During the COVID-19 pandemic, we wrote a weekly post to elevate what was happening with the rapidly evolving education environment and the uncertainty that surrounded it. With changes at the federal level happening at breakneck speed, we’re back to help make sense of these changes—whether it’s concrete examples of what’s changing at the federal level and for states, responses and ideas from the field, or things our organization and others are exploring. To accomplish this, we’re periodically bringing you our thoughts on the most salient conversations happening as people work to navigate the current education and workforce field of play.
We’re writing this column together to combine our perspectives: Jenn’s expertise comes from decades of education leadership experience at all levels, from the classroom to the district and federal levels, while Paige brings almost two decades working on state and federal education data policy and issues.
By now, if you haven’t heard that the administration plans to issue an executive order on the dismantling of the US Department of Education (ED), we’re wondering how you’ve avoided it. The anticipation of this announcement has caused disruption and confusion across all parts of education (e.g., local, state, national, K–12, postsecondary)—and rightfully so. For many of us, the situation has made it difficult for us to move forward with our work. After all, how can any of us get our work done when we’re focused on and anticipating upheaval?
Like you, we’ve been thinking about the impact of such an executive order and here’s what is top of mind for us:
- The point of the federal government is to support states based on what states identify is needed. Through Congress, ED was established and mandated to provide key functions. Eliminating key supports, especially without a plan, does not serve states and ultimately hinders their ability to support students and individuals navigating education and workforce pathways.
- Data, research, and evidence-building at the federal level pre-dates the establishment of ED. Data is the very essence of the federal role in the state-driven American education ecosystem. These functions must continue to ensure that state leaders can appropriately direct their systems of education and ensure that students are getting what they need. States can’t do this alone.
- If ED is dismantled, states will need to navigate an increasingly complex web of federal agencies to get the answers they need—something that many states do not have the time or capacity to do. And definitely not overnight. While the administration is attempting to move at a breakneck pace, states are less equipped to do so and pivoting would lead to further disruptions for students.
If the federal government no longer supports and produces data and research, states—and districts—will be forced to go it alone at significant cost, including capacity and time. Our next edition of “The So What” series will cover how states are responding.
Here’s what we’re thinking about: In the event that the administration moves forward with this executive order, how does the field navigate this new reality? How do we all support states and state leaders who will be without their systems of federal support? We’d love to hear your ideas!
