The threat to education funding is far from over

Earlier this summer, as states and schools were preparing for the start of the new school year, the Trump administration announced it would withhold nearly $7 billion in education funding. As we near the start of fall, the funds are now flowing — but remain under threat from the President’s fiscal year 2026 budget that seeks to zero out funding for nearly 55 million K-12 students and more than 5 million English learners.  

The Trump administration set off panic in schools across the country on June 30, when it abruptly announced it would withhold nearly $7 billion in education funding that states and school districts had been counting on to be available the next day. Just as schools were preparing for the start of the new academic year, the administration froze crucial programs for kids — such as those that help students learn English, offer summer and afterschool programming and provide academic enrichment activities such as tutoring.  

The freeze affected nearly 55 million K-12 students, including our nation’s more than 5 million English learners. The impact on school budgets was also substantial. In all 50 states, the frozen funding equaled a tenth or more of the total federal funding they receive for K-12 education.   

After weeks of backlash from parents, educators and local leaders, the administration haphazardly released $1.4 billion for the Title IV-A afterschool and summer learning program but continued to hold hostage the funds for the other six programs. It was not until nearly a month later that the Trump administration finally announced it would release the remaining $5.5 billion.  

While the funds are now flowing, damage has already been done. The uncertainty caused by the funding freeze forced schools to make difficult decisions that impacted student learning. Many schools laid off staff, delayed the purchase of materials and scaled back or canceled programming such as summer school and programs that supplement the education of children of seasonal migrant fishermen and farmworkers. 

Furthermore, the financial chaos that school districts endured during this period will reverberate as they make future budgeting, hiring and planning decisions, now wary that the U.S. Department of Education may not provide them with their rightful funds on time. The funds that were frozen were for longstanding, bipartisan education programs that Congress approves every year, and which President Trump signed into law back in March. Everything was on track until suddenly it wasn’t. It is understandable, then, that schools can no longer trust that the federal Education Department won’t pull the rug out from under them again. 

What’s worse is that these funds are still on the chopping block, as the president’s budget for next fiscal year (FY 2026) requests that Congress zero out funding for all seven of the previously frozen programs. For the moment, this remains only a proposal because it’s Congress that holds the nation’s purse strings. But the clock is ticking, as the current fiscal year ends on Sept. 30 and the House and Senate must reach an agreement that the president is willing to sign or risk a government shutdown.  

Currently, the Senate’s version of the education funding bill would flat-fund each one of these programs and include language that would strengthen the requirement for the Department to make the money available on time. The House’s version treats each program differently, leaving some intact while eliminating others.

Equally concerning is the White House’s stated intent to send a recissions package to Congress — asking them to take back funding they’ve already approved for education programs. While it’s still unclear which programs they will target, there’s no guarantee that the White House won’t come after the very same programs they previously froze.  

This is part of a broader attack on educational opportunity being led by the administration and its supporters in Congress — such as the harmful budget reconciliation law that diverts public education funding to ineffective private voucher programs — essentially using taxpayer money to subsidize private education — and rollbacks of longstanding student civil rights protections. 

But one thing is clear — any other attempt to cut these funds would be met with resistance. The 25-day period during which funding was frozen exposed just how unpopular these cuts would be. This is evident as Republican and Democratic members of Congress sent multiple letters calling on the Trump administration to quickly unfreeze the funds.   UnidosUS was also proud to join nearly 600 nonpartisan organizations representing educators, families and learners in every state in calling for the immediate release of the funds.  

A lifeline for English learners remains in danger 

One of the recently frozen programs, which is also zeroed out in the president’s proposed budget, is Title III, the English Language Acquisition program, which ensures all students can unlock lifelong opportunities, regardless of what language they speak at home. English learners face a dual challenge of learning English while keeping up with subjects like math, science and reading. Title III is the only federal program exclusively dedicated to providing English learners with the support and resources they need to access the same meaningful and high-quality education as their English-speaking peers.  

According to an internal national survey of voters by UnidosUS and Hart Research, more than two in three voters (68%) of all backgrounds oppose reducing funding for programs that support English learners. This is aligned with how voters feel about education funding more broadly. A poll led by All4Ed, Lake Research Partners and the Tarrance Group found that a majority of voters would rather increase federal education funding than cut or keep it the same. 

Eliminating Title III funding would make it harder for these students to learn English, graduate, pursue higher education and access good-paying jobs — limiting their contributions to our workforce and economy.  

Furthermore, estimates indicate that up to 16,809  teachers nationwide who support English learners could lose their jobs if the funds are cut, hurting students and impacting local economies across the country.  

States would also be left to fill a significant gap, as Title III is a critical source of education funding that all states rely on to help them meet their legal obligations to this student population. A series of civil rights laws and court precedent require states to identify English learners, conduct valid and reliable assessment, and provide them with effective instructional programs.  

For example: 

• In 1974, the U.S. Supreme Court unanimously determined in the landmark Lau v. Nichols case that under the Civil Rights Act of 1964, schools must provide English learners with the supports they need to meaningfully participate in their education. 
• The Every Student Succeeds Act, the primary K-12 federal education law, further requires states to establish a standardized accountability process and improve educational outcomes for English learners.   

Every state receives these funds. In FY 2024, the average state allocation was approximately $16 million, with California ($158 million), Texas ($140 million), New York ($66 million) and Florida ($57 million) receiving the most, given they have the largest English learner populations. These funds also have a significant impact on states like Delaware, Tennessee and New Jersey that haven’t historically had large English learner populations but have recently experienced rapid growth. 

The fact is that although eliminating Title III would be devastating for English learners, the educational experience of all students, and our nation’s future — the aggregate impact of eliminating all of the programs that were just unfrozen — would have a more catastrophic impact. It would take away the resources that provide millions of students — no matter their zip code, language or background — the opportunity for lifelong success.  

The temporary freeze provided a preview of the harm that could come if these investments disappear for good. Our students deserve stability and opportunity. Our communities will not tolerate cuts to education.