This week, I want to discuss education in the commonwealth and the potential impacts the closure of the Federal Department of Education may have on our schools. I want to start by saying that the commonwealth is, and has always been, an advocate for public education. Article III, section 14, of the Pennsylvania Constitution, the Education Clause, requires the General Assembly to provide “...for the maintenance and support of a thorough and efficient system of public education to serve the needs of the Commonwealth.” That language has been a part of our constitution since 1874. A requirement regarding the need for public education has been included in the Pennsylvania constitution dating as far back as 1776 and the Pennsylvania Department of Education was created in 1837. Woven into our history is the belief that not only does education improve the life individual children, lifting them up in a fair and equitable manner, but also the concept that a democracy cannot survive with an uneducated citizenry. We are a commonwealth that believes in education.
While it is not enshrined in the U.S. Constitution as it is in the commonwealth’s, we are also a country that believes in education. Since its establishment in 1979, the U.S. Department of Education has been responsible for upholding civil rights, making education more equitable and accessible by narrowing funding and access gaps, creating financial aid programs to make college more affordable, and advancing research into best teaching practices. The Department of Education does not tell schools what or how to teach since control over that resides with states, and mostly local schools and school boards.
A report from the Center for American Progress succinctly outlines just how much the department does to promote educational access in the United States, including administering $18.4 billion in Title I funding to districts that serve high volumes of low-income students to offset state and local funding disparities; providing $14.2 billion to states and districts to support the education of more than 7.5 million students with disabilities; and operating a $1.6 trillion federal student loan program benefiting 42.7 million borrowers.
The Pennsylvania Department of Education and the U.S. Department of Education work in tandem to provide for the education of the children and young adults of the commonwealth. While the day-to-day decision-making around schools predominantly lies with individual school districts, their administrations, and school boards, the infrastructure of the state and federal departments of education creates guiderails for public safety, students' rights, and vehicles for achievement. The federal government, in particular, has been tasked with protecting students from discrimination and promoting equality. A large portion of our education budget at the state level flows from federal funding, especially funding for those who are our most marginalized students, including, students from low-income families, students with disabilities, English language learners, and others facing significant societal barriers to success.
On March 20, President Trump signed an executive order which called for the dismantling of the U.S. Department of Education. The order states the Secretary of Education will “to the maximum extent appropriate and permitted by law, take all necessary steps to facilitate the closure of the Department of Education and return authority over education to the States and local communities.” While we have heard a lot of rhetoric regarding the department and its closure, the order still came as a surprise to many, and not only because the power to close the Department in its entirety lies with Congress, but also because so many rely on programming and funding provided by the Department of Education. Many of you have reached out about the impact the closure will have on your particular situation and children. Unfortunately, like with so much of what is going on at the federal level right now, I do not have a lot of answers. I promise you that I will continue to be a strong advocate for education and can tell you about the impact the federal Department of Education has on the 61st Legislative District.
Although it will take an act of Congress to fully disband the Department, the administration is taking steps through executive orders to remove various agencies and services that fall under the Department. Functional closure of departments, mass firings, office closures, and service contract terminations will soon impact students and families, most especially marginalized students and students with disabilities. As the General Assembly moves into our annual budget negotiations, despite all the recent investments we have made in education, we do not know how the order will impact our kids and how we will be able to best serve them.
In addition to state funds, schools and districts with a high percentage of students from low-income families receive funding through Title I of the Elementary and Secondary Education Act. Per the National Center for Education Statistics, the focus of Title I is to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps by allocating federal funds for education programs and services.” In fiscal year 2024, the commonwealth received $735.7 million in Title I funds, serving the needs of 735,684 children. In 2024, North Penn and Wissahickon received $1.55 million and $474,948 respectively in Title I funds.
Annually, the commonwealth receives around $600 million in Individuals with Disabilities Education Act (IDEA) funds to assist school districts in paying for individualized education plans (IEP) for disabled and gifted students. It cannot be overstated how essential this funding is to the providing of special education services. North Penn currently receives $2.76 million in IDEA funding and Wissahickon School District receives $1.04 million.
The future of Federal Pell Grants, which are administered by the Department of Education is also in question. Pell grants are need based grants, which about a third of undergraduate students rely on to attend college. Per the Education Data Initiative, over half of Pell Grant recipients come from families whose annual income is less than $20,000 and the average Pell Grant award is $4,491. In 2024, Pennsylvanians received $960.3 million in Federal Pell Grants benefitting 171,127 residents. Student in the commonwealth received $40.7 million allocated to 66,243 participants in the Federal Supplemental Educational Opportunities Grants, and 30,979 students received $61.1 million in Federal Work Study grant funding.
Recently, Pennsylvania’s Acting Education Secretary, Dr. Carrie Rowe shared that she planned to travel to Washington, D.C. to meet with Education Secretary McMahon to discuss the concerns expressed by school officials, librarians, and others.
Secretary Rowe shared concerns highlighted by educators in the commonwealth, regarding what may happen if proposed plan is enacted, including:
- Canceled or delayed repayments of funding used for implementing structured literacy plans, tutoring and after-school programs, reducing class sizes, and augmenting instructional supports.
- Uncertainty regarding the future of ESSA and IDEA funds which are used to ensure all students receive access to a free and appropriate public education, especially our most vulnerable students.
- Delayed responses to Civil Rights inquiries, including those for our most vulnerable students.
- Barriers to accessing postsecondary education, due to limited financial aid assistance and military ASVAB testing.
- Loss of technical assistance from USDE staff and the 14 Regional Comprehensive Centers that develop critical resources and guidance documents to benefit all Pennsylvania schools.
In an open letter, she also mentioned concerns about the proposed elimination of the Institute of Museum and Library Services (IMLS) under another recent executive order entitled, “Continuing the Reduction of the Federal Bureaucracy.” Citing that IMLS is the only federal agency dedicated to funding library services, and Pennsylvania libraries rely heavily on services funded by the agency, including the SPARK Library consortium, PA Forward, and POWER Library.
In the last few years, the commonwealth has taken definitive steps to improve our education system. In addition to my concerns about how this closure will impact this progress, I believe that eliminating the Department of Education will harm our economy, make education less equitable, and impose greater financial burdens on local taxpayers. Moreover, it will imperil the education of our country’s most vulnerable communities. We will have a less educated society, fewer skilled workers, and a weaker economy. Without civil rights protections and essential protections for students with disabilities, I believe some localities will choose to invest in students and improving student outcomes, while others will either be unable or unwilling to invest in our students and the future of our economy. Regardless, districts (and therefore taxpayers) will still be responsible for providing for the education of students and may now also have to bear the costs of litigation regarding any failures to provide that education.
As I’ve mentioned previously, a budget is a moral document that is a reflection what we value and prioritize as a governing body. As we look to negotiate a budget with an expectation of 30-35% cuts in federal dollars and significantly less federal support and investment, it is my hope that we can come together to ensure that we live up to our ideals of being a commonwealth that believes that the common good and the future of our economy rely on investing in the education of our children.
If you wish to make your thoughts on the closure of the Department of Education known to my colleagues in the federal government, their contact information is below.