As parents of gifted and high-potential learners, we want to ensure that our children are engaged in learning opportunities that will continue to challenge them, spark their creativity, provide opportunities for self-awareness, and develop them into successful, independent citizens who will lead fulfilled and successful lives. It sounds so simple, right? After all, there are so many options available: public schools, independent schools, after-school enrichment classes, summer camps, residential schools, online options, and homeschooling to name a few. With so many options, however, how do we begin to know what the ‘right fit’ is for each of our children when they are all so different? 

As we begin to ask ourselves that question, let’s take a moment to relate to something that we all have experienced as parents: buying a new or gently used pair of shoes for our child. Metaphorically speaking, there are a great deal of similarities. After all, like each educational option, each shoe, whether brand new or gently used, has its own physical attributes, overall purpose, size, width, arch support, and even special insignias. When we begin to think about which educational program is best for our gifted child, we are, in essence, looking for the same type of ‘fit’ to support our child in the next steps of learning.

Where Do I Begin?
When looking for optimal educational options for your gifted child, the best place to begin is by reflecting on your child’s current educational experience, needs, and future goals. Regardless of age, this is a process that your child should be a part of. Not only does this send the message that your child’s voice is valued, it also provides insights that might otherwise not be heard. In addition, it builds a sense of buy-in and excitement for future possibilities. 

The initial stage of engaging in this conversation might consist of creating a PMI1 (i.e., Plus, Minus, Interesting) Reflection. Depending on your child’s age and/or interest, you might choose to complete this together or separately to capture both the parent and child perspectives to discuss afterwards. When working through this process, you will create three columns on a blank piece of paper and label them Plus, Minus, and Interesting. Remember, this stage is for reflecting upon what is currently going well within your child’s current learning environment, as well as what might be lacking. It also provides an opportunity to reflect upon what makes the current learning environment ‘interesting’ or how it provides unique experiences that might not typically be found in other programs. By completing a PMI Reflection, it gives you a starting point and a greater awareness of what key components to remain mindful of as you begin to explore future educational options. 

First Steps and Key Considerations
Just as you would do when buying a new pair of shoes for your child, you will want to holistically evaluate the various options you are considering. In doing so, you will first want to do your research to learn as much as you can about each program. This might begin with online searches, speaking with others who have participated in various programs, or by speaking to key representatives of the programs of choice. As you conduct this research, remain cognizant of the key factors shared as part of your PMI Reflection. What are the positive aspects that your child wants to see continue in their learning? What areas have been lacking within your child’s current learning environment? What opportunities are present that provide unique or interesting approaches within your child’s educational experience that you would like to see continue? With these considerations in mind, the following sections provide additional insights to assist you in evaluating various educational programs for your gifted child.

Learning Environment
Take a moment to think about when your child is most engaged in learning. What type of physical learning environment contributes to that level of engagement? Key considerations in this area might include:

● Classroom/learning lab set-up (e.g., tables vs desks, flexible seating options, areas for collaborative learning, quiet zones)
● Dedicated resource areas for continued talent development (e.g., library, technology labs, makerspaces, science labs, gymnasiums, fine arts studios/halls, theater/auditorium, outdoor spaces)
● Accessibility to restrooms, water fountains, and safety areas 

There are also characteristics that focus more on the affective (i.e., social-emotional) learning environment. The NAGC (2019) Gifted Programming Standards2 provide key areas to consider when evaluating the gifted learning environment. As a parent working through this process, it is helpful to use these standards as a frame of reference. By scanning the QR code (included in this article) with your phone’s camera, you will find the Gifted Learning Environment Evaluation Scale for you and your child to complete together after visiting a potential new school or educational program to ‘measure’ how you and your child feel about your visit. The various descriptors included on this tool could also serve as a basis for questions you might want to ask during your visit. 

Program’s Purpose
While our shoe metaphor recognizes the different purposes for different types of footwear (e.g., hiking, running, climbing, water exploration), educational programs all have their own purpose, as well. This might be made evidently clear through a program’s mission or vision statement, or you might need to ask explicitly what the purpose of the school is. Make sure you also ask follow-up questions regarding what aspects of the program lead to the desired student outcomes. 

While there are many exciting programs available for gifted and high-potential learners, do not lose sight of the needs of your child. This becomes an even greater consideration as we seek to further develop the talents of our children and provide them with ample opportunities to pursue their areas of interest. Take the time to talk to your child about what they are passionate about. You might ask:

● What is your favorite part of learning?
● What do you wish you had more time to learn about in school? 
● If you could design a school, what would you make sure it offered its students? 
● What makes you try your hardest at school?
● How would you describe the type of teacher who would best support you in your learning?

With this information, you will have a greater awareness of what types of programs or schools would be a better fit. These might consist of math/science academies, fine arts magnet schools, STEM schools, special interest camps, and depending on the social needs of your child, perhaps residential schools, camps, and programs that immerse your child in opportunities to build deeper relationships with other gifted and high-potential learners who share in the same passions. As you explore these options, remain mindful of the instructional pacing and connection to real-world applications within the areas of specialization/content areas, as this is key to continued engagement and motivation for gifted learners.
 
Curriculum
With all of the bells and whistles that different educational programs have, one of the most important considerations to investigate is how the curriculum is focused on the needs of gifted and high-potential learners. Do not be afraid to explicitly ask, “What curriculum model does your educational program follow to meet the needs of gifted learners?” or “What types of evidence-based strategies are implemented to stimulate critical thinking?”  It is possible that the program might mention several terms that you are not familiar with, but their response will provide you with valuable information to learn more about as you evaluate if that school is the right fit for your child. There are far too many examples of curriculum models and evidence-based strategies to list as part of this article, but at the very least, if an educational program is unable to respond to those primary questions, that would be valuable information to note, as well.

Overall Size
Nobody knows your gifted child better than you. With this special insight, another consideration for choosing the best educational program is to evaluate the overall size of the learning environment. Regardless of if you are exploring options for summer camps, after-school enrichment classes, or new school options, a top consideration is teacher to student ratio. Depending on the needs of your child, the optimal desired class size could vary. For example, if you have a multi-exceptional child, you might place a high-priority on small class sizes to ensure more individualized attention. If your child is extremely social in nature and thrives in a collaborative learning environment, a larger class size might be preferred. 

In addition to class size, it is also important to consider the overall size of the educational program itself. When focusing on brick and mortar schools, the size of the school often has a direct correlation to its extra-curricular options. These could include sports, fine arts, chess club, and academic teams to name a few. The overall size of the school also often impacts its educational course offerings as well, due to the size of the faculty. Smaller schools tend to have fewer elective courses at the secondary level, Advanced Placement (AP) options, language options, and Career and Technical Education (CTE) opportunities. Often, the size of school or grade span might also impact the ability for full grade acceleration or subject acceleration. Regardless of the size of the program, remain vigilant that your gifted child should at all times feel like a valued individual within the program and be provided with an opportunity to learn something new everyday.

Additional Supports
A frequent myth associated with gifted learners is that ‘they will be fine’ without any additional support or attention given to their unique learning and social-emotional needs4. In fact, this myth might be the reason why you are beginning to explore different learning options for your child. As you think about the current and potential future needs of your child, you might seek out additional information from each educational program regarding the following areas of support:

● Gifted Specialists
● School Counselors/Social Workers
● Speech & Language Pathologists
● School Psychologists
● Interventionists/Resource Teachers/Special Education Teachers
● School Nurses
● ESL (i.e. English as a second language) Teachers
● Librarians/Research Specialists
● Technology Specialists

While this list is only a sampling of specialists within any educational program, these are all individuals who work closely with gifted students based on each student’s individual needs and should absolutely be a consideration when exploring various educational programs to support gifted and high-potential learners.

Cost
Finally, this article would be remiss if it did not note ‘cost’ as a key consideration for educational programming. You will notice this was not the first item listed, and that is because there are often financial aid and supplemental resources available for families whose economic needs determine that additional support is needed. As you explore the different options available for your child, do not hesitate in asking about these options. At the same time, also seek clarity for additional financial obligations associated with the specific program. These additional costs could include items such as field trip costs, school uniforms, food costs, additional supplies, and participation fees in extra-curricular options. It is important that the selected educational program aligns with keeping a healthy fiscal balance for the family, as a whole.

Final Thoughts
Throughout the process of exploring different options to further challenge and engage your gifted child, remember to give yourself grace as you take these first steps. Trust your instincts, and make sure that your child’s voice is also a valued part of the decision-making process. As you visit potential schools or engage with representatives of different programs, remember to ask open-ended questions vs questions that can be answered with a yes or no response. This type of questioning will provide you with greater insights and peace of mind as you finalize your decision. To support you in these questions, feel free to use the following Guiding Questions while you are exploring your options. You will see that these questions are provided for both the parent and the child. Feel free to modify these questions to better suit your family’s needs.

Guiding Questions

Guiding Questions for Parents
● How, specifically, does this program support the academic and social-emotional needs of gifted learners?
● What is the teacher to student ratio?
● How are students supported in developing executive functioning skills such as time management, study skills, goal setting, reflection, interpersonal skills, self-regulation, etc.?
● How does the program differentiate to meet the personalized learning needs of each student? Is acceleration an option if my child demonstrates mastery of the content?
● What support resources are available for my child (e.g., gifted specialist, school counselor, school nurse, speech-language pathologist, content-area specialists, interventionists, etc.)
● What learning resources will my child have access to (e.g., library, technology, makerspace, science labs, fine arts, etc.)?

Guiding Questions for Gifted Learners
● Will I have opportunities to choose topics that I want to learn more about or select specific classes that I want to take? What would this look like?
● What extracurriculars can I get involved with?
● What does a typical day look like for a student in your program?
● Are there any other teachers or students who look like me and/or share similar interests as me? How will I be able to connect with them?
● What kind of projects do students in this program work on?
● How is this program going to support me in reaching my goals?
● Who are my teachers going to be, and what are their teaching styles?


References

Edward de Bono Ltd. (n.d.). PMI lesson workcard. De Bono. Retrieved February 24, 2023, from https://www.debono.com/de-bono-thinking-lessons-1/1.-PMI-lesson-workcard

National Association for Gifted Children. (2019). 2019 Pre-K–Grade 12 Gifted Programming Standards. http://www.nagc.org/sites/default/files/standards/Intro%202019%20Programming%20Standards.pdf

Phelps, V. (2022). Motivating gifted adolescents through the power of PIE: Preparedness, innovation, and effort. Roeper Review., 44(1), 35-48. https://doi.10.1080/02783193.2021.2005204

Farkas, S. & Duffet, A. (2008). Results from a national teacher survey. In Thomas B. Fordham Institute, High achievement students in the era of NCLB (p. 78). Washington, DC: Author. http://www.edexcellence.net/publications/high-achieving-students-in.html

Misconceptions about giftedness persist—sometimes even among educators and professionals. NAGC members recently weighed in on the biggest misconceptions and how they address them in an engaging and thoughtful discussion among educators, researchers, and advocates from across the country. Here are highlights from that conversation, along with practical myth-busting strategies straight from your peers.

Myth: "Gifted kids are just try-hards"

Truth: Effort doesn't negate giftedness—and dismissing it hurts everyone.

One anonymous contributor shared frustration over hearing gifted students labeled as “just try hards,” especially from fellow educators. Their strategy? Reframing the conversation: “I responded to a teacher who said this a few years ago by asking what message that sends to both the students who are gifted and to the students who are trying extremely hard.”

They also push back on the idea that gifted students can simply tutor others instead of receiving meaningful instruction themselves. By using “I” statements and hypotheticals, they aim to build empathy without sparking defensiveness.

Myth: "Gifted = Good Grades"

Truth: Giftedness and achievement are not synonymous.

Several educators chimed in to debunk the persistent notion that gifted students are high-achievers across the board. As Linda Wallin, reminded us: “Gifted kids [don’t always] want to get good grades. Sometimes they are not interested in grades at all.”

Verna Hiser echoed this, especially when it comes to twice-exceptional students: “Many of the gifted and 2e students I work with have no desire to attain grades related to material they do not find relevant or challenging.”

Myth: "Creative students aren’t really gifted"

Truth: Creativity is a domain of giftedness.

Jessica Barrington highlighted how often the creatively gifted are overlooked: “Many do not understand creativity as an area of giftedness at all. Our creatively gifted students need opportunities and enrichment just as much as our academically gifted students.”

Her classroom now includes intentional time to help students understand their giftedness and how they learn best. “We spoke about how they ‘became’ gifted, focusing on how their brains may learn differently from others.”

Myth: "Behavior problems mean a child can’t be gifted"

Truth: Some gifted students can show emotional and behavioral traits that don't align with what teachers expect.

Ashley Phelps reminded us that giftedness doesn’t always look like academic compliance: “Not all of those traits are what we think of as positive traits attributed to high-achieving students. Some of them show where that need for services truly lies.”

By helping teachers understand the research-backed characteristics of gifted learners, she builds understanding and ensures students are identified and served—even if they challenge classroom norms.

Myth: "Gifted kids know they’re gifted"

Truth: Many gifted students don’t even know why they were identified.

One of the most poignant insights came from Cecelia Boswell, who asked a group of high schoolers how they knew they were gifted: “We passed a test and we act nice and are quiet.”

That response sparked a passionate thread. Ashleigh Kelley noted: “Most of my students have no idea how or why they qualified for our gifted program. I believe having that knowledge will work wonders for their confidence and motivation.”

Join the Conversation on NAGC Engage

Have a myth to bust? A strategy to share? A question to explore? NAGC members can connect with curious minds and generous hearts on NAGC Engage. This is where the gifted education community comes alive—through stories, strategies, and scholarship.

Not a member yet? Join NAGC today and become part of the community and conversation!

On behalf of our colleagues on the NAGC Symposium Planning Group, we are excited to share the new Opportunity & Access Symposium on May 29, 2025 with our NAGC community. This rebrand of the NAGC Equity Symposium brings you a unique approach to learning about current education trends at a lower cost through a 1-day virtual event. Here is a sampling of the sessions that will be offered:

• Making Space for Familial Partnerships and Cultural Appreciation
• In Full Color: Historical Consciousness in Education
• Teaching for Culturally Responsive Creativity
• Bridging Multidimensional Identification and Local Norms
• Expanding Access: K-2 Enrichment as a Gateway to Talent Development

The event will also feature a keynote session by María del Carmen Salazar, professor and researcher at the University of Denver, Con Promesa: Nurturing the Promise and Gifts of “Roses that Grow in Concrete.” In this session, Dr. del Carmen Salazar will share testimonies of her own experiences as a rose that grew from concrete. Her stories, research, and scholarship elucidate the importance of asset-based perspectives and inclusive strategies in meeting the needs of historically marginalized gifted and talented students and their families.

Based on your positive feedback, we are hosting another student panel this year. Dr. Joy Lawson Davis and Dr. Erinn Fears-Floyd will moderate the discussion with NAGC Jenkins Scholars and Excelencia Latina award winners. The multiage and culturally diverse student panel will share their experiences, thoughts, and hopes for how schools can improve services to meet their unique intellectual and social-emotional needs. This special event is sure to leave a lasting impression and help us all improve the opportunities we offer to gifted students in our local communities.

Why should you attend the Opportunity & Access Symposium?

• Hear lived experiences from real voices
• Build your capacity to improve opportunity and access in your sphere of influence
• Share the struggle of current trends in American society
• Energize yourself with knowledge and shared successes

We must adjust our personal journeys as we navigate current distractions to ensure that all means ALL in gifted education. This includes zeroing in on specific words and practices that support this vital work. We realize educators have limited time and finances, so the Symposium Planning Group rebranded the previous Equity Symposium as a 1-day event to make it easier for everyone to attend the 2025 Opportunity & Access Symposium. Learn more and register at https://nagc.org/symposium25

We hope you’ll consider joining us and your fellow educators for this year’s Opportunity & Access Symposium!

At NAGC, we are committed to ensuring that our members feel supported, valued, and equipped with the tools they need to advocate for and serve gifted learners. Each year, we conduct a Member Needs Assessment to better understand what’s working well and where we can improve. Your feedback helps shape our priorities, and we’re excited to share some key takeaways from this year’s results. 

What You Value Most 
We appreciated hearing the ways that you value your membership with NAGC. Many of you deeply appreciate the research, networking opportunities, and professional learning that come with your membership and we’re glad to hear that affirmed. Our annual convention remains a highlight, providing valuable connections and learning experiences. We also heard that advocacy continues to be a major reason why you, our members, join and renew.  

For the third year in a row, our publications, Teaching for High Potential, Parenting for High Potential, and Gifted Child Quarterly are highlights within our publications and you said they provide value and needed resources to the work that you’re doing. When it comes to the programs that you value most. It’s no surprise that our Annual Convention is at the top of the list providing necessary resources and practical takeaways.   The chart above illustrates member responses regarding their connection with NAGC. We’re thrilled to see such positive feedback on our contributions to gifted education. It’s also encouraging to see increases in members’ personal connection to NAGC and their awareness of the benefits we offer—both of which improved compared to last year’s results.

The chart above illustrates member responses regarding their connection with NAGC. We’re thrilled to see such positive feedback on our contributions to gifted education. It’s also encouraging to see increases in members’ personal connection to NAGC and their awareness of the benefits we offer—both of which improved compared to last year’s results.

Where We Can Improve 
While many members find great value in NAGC, we also heard that some feel membership benefits could be more tangible and accessible year-round. In the same vein,  some of you shared that you weren’t fully aware of all the benefits available to you or find it difficult to access resources.  

While NAGC continues to work on advancing policies that support gifted learners, some of your shared you would like us to be more proactive in securing funding and influencing legislation.  

Many of you emphasized the importance of ensuring diverse voices are represented across our programming, leadership, and professional development. There’s a call for NAGC to highlight underrepresented populations of gifted learners and provide more culturally responsive resources. Additionally, some members feel that decisions are being made by a small group and want clearer opportunities to get involved in leadership. 

What’s Next? 
As mentioned, your feedback is important to us and helps guide and reinforce priorities we’ve already been considering. It allows us to prioritize things as well. In the last couple of years, you’ve shared how our Engage platform is hard to use, inconvenient, or that you haven’t even logged on before. This feedback was heard, and we are so excited to announce that on March 25 we launched our new Engage online community on a new platform!  

Just since we launched at the end of March 2025, we’ve seen a 300% increase in engagement on the Engage Roundtable. Some of that is just the excitement around the platform, but it also shows the ease of use and desire to connect with other members of our community. Our customer support team has also received minimal questions on how to use the platform, which we take as a sign of how user-friendly the platform is.  

If you haven’t checked it out yet, you can do so through our website but navigating to NAGC.org and selecting “NAGC Engage” on the top right or going to this link. Check out the Roundtable to connect with peers and colleagues from across the country and world. 

We’re committed to listening—and while change may take time, we’re dedicated to building the inclusive, robust community you want to see for gifted educators everywhere. 

Thank you! 
We appreciate everyone who took the time to share their thoughts in this year’s survey. Your input is invaluable, and we are committed to enhancing your membership experience by strengthening advocacy, improving access to resources, and fostering a more connected community. 

Thank you for being a part of NAGC—we’re listening, and we’re excited to grow together! 

Meet our drawing giveaway recipients! 
As a small thank you for taking part in this survey, we offered some giveaways to some folks that shared their feedback on this form. Thank you to all those that shared their experience of NAGC and your membership with us. A shoutout to those below who were randomly selected to win one of our giveaways. 

NAGC25 Complimentary Registration Recipient, Dr. Marites Melad, Science 8 TAG Teacher at Prince George's County Public School (PGCPS) 

I completed the NAGC survey to provide valuable feedback on my experiences and insights regarding gifted education. Participating in the survey allows me to contribute to the ongoing improvement of programs and resources for gifted students and educators. At the upcoming NAGC convention in Pittsburgh, I look forward to attending workshops that focus on innovative teaching strategies and the latest research in gifted education. I also aim to connect with other educators and professionals to share ideas and best practices. Additionally, I plan to explore the exhibits for new materials and hear from keynote speakers who will inspire us with their expertise in nurturing giftedness in education. 

Congratulations to our other drawing recipients! 

Dee Langsenkamp, Amanda Khan, Jessica Feth, Emily Hodson, Seda Sakar, Jessa Luckey Goudelock, Susan Johnsen, Jody Hess, and Julie Delgado 

Newly Confirmed, McMahon Sets ED Goals

On March 3rd, the U.S. Senate confirmed Linda McMahon as the 13th Secretary of Education. In her acceptance speech, titled Our Department's Final Mission, McMahon reiterated the Trump Administration’s goal of sending education dollars back to the states. In doing so, she intends to eliminate “bureaucratic bloat at the Department of Education [ED]—a momentous final mission—quickly and responsibly.” Three basic convictions will guide the reduction in staff and programs: parents are the primary decision-makers; the focus should be placed on math, reading, science, and history; and post-secondary education should be career-focused based on workforce needs.

Read McMahon’s speech here.

Multiple States Sue Over Cuts to Federal Teacher Training Grants

California Attorney General Rob Bonta is leading a multi-state lawsuit against the Trump Administration over federal cuts of more than $600 million to teacher preparation programs. Bonta, along with attorneys general from Massachusetts, New Jersey, Colorado, Illinois, Maryland, New York and Wisconsin, argues that the cuts were made unlawfully and without warning, violating the Administrative Procedure Act. The lawsuit aims to restore funding for programs that prepare teachers to work in high-need schools. Cuts will impact teacher preparation programs amid a national teacher shortage- over 400,000 positions are currently vacant or filled by teachers who lack full certification. Bonta warns that such actions could cost the state billions in federal education funding.

Learn more here.

States AGs Issue Guidance to Counter Federal Dear Colleague Letter

On March 5th, a coalition of attorneys general (AGs) from fifteen states issued joint guidance for higher education and K-12 institutions that clarifies the law regarding diversity, equity, and inclusion. Prompted by a recent Executive Order and a Dear Colleague letter on February 14th, the guidance “addresses the Supreme Court’s June 2023 decision on race-conscious admissions policies at institutions of higher education, and clarifies the legal landscape for Institutions of Higher Education (IHEs) and K-12 schools operating in our states as they work to advance educational goals and access to educational opportunities.” Especially helpful are the questions and answers (Q&As) posed at the end of the document. Q&As cover topics such as promoting safe and supportive K-12 school environments and preparing all students for college or careers.

Read the guidance here.

ED RIFs Nearly Half of Its Workforce, Lawsuits Filed to Challenge Legality

On March 11th, U.S. Department of Education (ED) Secretary Linda McMahon announced a reduction of force (RIF) that affects nearly half of the Department’s workforce, moving from 4,133 workers to 2,183. Those impacted will be placed on administrative leave beginning on March 21st. Significant cuts were made to most of ED’s offices, including staff who oversee student loan and lending and/or who provide legal or technical support throughout ED. The Office for Civil Rights (OCR) was directly impacted as regional offices in Boston, Chicago, Cleveland, Dallas, New York, Philadelphia, and San Francisco were permanently closed. Challenging the legality of the move, 21 Attorneys General (AG) joined in a lawsuit led by the AG in Massachusetts, arguing that the Administration cannot dismantle Congressionally created departments and that the ED cannot adequately perform statutory requirements with a drastic reduction in workforce. The National Center for Youth Law and parents, led by the Council of Parent Attorneys and Advocates (COPAA), have also filed a class action lawsuit claiming that decimating OCR will leave it unable to address issues of discrimination at school, which is unlawful under the equal protection clause of the Fifth Amendment.

Read ED’s press release here.

Read the AG lawsuit here.

Read the parent class action suit here.

White House Issues Executive Order to Close the Department of Education

On March 20, the White House issued an Executive Order (EO) to begin closing the U.S. Department of Education. Characterized as a State’s responsibility, the intention is to return the Department’s main function back to the states for management. Moreover, “Consistent with the Department of Education’s authorities, the Secretary of Education shall ensure that the allocation of any Federal Department of Education funds is subject to rigorous compliance with Federal law and Administration policy.” The EO defines “Administration policy” as the mandatory termination of diversity, equity, and inclusion or similar programs that promote “gender ideology.” The EO notes, “this order shall be implemented consistent with applicable law and subject to the availability of appropriations.” The Administration has acknowledged that the closure of the Department requires an act of Congress. To that end, Chairman Bill Cassidy (R-LA) of the Senate Health, Education, Labor, and Pensions Committee vowed to work with his colleagues in Congress to carry out the EO. And today, in a press conference, President Trump announced that he was ready to move the student loan office to the Small Business Administration “immediately” and that he would like to see “special needs” and nutrition programs moved to the Department of Health and Human Services. “I think that will work out very well. Those two elements will be taken out of the Department of Education,” he remarked.

Read the Executive Order here.

Democratic Senators Demand Answers to Mass Firings at the Department of Education

On March 17, Senate Appropriations Committee Vice Chair Patty Murray (D-WA), House Appropriations Committee Ranking Member Rosa DeLauro (D-CT), Senate Appropriations Labor, Health and Human Services, and Education Subcommittee Ranking Member Tammy Baldwin (D-WI), sent a letter to the U.S. Department of Education (ED) demanding answers to the mass firing of nearly half of their workforce. Accentuating the negative impact of the cuts, the letter stated, “When combined with these massive staffing reductions, we are concerned that the Department’s ability to monitor or support the implementation of the law will be nearly nonexistent, leaving students and families with the long-term consequences for the Department’s short-sighted actions.” The letter specifically cites commitments Education Secretary Linda McMahon made in her press release announcing the reduction in force and requests specifics as to how ED will continue to meet their legal obligations given the loss of staff. Also mentioned is the fact that ED staffing over the past several years has remained flat while the Department’s responsibilities have significantly increased.

Read the full text of their letter here.

Appropriators Keen to Move ED Funds to Other Agencies and Await “Skinny” Budget

On the heels of President Trump announcing plans to move all student loans to the Small Business Administration and “special needs education” to the Department of Health and Human Services (HHS), Republican appropriators in the House and Senate indicated they would consider any plan the President might send to the Hill to eliminate the Department of Education (ED). "I'm broadly supportive of what his aims are there, so I'd be happy to sit down and work with him any way I could," House Appropriations Chairman Tom Cole (R-OK) said. Following suit, both Senate Labor-HHS-Education Subcommittee Chair Shelley Moore Capito (R-WV) and House Labor-HHS-Education Subcommittee Chairman Robert B. Aderholt (R-AL) said they would be open to moving ED’s functions if that is what Trump seeks. While the discussion makes it sound possible, and it technically is, the reality is that to move funding from one federal account to another (i.e., ED to SBA, ED to HHS), Congress would also need to approve amendments to the statutory laws under which the funds are authorized. In these cases, it would include statutory changes to the Higher Education Act and to both Parts B and C of the Individuals with Disabilities Education Act; and the Senate would need to reach the 60-vote threshold. Cole also told reporters this week that he expects to see a slimmed-down version of the President’s Fiscal Year 2026 budget proposal in early April. Calling it a “skinny budget,” Cole noted that he expects the proposal will allow House appropriators to align top-line spending numbers with the President and start marking up appropriations bills this spring.