, to the 2020-21 school year citing uncertainty and unreliability of data due to...
In today’s Federal Flash, we cover the largest coronavirus aid package proposed in Congress to date to support education and childcare. Plus, two significant actions affecting private schools: a new rule from Secretary DeVos on equitable services under the CARES Act and a Supreme Court decision on the participation of religious schools in private school choice programs.
Senator Murray's Coronavirus Relief Proposal and How it Improves on the CARES Act
This week, Senator Patty Murray (D-WA) introduced the Coronavirus Child Care and Education Relief Act (CCCERA)—the largest proposed congressional relief package for education yet, totaling $430 billion. On top of the $30 billion already provided under the CARES Act, Senator Murray’s bill would infuse an additional $345 billion in stabilization funding for higher education and K–12 schools. Like CARES, funds would be split between three emergency relief funds for Governors ($33 billion), state departments of education ($175 billion), and institutions of higher education ($132 billion). Funds could be used for a number of activities to help districts reopen safely and improve remote learning, in addition to addressing learning loss and students’ social and emotional needs.
Besides providing more stabilization funds, the Coronavirus Child Care and Education Relief Act improves on the CARES Act in key ways. First, it would increase funding for K–12 programs for historically underserved students, including an additional $11 billion each for Title I and for IDEA, $1 billion for English learners, and $500 million for homeless children and youth. Second, Senator Murray’s bill includes the Emergency Educational Connections Act of 2020, which would provide $4 billion to schools through the E-rate program to improve home internet access. Finally, CCCERA has stronger protections to ensure funds are spent equitably. In order to receive funds, states would need to promise to maintain their own education spending for three years and to use funds to supplement, not supplant, state and local dollars. These requirements would help make sure federal funds do more than backfill state cuts.
All4Ed's Position on CCCERA
In urging the Senate to pass the bill, All4Ed CEO and President Deborah Delisle said, “This legislation includes much-needed funding for states to avoid massive cuts to education and other key services families need now more than ever”—including money to provide internet and computers to millions of disconnected households. This infusion of essential resources will help ensure that vulnerable students hit hardest by disruptions to the school year—including students of color, low-income students, students experiencing homelessness, students with disabilities and English learners—don’t fall farther behind their classmates as schools resume this fall in various forms of structures.”
New Regulation on Equitable Services for Private School Students
Senator Murray’s bill would also require districts to calculate the equitable services set-aside based on the number of students from low-income families attending private schools—in contrast to how Secretary DeVos has interpreted the CARES Act. The U.S. Department of Education initially released non-binding guidance stating that districts should calculate the equitable services set-aside based on the total number of students enrolled in private schools in the district, regardless of their income—a different calculation than under Title I. As we’ve discussed before on Federal Flash, after the guidance faced opposition from lawmakers, advocates, and state leaders, Secretary DeVos decided to issue a binding regulation instead.
That rule was published in the Federal Register this week. Unlike most regulations, however, the Department did not issue a proposal first. Instead, it was published as an “interim final rule,” meaning it takes effect immediately.
The rule makes several changes from the guidance.
In today’s Federal Flash, we cover major Supreme Court rulings to protect Dreamers from deportation and lesbian, gay, bisexual, transgender, queer, and/or questioning (LGBTQ) employees from workplace discrimination. We’ll also share highlights from two congressional hearings on the challenge of reopening schools and competing proposals for police reform.
Supreme Court Ruling on DACA
In a 5-4 decision, the Supreme Court blocked the Trump administration’s attempt to rescind the Deferred Action for Childhood Arrivals program (DACA). Nearly 700,000 young people have received DACA protections since the program’s inception in 2010, allowing undocumented youth who arrived in the United States as children to pursue higher education and work without fear of deportation.
Joining the court’s four liberal justices, Chief Justice John Roberts wrote for the majority that the U.S. Department of Homeland Security violated the Administrative Procedure Act by rescinding DACA in an “arbitrary and capricious” manner. Thus, the decision offers a welcome, but temporary, reprieve for DACA recipients. Only congressional action can permanently protect undocumented immigrant youth and families.
Following the decision, Deborah Delisle, Alliance for Excellent Education (All4Ed) CEO and president said, “For years, DACA has given thousands of young people—many of whom have never known a home other than the United States—the chance to achieve the American Dream by pursuing an education and a career without fear of deportation. We need Congress to step up immediately with legislation that provides protection to these vital members of our communities and our education system.”
Protections for LGBTQ Employees
DACA wasn’t the only major decision from the Supreme Court last week. In a landmark 6-3 ruling, the court declared that Title VII of the Civil Rights Act, which prohibits workplace discrimination on the basis of sex, applies to sexual orientation and gender identity. The majority opinion states, “An employer who fires an individual merely for being gay or transgender defies the law.”
We don’t know yet how the decision will impact education. Do antidiscrimination protections for LGBTQ employees extend to LGBTQ students? How will this impact the ability of transgender students to compete in sports and use bathrooms of their choice? And what about religious schools? This case did not address a religious freedom argument, meaning that arguments regarding religious liberty will have to be addressed in future cases.
Reopening Schools During COVID-19
Meanwhile, both the Senate and House education committees held hearings on the challenges of bringing students and staff back to classrooms safely this fall.
Looming budget cuts—and the need for additional federal funds—were top of mind. Nebraska Education Commissioner Matthew Blomstedt warned of a “perfect storm as we face increased needs and decreased resources.” He projected sustained cuts of 20 percent or more for K–12 schools. Eric Gordon, CEO of the Cleveland Metropolitan School District, said Cleveland will prioritize bringing students with the highest needs—like students with disabilities and English learners—back for in-person instruction, echoing one of the recommendations All4Ed made for prioritizing equity in the response to the coronavirus. Tennessee’s Education Commissioner Penny Schwinn is emphasizing another one of our recommendations: student access to technology for remote learning—which is no longer, in her words, a “nice to have.”
Republicans were skeptical of the call for additional federal funds. Both Lamar Alexander (R-TN) and Virginia Foxx (R-NC), chairman and ranking member respectively of the House and Senate education committees, wanted more information on how aid from the Coronavirus Aid, Relief, and Economic Security (CARES) Act had been spent and why CARES Act funds were insufficient.
Police Reform Bills Introduced in Congress
Finally,
In today’s Federal Flash, we pay tribute to the life of George Floyd and countless others whose killings show how much more must be done to address systemic racism in our country. We’ll also share new recommendations for prioritizing equity in the response to COVID-19 as well as several items from the U.S. Department of Education (ED).
Our Voices Must Be Heard
We at the Alliance for Excellent Education (All4Ed) are outraged by the horrific killings of Ahmaud Arbery, Breonna Taylor, George Floyd, and countless others. So much more must be done to end the ongoing fatal police shootings and other violence against Black people across the country. In a statement, Deb Delisle, president and CEO of All4Ed, said, “Candid, constructive conversations are long overdue; it is time for action. We at the Alliance for Excellent Education stand with those calling for justice and change in this country: our voices must be heard. We know students of color are disproportionately impacted by violence and trauma with a direct impact on students’ learning and well-being both in and out of school. I hope this unrest brings renewed attention to the differences between life’s realities for White people and people of color, along with the courage to create lasting change.”
All4Ed joined organizations nationwide to bring attention to the trauma this violence causes young people. All4Ed also joined more than 400 civil rights organizations, led by the Leadership Conference on Civil and Human Rights, in calling for Congressional action to end police violence.
Recommendations for Prioritizing Equity During COVID-19
All4Ed and thirteen other education and civil rights organizations issued recommendations to states and districts for prioritizing equity in the ongoing response to COVID-19. The report, Coronavirus and the Classroom, covers six topics: (1) ensuring equity in fiscal policies; (2) meeting students’ basic needs; (3) expanding and improving remote learning; (4) easing the high school–to–college transition; (5) extending learning time; and (6) determining students’ academic, social, and emotional needs.
In a statement, Janet Murguía, president and CEO of UnidosUS, said, “The COVID-19 pandemic has disrupted the lives of students and families across the country, but it is among our most vulnerable students, including our nation’s 5 million English learners and low-income students, where the educational impact and barriers to learning have been far more acute. It is critical, then, that states and districts take steps that safeguard the academic success of all students during this time. These recommendations are a good foundation for states to build on and put students on a path to success in the upcoming school year.”
CARES Act Funding for Private Schools
Tensions also are running high in response to U.S. Secretary of Education Betsy Devos’s interpretation of the Coronavirus Aid, Relief, and Economic Security Act (CARES) Act as it relates to private schools. Secretary DeVos is calling on states to send millions of dollars from the CARES Act to private schools based on what many believe to be a flawed reading of the law.
As we described in a previous episode of the Federal Flash, DeVos issued guidance to states regarding a policy called “equitable services.” Under Title I of the Every Student Succeeds Act (ESSA), children who are at-risk academically and who live in Title I school attendance areas, but enroll in private schools, are entitled to receive “equitable services” from their local public school district such as tutoring and expanded learning time programs.
To be clear, these services are provided to a narrow segment of students—those who are at-risk academically and who live in Title I school attendance areas. The CARES Act says that equitable services should be provided in the same manner as under ESSA. Rather than supporting this same population of students, Secretary DeVos has decided to interpret the l...
In today’s bonus episode of the Federal Flash, we’ll summarize what is, and is not, included in House Speaker Nancy Pelosi’s $3 trillion coronavirus relief proposal. We’ll also discuss the U.S. Department of Education’s (ED’s) final Title IX regulations.
Health and Emergency Recovery Omnibus Emergency Solutions Act
This week, House Speaker Nancy Pelosi unveiled a $3 trillion proposal called the Health and Emergency Recovery Omnibus Emergency Solutions (HEROES) Act to support the nation’s ongoing response to COVID-19. From an education perspective, however, the legislation isn’t as heroic as advocates would have hoped.
Leading up to the bill’s introduction, more than seventy education organizations, including the Alliance for Excellent Education (All4Ed), called for substantial investments to offset state and local budget cuts and address the need for extended learning time to help students recover from school closures, plus additional targeted funding to support the most vulnerable students. Further, as noted in our last episode of Federal Flash, organizations and lawmakers alike had sought funding for home internet access.
The good news is that the HEROES Act would provide nearly $1 trillion for states, localities, territories, and tribes to mitigate the impact of COVID-19. These funds could support virtually any function of government, including education.
However, advocates had called for at least $175 billion for K–12 and higher education so that education wouldn’t have to compete with other state and local demands, like health care, during budget shortfalls. In addition, education advocates had sought at least $25 billion for the Individuals with Disabilities Education Act (IDEA), Title I, and other funding streams targeted to historically underserved students. In total, the HEROES Act only proposes about $100 billion for education, including nearly $60 billion in stabilization funding for school districts and no funding for specific Every Student Succeeds Act (ESSA) programs, like Title I, or IDEA.
Advocates also had requested at least $4 billion for home internet access through the E-rate program. An estimated 12 million students lack internet at home, which is a major equity problem since school now is available only online and nearly 20 percent of Black and Latino students don’t have home internet access, according to ED. Unfortunately, the HEROES Act only provides $1.5 billion for the E-rate program—less than Speaker Pelosi proposed just a few weeks ago, and less than the amount nearly every Senate Democrat supported in legislation introduced earlier this week.
Funding for homeless students, or lack thereof, is another disappointment. In the 2009 stimulus package passed during the Great Recession, Congress doubled funding for the McKinney-Vento Education for Homeless Children and Youth program. In response to COVID-19, advocates called for $500 million for homeless students, but the HEROES Act proposes no direct funding.
In response to the HEROES Act, All4Ed President and CEO Deb Delisle said, “The latest relief package proposed in Congress is not heroic when it comes to helping schools. …We are in an unprecedented crisis that will affect families, especially our youth, for years to come, and both Democrats and Republicans in Congress need to step up for families, educators, and schools.”
A summary of the HEROES Act is available at all4ed.org/wp-content/uploads/2020/05/HEROES-Act-Summary_5.12.20.pdf
Title IX Regulations from ED
Last week, ED released final regulations regarding how schools are required to respond to allegations of sexual assault and harassment under Title IX, the federal law that prohibits discrimination on the basis of sex in education programs. The new rule replaces Obama-era sexual assault guidance, which Secretary DeVos rescinded in 2017.
One of the biggest shifts in the final rule is that school officials can use a different standard to determine whet...
In today’s Federal Flash, we have updates on three coronavirus-related issues: (1) legislation to support home internet access and close the homework gap during the pandemic; (2) a House Education Committee briefing on remote learning and education equity; and (3) new guidance from the U.S. Department of Education (ED) on equitable services and the Coronavirus Aid, Relief, and Economic Security (CARES) Act. Two topics we won’t cover in this edition are the final Title IX regulations released by ED and House Democrats’ new $3 trillion proposed coronavirus relief package. Because there’s been so much news this week, we’ll cover those topics in a second, bonus edition of the Flash this week.
Addressing the Homework Gap
This week, forty-six Senate Democrats, led by Senators Edward Markey (D-MA), Chuck Schumer (D-NY), Maria Cantwell (D-WA), Chris Van Hollen (D-MD), Michael Bennet (D-CO), Maggie Hassan (D-NH), and Brian Schatz (D-HI), introduced legislation to direct $4 billion to the E-rate program to help close the growing homework gap during the pandemic. The legislation is nearly identical to the Emergency Educational Connections Act introduced by Congresswoman Grace Meng (D-NY) in the U.S. House of Representatives, except that it makes one significant change: the Senate bill increases the appropriation from $2 billion to $4 billion. When Congresswoman Meng introduced her bill, education groups believed coronavirus school closures would last only through the current school year. As school leaders have come to suspect the crisis will last much longer, it’s clear that more funding will be needed to ensure students have home internet access so they can participate meaningfully in virtual learning. The Emergency Education Connections Act is supported by more than fifty education-related groups, including the Alliance for Excellent Education (All4Ed).
In urging passage of the bill, All4Ed president and CEO Deb Delisle said, “COVID-19 isn’t just a health crisis, it’s an equity crisis and an education crisis. The homework gap is going to widen the achievement and opportunity gaps unless we provide all students with home internet access and devices so they can participate fully in remote learning, particularly those who have been historically underserved.” For more information, see https://www.markey.senate.gov/news/press-releases/senators-markey-schumer-cantwell-van-hollen-bennet-schatz-and-hassan-lead-colleagues-on-legislation-to-ensure-all-students-have-access-to-internet-during-coronavirus-pandemic.
House Briefing on Remote Learning
Last week, the House Education Committee held a virtual member briefing titled Remote Learning in the Time of the COVID-19 Pandemic. Panelists discussed challenges delivering virtual learning, how schools are working to address equity gaps in remote learning and instruction, and the importance of federal aid to help schools respond to the coronavirus. One witness, Marlon Styles, superintendent of Middletown City School District in Ohio, shared his thoughts in the clip below about equity and students being “logged in” or “logged out.”
.embed-container { position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden; max-width: 100%; } .embed-container iframe, .embed-container object, .embed-container embed { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }
Superintendent Styles is one of the nearly 4,000 superintendents who have pledged to use technology to personalize education for all students through All4Ed’s Future Ready Schools® initiative. To hear the rest of Superintendent Styles remarks and watch the full briefing, visit https://www.youtube.com/watch?v=nhgUcIB5stA&feature=youtu.be&t=1 .
ED Guidance Under the CARES Act
Across town, ED recently released guidance on equitable services under the CARES Act. The CARES Act included billions in aid to K–12 school districts and according to the legislation,
The
quest to educate students in the K–12 and higher education systems during the
COVID-19 pandemic continues. Today’s Federal Flash covers four coronavirus-related
issues: (1) recommendations from U.S. Secretary of Education Betsy DeVos on further flexibility under the
Individuals with Disabilities Education Act (IDEA), (2) federal relief for state
education agencies to support K–12 schools, (3) new competitive grant funding for states to “rethink”
K–12 education and workforce
preparation, and (4) COVID-19’s effect on completion of the Free Application for Federal
Student Aid (FAFSA®).
IDEA Provisions
Preserved During COVID-19
The wait is over. In a report
to Congress released Monday, Secretary DeVos declined to request any significant
waiver authority from provisions of IDEA or Section 504 of the Rehabilitation
Act. While she did suggest waiving several smaller provisions related to scholarships
for teacher preparation and transitions for children receiving infant and
toddler services to early childhood programs, DeVos left the heart of IDEA
untouched: the right of a student with a disability to a free appropriate
public education in the least restrictive environment.
Our viewers may recall that the Coronavirus Aid, Relief, and Economic Security (CARES) Act gave Secretary Devos thirty days to report whether waivers were needed under a slew of federal laws, including IDEA. This set up a showdown between special education administrators, who argued flexibility was needed as they struggled to reach students with disabilities during school closures, and special education advocates, including the Alliance for Excellent Education (All4Ed), who argued that waivers were unnecessary because IDEA was flexible by design. While Congress still has the final say, Secretary DeVos’s recommendations are a win for advocates who were concerned that IDEA waivers would undercut students’ civil rights.
Federal Relief
for State Education Agencies
In addition to its waiver
provisions, the CARES Act provided more than $30 billion for education,
including $13.2 billion for K–12 state education agencies. Last week, the U.S.
Department of Education (ED) released the application for this Elementary and
Secondary School Emergency Relief Fund. States and school districts will
receive funding based on their relative share of Title I funding in Fiscal Year
- States must distribute 90 percent of funds to districts, including
charter schools, and may reserve up to 10 percent of funds to support
coronavirus efforts at the state level.
In a letter to chief state
school officers, Secretary DeVos said she will not “micromanage” how the funds
are spent. She did encourage states to think creatively about technology
infrastructure and professional development that will help students learn
remotely, including by requiring states to explain if they will use funds for these
purposes when they apply.
State chiefs have until
July 1 to apply, and ED expects to obligate funds to states within three business
days of receiving a signed certification and agreement. More information,
including how much money each state will receive, is available at https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/.
New
Competitive Grants for COVID-19 Relief
Also
on Monday, Secretary DeVos announced a $307 million grant competition authorized
by the CARES Act to support states with the highest coronavirus burden. ED has
allocated $180 million for what it has dubbed Rethink K–12 School Models Grants and
$127.5 million for Reimagining Workforce Preparation Grants.
State
education agencies can apply for a Rethink K–12 School Models Grant in
three categories aligned with Secretary DeVos’s priorities: (1) microgrants for
families to ensure access to technology, (2) statewide virtual learning and
course access programs, and (3) new models for providing remote education. Grants
As
governors extend stay-at-home orders to slow the spread of COVID-19, thirty-four
states and counting have mandated or recommended that schools remain closed for
the rest of the school year, affecting 38.6 million children.
In today’s Federal
Flash, we’ll discuss three coronavirus-related issues: funding for
governors to support education, new legislation to close the homework gap, and
the clash between special education administrators and advocates regarding
waivers from the Individuals with Disabilities Education Act (IDEA) during the
pandemic. We’ll also cover the federal court decision vacating the Trump administration’s
efforts to roll back Obama-era nutrition standards for school meals and the U.S. Department
of Education’s (ED’s) proposal to give educators vouchers or stipends to choose
their own professional development courses.
Education
Funding During COVID-19
Our viewers may recall
that the Coronavirus Aid, Relief, and Economic Security (CARES) Act provided more than $30 billion for education,
including $3 billion for governors. Last week, ED released the application for these
funds. Governors can use the emergency aid to provide school districts,
colleges, and other education-related entities with resources to respond to the
coronavirus. Grants will be awarded based on a state’s student-aged population
and poverty levels.
In a letter to governors,
Secretary of Education Betsy DeVos called the emergency funds “extraordinarily
flexible” but encouraged states to spend funds on expanding and improving
remote learning experiences. Each of the three required questions in the
application asks states to describe whether they will use funds to support various
aspects of virtual learning.
Governors have until
June 1 to apply, and ED expects to obligate funds to states within three business
days of receiving a signed certification and agreement. More information is
available https://oese.ed.gov/offices/education-stabilization-fund/governors-emergency-education-relief-fund/.
Secretary
DeVos also has begun the process of distributing the $14 billion for institutions
of higher education included in the CARES Act, but we have yet to hear how and
when the $13 billion for K–12 education will be distributed. We’ll keep viewers
posted.
Emergency
Educational Connections Act of 2020
Meanwhile,
Congress continues to debate further coronavirus relief. Lawmakers and the
White House have just struck a deal on a $484 billion aid package for small
businesses, hospitals, and coronavirus testing, but will there be additional
funding for education in future aid packages? Advocates and educators certainly
hope so.
As
part of this effort, the Emergency Educational Connections Act of 2020 was
introduced this week by Representative Grace Meng (D-NY). The
legislation would create a $2 billion Emergency Connectivity Fund to ensure students
have home internet access during school closures caused by the pandemic. The
Alliance for Excellent Education (All4Ed) and many other organizations support
the bill, but Congress has extended its recess until early May due to the
pandemic, so it likely will be several weeks before we know whether this or any
other additional funding will be provided for education.
IDEA
Requirements During School Closures
A
clash is brewing among the special education community regarding how to support
students with disabilities during school closures. The CARES Act included
language giving Secretary DeVos thirty days to tell Congress if she needs
authority to waive parts of IDEA. As a result, the Council of Administrators of
Special Education and the National Association of State Directors of Special Education
recently sent a letter to Congress requesting waivers from timelines,
procedures, and fiscal management under IDEA. These groups say that in many
situations, meeting IDEA requirements during the pandemic is impossible.
On
the other hand,