May 2025

Federal Policy on English Learners

Early Actions for States in Response to Recent Changes

Christine Dickason, Carrie Hahnel, Indira Dammu, and Hailly T.N. Korman

Note: This memo is part of a Bellwether series designed to help education advocates and state leaders — including those in governors’ offices, state education agencies and boards, and state legislatures — respond to shifts in policy and power at the federal level. This memo reflects federal policy developments through May 6, 2025. 

Summary

The first months of the Trump administration have seen a flurry of policy and legal actions — including executive orders, staffing changes, proposed budget cuts, and shifts in enforcement priorities — that affect how the federal government, state governments, and local districts serve students. While few of these actions explicitly name English learners, the broader shifts in federal education policies and priorities are likely to have significant implications for the more than 5.3 million English learners in the U.S. K-12 public education system and the schools that support them.1  

The changes at the federal level come at a time when the education system is already grappling with persistent challenges in serving and supporting English learners — including stretched teacher capacity,2 insufficient professional development,3 limits in access to core academic content,4 and resource gaps.5 The federal changes also introduce new risks to student stability and sense of belonging for English learners. Amid policy uncertainty at the federal level, state leaders, including those in governors’ offices, state education agencies and boards, and state legislatures, can take concrete steps to protect and support students who are classified as English learners — and their families. 

This memo outlines the historical role of the federal government in the education of English learners and how that role is expected to be affected by the Trump administration’s actions. It then outlines actions state leaders can take as well as strategic questions they should consider as they seek to develop, implement, and sustain policies that support English learners. Recommendations include: 

  • Provide guidance to K-12 school districts and families that clarifies how the state is responding to federal actions affecting English learners’ access to educational services.  
  • Invest in teacher training and professional development around best practices for serving English learners. 
  • Ensure the state is providing districts with adequate funding for English learners.
  • Determine options to protect state formula funding in cases where districts might experience fiscal uncertainty due to higher rates of absenteeism associated with immigration actions. 
  • Bolster wraparound supports for students and their families, especially those experiencing food or housing insecurity. 

 

Terminology  

This memo uses “English learners” to align with the terminology used in most federal policies and legislation, including Title III of the Every Student Succeeds Act (ESSA), the most recent reauthorization of the Elementary and Secondary Education Act (ESEA).6 Because the memo focuses on federal policy shifts, this term is used for consistency and clarity when referencing laws, regulations, and official guidance. 

Many educators, researchers, and advocates, however, prefer the term “multilingual learners,” noting that it reflects a more asset-based view of students who are developing English proficiency while speaking one or more other languages.7  

 

Federal Role in English Learner Education and Changes Under the Trump Administration

The federal government has played a critical role in shaping how local school districts in states across the country support English learners, particularly through the provision of targeted funding and enforcement of civil rights protections. Federal protections for English learners — ranging from landmark U.S. Supreme Court decisions like Lau v. Nichols8 to legislation like Title III of ESEA — have established key rights for English learners and set expectations for states to provide language instruction to this community.9

At the same time, advocates and educators have long argued that federal policy has not kept pace with the growing population and needs of English learners in states — calling for increased funding, stronger enforcement of civil rights protections, and more comprehensive guidance.10 Thus, the federal role in English learner education has been both foundational and highly contested.

Advocates’ and educators’ long-standing concerns about the adequacy of federal support for English learners have taken on new urgency in the context of the second Trump administration. Early actions, including an executive order aimed at eliminating the U.S. Department of Education11 and a proposal to eliminate Title III funds as outlined in the Trump administration’s fiscal year (FY) 2026 “skinny budget”,12 signal a sharp departure from previous commitments while raising questions about the future of funding, guidance, and oversight for English learner programs. Understanding how these shifts affect the federal role in educating English learners is critical for identifying how state leaders can respond.

Historically, the federal government has supported the education of English learners through four key mechanisms: 1) funding, 2) research and data, 3) technical assistance, and 4) oversight, accountability, and enforcement. Those federal supports are detailed below, along with Trump administration changes to date and how they might affect English learners.

Funding

One of the primary ways in which the federal government supports English learners is through supplemental funding mechanisms, including grant programs. 

Historical Federal Role
Changes Under Trump Administration


Title III Funding

Title III, Part A: English Language Acquisition, Enhancement, and Academic Achievement of the ESEA, reauthorized by ESSA, provides funding to state education agencies to support English learners in attaining high proficiency in the English language.13 In FY24, more than $800 million in new awards were issued to states.14 This grant program is overseen by the Office of English Language Acquisition (OELA) within the U.S. Department of Education. 

 With the March 2025 firing of all but one staff member of the OELA, it is likely that the Office of Elementary and Secondary Education will once again manage Title III fund disbursement, a structure that previously drew condemnation from advocates.15 16 17 Additionally, the Trump administration has proposed eliminating Title III funding entirely, which would reduce federal resources to schools by approximately $890 million.18 It is unclear if the Native American and Alaska Native Children in School Program or the National Professional Development Program will continue. 


Native American and Alaska Native Children in School Program  

This grant program, managed by the OELA, offers resources to support English language instruction for Native American and Alaska Native students who are English learners.19 


National Professional Development Program

Administered by the OELA, the National Professional Development Program seeks to increase the number of fully licensed or certified bilingual or multilingual teachers. It also provides grants to entities to implement professional development activities for teachers already serving English learners.20 

 

Research and Data 

The federal government plays a central role in the collection and dissemination of data on English learner characteristics, access, and outcomes across states. It also supports studies that focus on English learners, including ones that examine the efficacy of language interventions (e.g., high-quality instructional materials). 

Historical Federal Role
Changes Under Trump Administration


Institute of Education Sciences (IES) and Regional Educational Laboratory (REL) studies on English learners 

IES and the RELs historically fund studies that aim to evaluate educational approaches and interventions for English learners.21 For example, REL Southwest hosted a study on “Southwest English Learner Literacy.”22 

 In February 2025, the Trump administration canceled $900 million23 in contracts at IES and $336 million24 in contracts with the RELs. 


IES data on English learners 

The National Center for Education Statistics (NCES) at IES provides data on English learners, including the number and percentage of English learners attending public schools, home languages spoken, receipt of services, and more.25 

 As of March 2025, nearly all staffers at the NCES were fired amid mass layoffs at the U.S. Department of Education.26 These cuts threaten the ability of the NCES to function. 


National Research and Development Center to Improve Education for Secondary English Learners 

The National Research and Development Center to Improve Education for Secondary English Learners is hosted by WestEd and funded by IES grants.27 The center is a research-practice partnership that aims to improve educational opportunities and experiences for English learners.

 Given the cuts to and layoffs at the IES, it is unclear whether the National Research and Development Center to Improve Education for Secondary English Learners will continue to operate. 

National Clearinghouse for English Language Acquisition 

Maintained by the OELA, this clearinghouse serves as a hub for resources and research on serving English learners.28 

 With the March 2025 firing of all but one staff member of the OELA, it is unclear who will oversee this resource.29 

 

Technical Assistance  

The federal government has provided technical assistance to states and local school districts to support efforts around how to best use federal dollars to support language acquisition (e.g., assistance related to staffing an English learner program and monitoring and exiting English learners).30  

Historical Federal Role
Changes Under Trump Administration


Center for English Learners and Multilingualism 

The Biden administration created the Center for English Learners and Multilingualism, part of the Comprehensive Centers program, to provide resources and services aimed at strengthening English language acquisition curricula and multilingual education.31 

 In February 2025, the Comprehensive Centers’ funding was canceled and the website was taken offline.32  

Equity Assistance Centers  

Equity Assistance Centers provide training and technical assistance to school districts and other governmental education entities to promote equitable opportunities, specifically related to race, sex, national origin, and religion.33 

 

As of February 2025, the federal grants supporting these centers have been terminated.34 The Trump administration’s FY26 budget proposal reiterated its commitment to eliminate these centers.35 

 

 

 

Oversight, Accountability, and Enforcement 

The federal government has protected the civil and constitutional rights of English learners. Through mechanisms such as monitoring, investigations, and data collection, federal agencies help ensure that states and districts uphold their legal obligations to English learners. 

Historical Federal Role
Changes Under Trump Administration  

Office for Civil Rights (OCR) and U.S. Department of Justice (DOJ) enforcement  

Joint guidance laid out by the U.S. Department of Education and the DOJ details requirements school districts have in serving English learners.36 The guidance directs students and families to file complaints related to violation of the laws protecting English learners with the OCR.37 

As of March 2025, there have been significant layoffs and regional office closures of the OCR (e.g., in March 2025, the San Francisco branch was closed).38 The Trump administration’s proposed budget for FY26 suggests cutting $49 million from the OCR’s budget.39 Layoffs and closures within the OCR are likely to impact the ability of English learners to seek justice related to legal violations these students experience in schools. This will be exacerbated by changes at the DOJ, which investigates many cases related to national origin and English learners.40 U.S. Department of Education websites related to discrimination based on race and national origin have been removed.41 


U.S. Department of Education accountability laws

ESEA, most recently amended as ESSA, requires that, requires that states measure, report, and hold schools accountable for students’ English language development. It also requires states to hold schools accountable for assessing and improving the performance of English learners on English, math, and science tests, as well as on other measures like graduation rates. 

 As of April 2025, the U.S. Department of Education has been silent on whether it intends to pursue changes to ESEA. Most changes would need to be congressionally authorized, but the education secretary could waive assessment and accountability requirements, as the prior secretary did during the COVID-19 pandemic.42 

 

 

 

Additional Federal Actions Affecting English Learners

Other actions taken by the Trump administration, including those listed below, create additional potential barriers for English learners.  

  • Immigration-related executive orders: A flurry of executive orders from the Trump administration aims to “strengthen” law enforcement capabilities regarding immigration, including deputizing state and local law enforcement officers to serve as immigration enforcement.43 Only about 1% of K-12 students are undocumented,44 and most English learners are U.S. born.45 But approximately 6.1 million children live with an undocumented family member, which means that these executive orders could cause disruption and fear that may impact students’ ability to fully participate in their education.46 For example, there have already been decreases in K-12 attendance47due to fear of U.S. Immigration and Customs Enforcement raids.48 These fears may worsen mental health challenges for students who are already experiencing rising rates of unmet mental health needs.49 As a result, schools may see increased demand for mental health services and supports.

    These federal actions have also emboldened some states to consider their own new immigration-related policies. For example, legislation that passed the Tennessee Senate in April 2025,50 but later died in the state House, aimed to set up a direct challenge to the long-standing U.S. Supreme Court precedent of Plyler v. Doe by allowing schools to refuse or charge tuition to undocumented students.51  

  • Declaring English as the official language of the United States: President Trump signed an executive order to designate English as the official language of the United States.52 The order also revokes an executive order from 2000 that required federal agencies to provide language-access services for people who speak a language other than English. This recent executive order does not alter federal and state requirements to support English learners’ language acquisition. However, it could affect school districts’ provision of translation and interpretation services and have a chilling effect on K-12 districts’ willingness to offer multilingual instruction.  
  • Rescissions of Biden-era executive orders: President Trump rescinded two executive orders, signed under the Biden administration, that had aimed to advance opportunities for two historically marginalized communities. One of the Biden-era executive orders focused on advancing opportunities for Asian Americans, Native Hawaiians, and Pacific Islanders,53 while the other focused on supporting Hispanic Americans, explicitly centering on language barriers and calling for an affirmation of linguistic identities.54 Asian Americans are most likely to speak another language besides English at home (73.9%), closely followed by Hispanic Americans (71.1%).55 Thus, the rescission of these Biden-era executive orders could negatively impact the availability of resources that help educators better serve Asian Americans, Native Hawaiians, Pacific Islanders, and Hispanic English learners.
  • Cutting resources for students experiencing food insecurity and homelessness: English learners are more likely than the general student population to experience homelessness,56 especially in urban settings, and Hispanic English learners are more likely to live in families experiencing food insecurity.57 Cuts to federal programs, including the United States Interagency Council on Homelessness58 and the Local Food for Schools Cooperative Agreement59 program, in partnership with the U.S. Department of Agriculture, are likely to disproportionately impact English learners. 

Actions State Leaders Can Take Now to Support English Learners Through Federal Disruption  

The changing federal role in K-12 education presents opportunities for state leaders to clarify, improve, or modify state policies to support English learners. State leaders, including those in governors’ offices, state education agencies and boards, and legislatures, should do the following:   

1. Provide guidance to K-12 school districts and families that clarifies how the state is responding to federal actions affecting English learners’ access to educational services. 

The rapid pace at which changes are occurring at the federal level introduces confusion and uncertainty to school leaders, families, and English learners. States can issue guidance to school districts reasserting the obligations schools have to English learners, including their legal obligation to serve all students regardless of immigration status, and clarifying the practical impact that federal changes will have on their operations. State leaders can also continue their commitment to ensuring that English learner student data is publicly reported in state accountability systems. They can also clarify how the state will continue and strengthen enforcement of civil rights protections for English learners, making this guidance accessible to families in multiple languages.60 Distributing guidance through nonofficial and trusted channels, such as through faith groups or nonprofits, can increase the reach of the communications.  

2. Invest in teacher training and professional development around best practices for serving English learners. 

As federal resources for professional development wane, states should consider investing in sustained teacher training and professional development focused on best practices for language development and acquisition — not just for English learner teachers, but for all teachers. Professional development can go beyond one-time workshops and include ongoing coaching, opportunities for collaboration, and training tailored to different educator roles — from teachers to school leaders.

3. Ensure the state is providing districts with adequate funding to support English learners. 

Most K-12 funding for English learners comes from state funding streams.61 But how those funds are allocated to schools and districts matters. States can evaluate whether their current funding formulas reflect the true cost of services to meet the needs of English learners, including long-term English learner students, and consider revising those formulas to ensure that schools and districts have the resources they need to support language development and academic success for these students. Ideally, academic success would be defined more broadly than just English language proficiency and would include other measures such as meeting annual growth targets.62 Incorporating tiered weights that differentiate English learner funding based on different needs within the English learner population could also be a funding mechanism for states to explore.63 For example, some states provide tiered funding based on a student’s grade level or proficiency scores on the WIDA assessment.64 The necessity of adequate state funding takes on additional urgency as federal funding uncertainty heightens, particularly given the Trump administration’s proposal to eliminate Title III funding entirely.65 

4. Determine options to protect state formula funding in cases where districts might experience fiscal uncertainty due to higher rates of absenteeism among English learners. 

Data from the U.S. Department of Education indicate that English learners are 20% more likely to experience chronic absenteeism, as compared to their non-English learner peers.66 While more research is needed, some of the reasons for increased chronic absenteeism rates among English learners could include lack of access to health care.67 Research suggests that increased immigration enforcement could also exacerbate student absenteeism.68 In states that fund K-12 districts significantly or in part based on student attendance, an increase in absenteeism could lead to decreased funding for districts, causing financial distress. When counting students for funding purposes, these states should use enrollment instead of attendance. Until that change is in place, they can seek to hold districts harmless for funding declines attributable to increased immigration enforcement. For example, California’s Assembly Bill 1348 would add immigration enforcement to the list of emergencies that should be considered and accounted for when calculating state funding based on Average Daily Attendance.69   

5. Bolster wraparound supports for students and their families, especially those experiencing food or housing insecurity. 

Given the heightened risk of food and housing insecurity among English learners, states should consider investing in holistic wraparound supports to ensure students are able to focus on their education.70 71 States could strengthen partnerships with community-based organizations, implement a universal school meals program,72 and ensure schools have the resources to identify and support students experiencing housing instability.73 Providing stronger wraparound supports to English learners and their families could also help address increased rates of chronic absenteeism in school. 

Ongoing Considerations for State Policymakers and Advocates

Federal programmatic and funding uncertainty places even more responsibility on state policymakers to develop, implement, and sustain policies that support and serve English learners and their families. To anticipate and embrace this responsibility, state policymakers should begin to consider the following set of strategic questions. 

Stakeholder Engagement

  • Do policymakers regularly engage with key stakeholders, including English learners, their families, district leaders and educators in communities with large English learner populations, immigrant-serving organizations, and advocacy organizations that work on behalf of English learners? 
  • If not, how could those relationships be strengthened?  
  • If so, are policymakers discussing the impact of federal policy changes and addressing stakeholder questions and concerns? 
  • What mechanisms or channels exist for English learners, their families, and community advocates — including those stakeholders who speak a language other than English — to provide input on new policies or services that affect them?  
  • How are cross-sector leaders — including those in early childhood, education, health and human services, the attorney general, and immigration — collaborating and jointly problem-solving around state responses? 

Political Support

  • How engaged are policymakers and other state leaders in addressing threats to English learner education?  
  • What might it take to secure sufficient political support to advance state action to strengthen resources for English learners and their families?
  • Which groups or individuals are most outspoken or influential on issues related to English learner education in your state? What are they advocating for (or against)?

Policy and Budget

  • Which key protections for English learners may be left vulnerable as federal funding, oversight, and assistance are withdrawn?  
  • Are there federal laws or protections that may benefit from codification in state law, code, or statute?  
  • Has your state created new or leveraged existing structures, such as working groups or task forces, to reinforce protections and coordinate responses to federal uncertainty or policy changes? 
  • Are state leaders convening with peer states or national networks to understand how others are responding to federal changes? 
  • Does your state have the necessary data infrastructure to accurately identify gaps in access, services, or outcomes for English learners and inform targeted investments? 

Budget Implementation and Technical Assistance

  • What guidance and technical assistance do districts currently receive from the federal government related to English learner education, including for different populations (e.g., rural versus urban, newcomer versus long-term English learners)? 
  • How can the state prepare to fill gaps as the federal government’s role changes?  
  • Which agencies or partners can help create that support? 
  • How does the state use data to identify where additional supports or technical assistance are needed? Are these data at risk of being eliminated by the Trump administration? If so, what data could substitute in the short term and how will you replace the data in the long term? 

 

OTHER RESOURCES
 

Endnotes

  1. National Center for Education Statistics, “English Learners in Public Schools,” Condition of Education, data from 2021, https://nces.ed.gov/programs/coe/indicator/cgf/english-learners-in-public-schools.
  2. Ileana Najarro, “The English Learner Population Is Growing. Is Teacher Training Keeping Pace?,” Education Week, February 21, 2023, https://www.edweek.org/teaching-learning/the-english-learner-population-is-growing-is-teacher-training-keeping-pace/2023/02.
  3. Lucrecia Santibañez and Patricia Gándara, “Teachers of English Language Learners in Secondary Schools: Gaps in Preparation and Support,” Civil Rights Project/Proyecto Derechos Civiles, University of California, Los Angeles, March 2018, https://www.civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/teachers-of-english-language-learners-in-secondary-schools-gaps-in-preparation-and-support-1/Santibanez-and-Gandara-012518.pdf; Aydin Yücesan Durgunoglu and Trudie Hughes, “How Prepared are the U.S. Preservice Teachers to Teach English Language Learners?,” International Journal of Teaching and Learning in Higher Education 22, no. 1 (2010): 32–41, https://files.eric.ed.gov/fulltext/EJ913527.pdf.
  4. Erica Lepping, “English Learners Less Likely to Have Access to Core Content Across States and Subjects, Researchers Find,” National Research & Development Center to Improve Education for Secondary English Learners, August 27, 2024, https://www.elrdcenter.wested.org/post/english-learners-less-likely-to-have-access-to-core-content-across-states-and-subjects-researchers.
  5. Indira Dammu and Bonnie O’Keefe, “Improving Education Finance Equity for English Learners in the Southeast,” Bellwether, February 16, 2022, https://bellwether.org/publications/finance-equity-for-els-in-the-southeast/.
  6. “Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA),” U.S. Department of Education, revised January 2, 2019, https://www.ed.gov/sites/ed/files/2020/02/essatitleiiiguidenglishlearners10219.pdf.
  7. Regional Educational Laboratory West, “An Asset-Based Approach to Multilingual Learner Terminology,” Institute of Education Sciences, U.S. Department of Education, January 2025, https://ies.ed.gov/rel-west/2025/01/asset-based-approach-multilingual-learner-terminology-infographic.
  8. Lau v. Nichols, 414 U.S. 563 (1974), https://supreme.justia.com/cases/federal/us/414/563/.
  9. National Clearinghouse for English Language Acquisition, “Title III Grants FAQ,” U.S. Department of Education, https://ncela.ed.gov/title-iii-grants-faq.
  10. Leslie Villegas, “English Learner Funding Equity and Adequacy in K–12 Education,” New America, March 9, 2023, https://www.newamerica.org/education-policy/briefs/english-learner-funding-equity-and-adequacy-in-k12-education/.
  11. Donald J. Trump, “Improving Education Outcomes by Empowering Parents, States, and Communities,” Executive Order, March 20, 2025, https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/.
  12. Russell T. Vought, Fiscal Year 2026 Discretionary Budget Request, Executive Office of the President, Office of Management and Budget, May 2, 2025, https://www.whitehouse.gov/wp-content/uploads/2025/05/Fiscal-Year-2026-Discretionary-Budget-Request.pdf.
  13. “English Language Acquisition State Grants; Title III, Part A,” U.S. Department of Education, https://www.ed.gov/grants-and-programs/formula-grants/formula-grants-special-populations/english-language-acquisition-state-grants-mdash-title-iii-part-a.
  14. Ibid.
  15. Kalyn Belsha, “Trump Education Department Decimates Office Serving 5 Million English Learners in Public Schools,” Chalkbeat, March 21, 2025, https://www.chalkbeat.org/2025/03/21/trump-education-department-dismantles-office-for-students-learning-english/.
  16. Ileana Najarro, “$890 Million in English-Learner Aid Is Under New Management. Why Researchers Are Hopeful,” Education Week, December 19, 2023, https://www.edweek.org/teaching-learning/890-million-in-english-learner-aid-is-under-new-management-why-researchers-are-hopeful/2023/12.
  17. Ileana Najarro, “Education Secretary Wants to Change the Way Funding for English Learners Is Managed,” Education Week, March 13, 2023, https://www.edweek.org/teaching-learning/education-secretary-wants-to-change-the-way-funding-for-english-learners-is-managed/2023/03.​
  18. Vought, Fiscal Year 2026 Discretionary Budget Request.
  19. “Native American and Alaska Native Children in School (NAM) Program,” U.S. Department of Education, https://www.ed.gov/grants-and-programs/grants-special-populations/grants-native-alaskan-pacific/native-american-and-alaska-native-children-school-program.
  20. “National Professional Development Program,” U.S. Department of Education, https://www.ed.gov/grants-and-programs/teacher-prep/national-professional-development-program.
  21. Leslie Villegas and Amaya Garcia, “Understanding the U.S. Department of Education’s Role in Supporting English Learners” (blog), New America, February 12, 2025, https://www.newamerica.org/education-policy/edcentral/understanding-the-us-department-of-educations-role-in-supporting-english-learners/.
  22. Institute of Education Sciences, “Southwest English Learner Literacy,” U.S. Department of Education, https://ies.ed.gov/use-work/regional-educational-laboratories-rel/southwest/partnerships/southwest-english-learner-literacy.
  23. Sarah D. Sparks and Alyson Klein, “Educators Reeling as Trump Takes ‘Sledgehammer’ to Education Department Contracts,” Education Week, February 11, 2025, https://www.edweek.org/policy-politics/educators-reeling-as-trump-takes-sledgehammer-to-education-department-contracts/2025/02.
  24. “U.S. Department of Education Cancels Additional $350 Million in Woke Spending,” U.S. Department of Education, February 13, 2025, https://www.ed.gov/about/news/press-release/us-department-of-education-cancels-additional-350-million-woke-spending.
  25. National Center for Education Statistics, “English Learners in Public Schools,” U.S. Department of Education, updated May 2024, https://nces.ed.gov/programs/coe/indicator/cgf/english-learners-in-public-schools.
  26. Benjamin Siegel, “Education Department Cuts Agency That Compiles ‘Nation’s Report Card’ and Measures Student Performance,” ABC News, March 12, 2025, https://abcnews.go.com/Politics/education-department-cuts-agency-compiles-nations-report-card/story?id=119735831.
  27. National Research & Development Center to Improve Education for Secondary English Learners, “Home,” WestEd, https://www.elrdcenter.wested.org/.
  28. Office of English Language Acquisition, “National Clearinghouse for English Language Acquisition (NCELA),” U.S. Department of Education, https://ncela.ed.gov/.
  29. Belsha, “Trump Education Department Decimates Office Serving 5 Million English Learners in Public Schools.”
  30. Office of English Language Acquisition, “English Learner Tool Kit,” U.S. Department of Education, accessed April 27, 2025, https://www.ed.gov/teaching-and-administration/supporting-students/english-learner-tool-kit-oela; Villegas and Garcia, “Understanding the U.S. Department of Education’s Role in Supporting English Learners.”
  31. “Biden-Harris Administration Announces New Centers to Advance Educational Opportunity, Foster Academic Achievement and Raise the Bar for Students,” ESEA Network, September 2024, https://www.eseanetwork.org/news-and-resources/blogs/used/biden-harris-administration-announces-new-centers-to-advance-educational-opportunity-foster-academic-achievement-and-raise-the-bar-for-students.
  32. “McREL Statement on the Cancellation of the U.S. Department of Education’s Comprehensive Centers,” McREL International, March 6, 2025, https://www.mcrel.org/cancellation-of-comprehensive-centers/.
  33. “OESE Technical Assistance Centers,” U.S. Department of Education, https://www.ed.gov/about/ed-offices/oese/oese-technical-assistance-centers.
  34. Brendan Clarey, “Federal Grants End for Equity Assistance Centers,” Chalkboard News, February 19, 2025, https://www.chalkboardnews.com/issues/cultural-issues/article_9312f004-eee9-11ef-adeb-bb1c702e9d25.html.
  35. Vought, Fiscal Year 2026 Discretionary Budget Request.
  36. U.S. Department of Education, “Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs,” January 2015, https://www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdf.
  37. “Equal Education Opportunities for English Learners,” U.S. Department of Education, https://www.ed.gov/laws-and-policy/civil-rights-laws/race-color-and-national-origin-discrimination/race-color-and-national-origin-discrimination-key-issues/equal-education-opportunities-english.
  38. Howard Blume, Jaweed Kaleem, and Jenny Gold, “Trump Guts the Education Department With Massive Layoffs; Shock Waves Reach California,” Los Angeles Times, March 12, 2025, https://www.latimes.com/california/story/2025-03-12/trump-guts-education-department-sending-california-scrambling.
  39. Vought, Fiscal Year 2026 Discretionary Budget Request.
  40. “Educational Opportunities Cases,” U.S. Department of Justice, Civil Rights Division, https://www.justice.gov/crt/educational-opportunities-cases#origin.
  41. “Race, Color, and National Origin Discrimination,” U.S. Department of Education, accessed April 27, 2025, https://www.ed.gov/laws-and-policy/civil-rights-laws/race-color-and-national-origin-discrimination.
  42. Linda Jacobson, “Trump Education Plan Raises Fears Over Future of Testing and Accountability,” The 74, April 16, 2025, https://www.the74million.org/article/trump-education-plan-raises-fears-over-future-of-testing-and-accountability/.
  43. President Donald J. Trump, “Securing Our Borders,” January 20, 2025, https://www.whitehouse.gov/presidential-actions/2025/01/securing-our-borders/; President Donald J. Trump, “Protecting the American People Against Invasion,” January 20, 2025, https://www.whitehouse.gov/presidential-actions/2025/01/protecting-the-american-people-against-invasion/; President Donald J. Trump, “Protecting the United States from Foreign Terrorists and Other National Security and Public Safety Threats,” January 20, 2025, https://www.whitehouse.gov/presidential-actions/2025/01/protecting-the-united-states-from-foreign-terrorists-and-othernational-security-and-public-safety-threats/; President Donald J. Trump, “Protecting the Meaning and Value of American Citizenship,” January 20, 2025, https://www.whitehouse.gov/presidential-actions/2025/01/protecting-the-meaning-and-value-of-american-citizenship/.
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  50. Kimberlee Kruesi, “Tennessee Senate OKs a Plan to Let Public Schools Turn Away Undocumented Students,” Associated Press, April 10, 2025, https://apnews.com/article/70841aef391b841321b6dc18d2eb5710.​
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Acknowledgments, About the Authors, About Bellwether

Acknowledgments

We would like to thank Leslie Villegas at New America and Delia Pompa at the Migration Policy Institute for their input. We would also like to thank our Bellwether colleagues Sharmila Mann and Dwan Dube for their support. Thank you to Amy Ribock, Kate Neifeld, Andy Jacob, McKenzie Maxson, Zoe Cuddy, Julie Nguyen, Mandy Berman, and Amber Walker for shepherding and disseminating this work, and to Super Copy Editors. 

This memo reflects fast-moving federal policy developments based on the fact base available as of May 6, 2025. Bellwether will continue monitoring the Trump administration’s actions on federal education funding and update this as necessary.  

The contributions of these individuals and entities significantly enhanced our work; however, any errors in fact or analysis remain the responsibility of the authors.  

About the Authors

Linea Koehler

Christine Dickason

Christine Dickason is a senior analyst at Bellwether in the Policy and Evaluation practice area. She can be reached at christine.dickason@bellwether.org. 

Alex Spurrier

Carrie Hahnel

Carrie Hahnel is a senior associate partner at Bellwether in the Policy and Evaluation practice area. She can be reached at carrie.hahnel@bellwether.org. 
Linea Koehler

Indira Dammu

Indira Dammu is an associate partner at Bellwether in the Policy and Evaluation practice area. She can be reached at indira.dammu@bellwether.org. 

Linea Koehler

Hailly T.N. Korman

Hailly T.N. Korman is a senior associate partner at Bellwether in the Policy and Evaluation practice area. She can be reached at hailly.korman@bellwether.org. 

Bellwether is a national nonprofit that exists to transform education to ensure systemically marginalized young people achieve outcomes that lead to fulfilling lives and flourishing communities. Founded in 2010, we work hand in hand with education leaders and organizations to accelerate their impact, inform and influence policy and program design, and share what we learn along the way. For more, visit bellwether.org.

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