Pervasive AI use is no longer coming, it is here. Many futurists believe that although there may be trepidation toward the changes it will bring, they “see AI bringing about some notably positive outcomes — providing new opportunities while shielding us even further from rigid organizations, toxic workplaces, and drudge work.” (McKendrick, 2024) As we know, educational organizations can be bastions of rigidity and drudge work. Harnessing AI to make our work more engaging, creative, and relevant, educators can teach students to use AI as a new tool to enhance their learning. What are some examples for how classroom teachers can leverage AI to better meet the needs of the GT learned under their tutelage, as we have with other revolutions in technology?

Historically, educators were warned about trying "new fangled" technological use in their practices. These included the use of slates vs. birch bark, ball point pens vs. ink pens, the internet for research, new devices such as iPads, laptops and cell phones, for example. Eventually, many educators used these tools as they took on the challenge of preparing students for the 21st century But did we? As we are a quarter of the way through this century, it seems that, sadly, some states and districts educators may again be focusing on avoiding any of the new technology. How can we embrace the tools that AI brings us to enrich our instruction, particularly for our advanced learners? How can we teach educators and students to use AI to an educational advantage?

In October of 2024, Gerardo Dillehay, a gifted education specialist and Colorado Association for the Gifted and Talented (CAGT) member, wrote of a vision he had for a transformative model of education powered by Artificial Intelligence. In a CAGT quarterly newsletter, he described a future where traditional classrooms are replaced with flexible, collaborative spaces. AI delivers personalized instruction to students, regardless of their ability levels, allowing them to progress at their own pace with just two hours of focused academic learning daily. Teachers would shift roles to become emotional and motivational guides, freeing time for students to explore life skills and hands-on STEAM projects.

Dillehay emphasized that this isn't just a distant dream—some private schools already use similar approaches. However, he noted that AI tools can be costly and inaccessible to many public schools, raising concerns about global competitiveness. He urged educators to engage with AI
proactively, viewing it as a tool for empowerment rather than a threat, warning that failure to adapt may leave schools—and nations—behind. He ended with a hopeful reminder that innovation is within reach and essential in a rapidly changing world. (G. Dillehay, personal communication, October 18, 2024; OpenAI 2025*).

Some examples of ways to leverage AI tools were shared in a recent article in Edutopia written by Matthew Kloosterman. AI can become a mentor for GT learners, as well as a facilitator for student-led inquiry. The article lays out several ways that AI can become more integrated into education. It can offer new opportunities to enhance student-led inquiry and project-based learning. Matthew Kloosterman shares practical ways educators can use Chat GPT as a mentor, simulator, and thinking partner to support deeper student engagement. Examples are given for three ways to harness ChatGPT in the classroom. The first is using it to create real-world scenarios. In this simulation, he has students positioned as professionals such as scientists and editors simulating realistic challenges or disagreements. These simulations help students explore problem-solving strategies used by real experts. Second, he shows how to build critical thinking skills in teaching students how to write effective ChatGPT prompts and identify inaccuracies thus understanding AI’s limitations. And finally, he shares how to prompt ChatGPT to act as a content expert, such as an historian or biologist and then ask it questions to deepen their understanding of a topic. This use builds inquiry skills and encourages independent learning. He has shown how ChatGPT can be more than a fact machine—it can model thinking, simulate a mentorship, and promote problem-solving. When students learn to use AI intentionally, they become more empowered, independent learners ready to navigate an AI-rich future. (Kloosterman, 2023; OpenAI, 2025*)

Several renowned members of NAGC have written other blogs related to creating curriculum using AI. In her April 2025 NAGC blogspot, Kristen Seward talked about the history of using technology specifically for gifted learners, and the educators who work with them. She also shared Del Siegel's work on using AI to support the three legs of talent development. In his article, he references another article on academic acceleration, classroom inductive teaching techniques focusing on depth and complexity, and opportunities for interest-based activities as possible uses for AI.

As Amy Takabori (2005) shares in a blog on the Carnegie Learning website, it’s clear to us all that cheating and plagiarizing have been around much longer than modern technology and isn’t something new with technology. One of the best ways to confront this type of misuse of resources is to meet it head-on. She suggests overtly teaching students about ethical practices in the use of AI. Knowing that many of our GT students have a high sense of morality may provide an opening through which to again use AI as a tool. She discusses 10 ways of empowering students to use AI ethically instead of cheating. These include learning that AI bots are large language models, not interactive search engines and always checking for accuracy, omissions, discrepancies, bias, and verification of facts. Using AI as a tool rather than a substitute for their own critical thinking is also very important. Empowering them to use AI “to extend, not replace their own thinking.” Encouraging students to be upfront and transparent in their use of AI, they can use it as a tool for metacognition to determine if it was helpful or not. It’s also important to teach students what cheating is and isn’t in terms of AI and any other source. Since AI is new to us all, she feels that it is important to have students feel comfortable asking questions about it with teachers and others. Respecting privacy and security along with other digital citizenship ethics and while empowering them to share what they’ve learned about AI are a couple of final suggestions that she gives.

AI is most likely going to be in our lives to stay, if it isn’t already. As educators shouldn’t we learn how to use it to increase the creativity, engagement and authenticity of our instruction? If it can give us more time to interact with our students, won’t it make us more effective teachers? Isn’t it our responsibility to include responsible, ethical, thoughtful, and practical use of this resource in the instruction of our students?

*Summarized by ChatGPT

Here are more resources related to ways to use AI for GT learners:

“Applications of Artificial Intelligence Tools in the Gifted Education Classroom – A Conference Presentation” by Jackie Gerstein, Ed.D. User Generated Education, July 14-18, 2024.

“New Project Explores Use of AI in the Gifted Classroom | Johns Hopkins Center for Talented Youth (CTY)” by Maria Blackburn, John’s Hopkins Center for Talented Youth, March 8, 2024.

“Chatting with ChatGPT” by Kadir Bahar, Teaching for High Potential, August 2024

“9 Tips for Using AI for Learning (and Fun!)” by Daniel Leonard, Edutopia, October 30, 2023

“Students Are Using AI Already. Here’s What They Think Adults Should Know” by Ryan Nagelhout, Harvard Graduate School of Education, September 2024

“How can Generative AI Support Teachers?” by Kadir Bahar, Teaching for High Potential, May 2024

“How to Avoid 5 Common AI Pitfalls” by Emily Rankin, Edutopia, June 26, 2025

“Using AI Tools to Support Project-Based Learning” by Jorge Valenzuela, Edutopia, June 20, 2025

References

Kloosterman, M. (2023, October 24). Using CHATGPT to support student-led inquiry. Edutopia. https://www.edutopia.org/article/using-chatgpt-support-student-led-inquiry

McKendrick, J. (2024, July 2). Futurists positive about Ai’s impact on jobs, urge wide perspective. Forbes. https://www.forbes.com/sites/joemckendrick/2024/03/11/futurists-positive-about-ais-impact-on-jobs-urge-wide-perspective/

Scott, K. (2018, July 17).Did You Know (Shift Happens) - 2018 Remix. YouTube. https://www.youtube.com/watch?v=TwtS6Jy3ll8

Seward, K. (2025, April 3). Using Artificial Intelligence to Transform Curriculum for Gifted Students and Professional Development for Teachers. National Association for Gifted Children. June 30, 2025, https://nagc.org/blogpost/2061726/509113/Using-Artificial-Intelligence-to-Transform-Curriculum-for-Gifted-Students-and-Professional-Development-for-Teachers

Siegle, D. (2024). Using artificial intelligence (AI) technology to support the three legs of talent development. Gifted Child Today, 47(3), 221–227. https://doi.org/10.1177/10762175241242495

Stahl, B. C., & Eke, D. (2024). The ethics of CHATGPT – exploring the ethical issues of an emerging technology. International Journal of Information Management, 74, 102700. https://doi.org/10.1016/j.ijinfomgt.2023.102700

Takabori, A. (2025, May 5). How to help students use AI ethically. https://www.carnegielearning.com/blog/ethical-ai-chatgpt-students

I teach in the suburbs of Philadelphia, but some days, it feels like I’m in a world of my own.

As a gifted education teacher, I often find myself in a unique role—one that’s deeply rewarding, but also, at times, a little isolating. While I’m fortunate to be part of a school district that assigns a dedicated gifted teacher to each building (a rare gift, I know!), I’m still usually the only person in my school focused exclusively on teaching, supporting, and advocating for gifted and high-achieving learners.

And while I love my job—I often wish I had a closer, more immediate network of people who understand both the joy and the challenges of this work.
In most schools, there are built-in systems for teacher development. If you’re teaching reading or math, there are plenty of workshops, trainings, and resources to keep you current and inspired. But gifted education? That’s a little trickier. The reality is, there often just aren’t enough staff—or sometimes even enough students in one place—to justify the same level of investment in professional development. So many of us end up figuring things out as we go, piecing together ideas and hoping we're on the right track.

That’s why discovering the NAGC Annual Convention was a game-changer.

Two years ago, I attended my first National Association for Gifted Children (NAGC) Convention, and I haven’t looked back since. It was incredible—walking into a space filled with thousands of educators who speak the same language, share the same passion, and understand the same challenges. It was so energizing to be among people who truly get it.

The range of sessions was amazing—hundreds of choices covering every possible angle of gifted education. Whether you're into project-based learning, looking for fresh language arts ideas, diving into STEAM, or exploring new math strategies, there’s something that speaks directly to your practice. And these sessions aren’t just theoretical. They’re full of practical tools and strategies created by teachers who are right there in the trenches with us.

One of my favorite additions last year was the Lesson Roundtables session. These are fast-paced, 15-minute mini-sessions for teachers by teachers that pack a punch. In just one hour, I walked away with four new strategies I could immediately try in my classroom. I love when professional learning feels that actionable—and relevant.

Of course, I couldn’t skip the vendor hall. For me, it’s like a playground. I love chatting with authors and publishers, trying out new educational games, and exploring tech tools that spark fresh ideas. It’s both fun and productive!

And then there’s the research. Back at home, I try to keep up with the latest articles and studies, but at the convention, I get to hear directly from the experts who are shaping the field. Even better? They’re approachable. You can ask questions, share your perspective, and have real conversations. There’s no ego, just a shared desire to improve how we support gifted learners.

Since that first convention, I’ve felt more connected than ever. I stay in touch with other educators I met there—people who are now part of my extended professional family. We bounce ideas off each other, share resources, and remind one another that we’re not in this alone.

So if you’re a gifted education teacher who sometimes feels like you’re on your own, know this: You don’t have to be. On behalf of PAGE, the Pennsylvania Association for Gifted Education, I am excited to invite you to our neighborhood!  The NAGC Annual Convention is the perfect opportunity to connect, recharge, and grow. This year, it’s in Pittsburgh, November 13-16—and I truly hope you’ll consider joining us. You’ll walk away with new ideas, new energy, and maybe even a few new friends. I know I did.

Can’t wait to see you there!

 

The Jacob K. Javits Gifted and Talented Students Education Program is the only dedicated federal program supporting K-12 gifted and advanced education. The Javits program funds demonstration projects, research, and other initiatives designed to increase the capacity of K-12 education to meet the needs of advanced students. Many of the field’s advances over the past 30 years – from new identification strategies to development of hiqh-quality curriculum to improved strategies for supporting twice-exceptional students – have been developed, refined, and studied in Javits-funded projects. 

Each year, the powerful House and Senate Appropriations Committees debate and approve a bill that sets the funding levels for each federal program, Javits among them. Part of that process is the signing of “Dear Colleague” letters, in which representatives and senators sign on to letters that ask the leaders of the appropriations subcommittees to maintain or increase funding for specific programs.   

Encouraging elected officials to sign Dear Colleague letters is not just about building support for the Javits Program. Advocates find that staff of elected officials who sign a Javits letter tend to be open to other conversations about gifted students. In some cases, my colleagues and I have found that the staff of officials who did not sign are still open to additional conversations now that the topic is on their radar screen. (Members of the appropriations committees usually do not sign the letters, since they would essentially be sending a letter to themselves.) 

This year’s appropriation “letter season” has ended, and 19 senators and 19 representatives signed the Javits Dear Colleague letter (this counts one representative who signed his own letter of support). To provide some context, 31 representatives signed the House letter three years ago. That’s still not an impressive amount of support, but it’s considerably better than this year’s list. 

Two developments this year form a bit of a silver lining. First, two new Republican House members signed, increasing the total to four. One Senate aide noted that the majority of signatories were Republican not that long ago. Given the bipartisan appeal of our work, we need to increase Republican support sharply. Second, our colleagues at the New Jersey Association for Gifted Children (NJAGC) once again worked with their delegation and obtained 13 House and Senate signatures from the New Jersey delegation, accounting for nearly a third of the overall support. But it was otherwise a disappointing letter season. 

Why this dip in support? I’ve heard a few theories, including that the polarized nature of our federal politics makes it hard to gather bipartisan support for any particular program. But many of the 31 representatives who signed in FY23 continue to serve in Congress but did not sign this year. This suggests that the lack of signatures is due to inadequate advocacy and not a change of heart about gifted education and the Javits program. Indeed, my work in DC leads me to believe that support for advanced education hasn’t been this strong – or bipartisan – in many years. 

I’m also pointing a finger at myself here: I live and work in three states plus DC, and only 4 of my 6 senators and 1 of my 4 representatives signed. Next year, my goal will be to get all 10 elected officials onboard. I’m starting that process this week. 

Federal advocacy may feel daunting, but it’s straightforward and often surprisingly easy. Calling or emailing your representative or senators’ offices is not difficult (their web pages have the contact information; you can also start here or here). If you call, you can leave a message with the person who answers, or you can ask to speak to the education aide. Regardless, have your one-minute advocacy pitch ready, and keep the conversation short-and-sweet. Your “ask” can be as simple as, “I’d appreciate the Senator’s support for gifted children and the Javits Act, and I encourage the Senator to sign the Dear Colleague letter in support of the program next year.” 

Even better, if you’re passing through DC at any point, contact the offices and request a brief meeting with a legislative aide – you’re not imposing on them, meeting with constituents is an important part of their job! Even a five-minute meeting keeps Javits and advanced students on their radar screens. If you can provide an example of how gifted education benefits students in your state or congressional district, share it with the office/s to help them better understand the circumstances for their advanced learners (keep in mind that the aides likely have little or no experience with the topic). NAGC's biannual report, State of the States, provides detailed information about gifted education across the nation that may prove helpful.  And after the first meeting, subsequent meetings get easier. As I often tell my policy students, during the first visit you’re a constituent, after that you’re an advocate! 

There are also several organizations that are willing to provide advice and assistance as you do this work. NAGC’s Public Policy and Advocacy Committee can provide support, and NJAGC’s leadership is always willing to help facilitate advocacy efforts. Many of NAGC’s state affiliates have active advocacy programs and can provide contacts, resources, and advice.

My closing bit of advice is that there is never a bad time to start being an advocate. Yes, letter season is over for this budget cycle, but it starts up again in about 8 months, which is a blip on the Congressional calendar. In the meantime, your elected officials in DC will be voting on next year’s appropriations bills and this year’s “big, beautiful budget bill.” As I write this, the Trump Administration has just proposed eliminating the Javits Program – this would be a good time to remind your elected officials of the program’s importance.  

We finally have some wind in our sails regarding national level support for gifted and advanced education, and each of us, including state groups and NAGC, need to make a concerted, coordinated effort to maintain and grow that support. 

Jonathan Plucker is the director of the education policy program at Johns Hopkins University and a past-president of NAGC. 

Senators Honor National Assistive Technology Awareness Day  
On April 30, the Senate passed a resolution introduced by Senators Edward J. Markey (D-MA) and Kevin Cramer (R-ND) to designate April 30th as National Assistive Technology Day. In a joint statement, the Senators noted, “Assistive technology, which includes communication devices, modified vehicles, glasses, and mobility devices, is not a luxury – it is essential for individuals with disabilities and older Americans to live in their homes, access education, receive health care, and obtain employment.” The resolution has been endorsed by the Association of Assistive Technology Act Programs (ATAP) and other partners who advocate for and support increased access to assistive technology for all individuals with disabilities.  

Read the Senators’ statement here.  

GAO Recommends Improved Special Ed Allocations for DODEA Schools  
The Department of Defense Education Activity (DODEA) serves a global student population, with about 15% receiving special education services. A Government Accountability Office (GAO) review found serious challenges in overseas schools, including limited access to related services like physical therapy, causing delays at 44 of 114 schools in 2022–2023—some delays lasting over a year. DoDEA’s staffing model does not account for the individualized minutes of service required by students' individualized education plans (IEPs), contributing to shortages. Additionally, paraeducators at most schools reported little to no special education training, including any required crisis response preparation. Staff and regional officials also cited unclear guidance on implementing Department of Defense (DOD) policies, leading to inconsistent support across schools. While updates are planned by 2025–2026, clearer interim communication is needed. These findings highlight the need for better training, staffing, and policy clarity to ensure military-connected students with disabilities receive consistent, high-quality support. DoD only partially agreed with the GAO findings.  

Read the GAO report here.  

Senate Report Details Threats to Special Education Protections  
Senators Tim Kaine (D-VA), Bernie Sanders (I-VT), and Angela Alsobrooks (D-MD), members of the Senate Health, Education, Labor & Pensions (HELP) Committee have released a report that details the many harms to seniors and people with disabilities that have arisen during the first 100 days of the Trump Administration. Detailing the many negative impacts of several Executive Orders combined with the significant cuts and cancellations to contracts and grants focused on research, educator preparation, civil rights protections, and more, the report emphasizes that the rights of 9.5 million students with disabilities are under direct threat.  

Read the full report here.  

ED Cuts $1B in Safer Communities Mental Health Funding  
According to reports from grantees and an article first published by the Associated Press (AP), the U.S. Department of Education (ED) intends to cancel $1B in school mental health grants, using the rationale that the grants do not adhere to the Trump Administration’s interpretation of the civil rights laws, contradicted the tenets of merit and fairness in federal grantmaking, and therefore, resulted in inappropriate funding. The program, spurred by the Uvalde school shootings and authorized under the Bipartisan Safer Communities Act, provided funds to prepare and hire additional mental health workers in schools. ED has suggested it intends to reconfigure the grant program and open a new competition at a later date. 
 
Read the AP article here.  

House Budget Reconciliation Bill Takes Form, Adds Education Tax Credit, Cuts Medicaid  
The Republican budget reconciliation process moved forward this week as several bills came out of House Committees to form a more than 1,000 page package. To pay for nearly $1 trillion in tax credits for businesses that will expire at the end of the year, and to add new tax relief for some American taxpayers, House Committees were tasked with producing specific cuts to existing mandatory spending programs. Mandatory programs are distinct from discretionary programs in the federal budget and include Social Security, Medicare, Medicaid and certain higher education programs such as Pell Grants and student loans. As we reported last week, the House Education and Workforce Committee finalized a proposal that would help pay for the tax bill by cutting $350 billion in education spending by changing student loan program rules, limiting access to Pell Grants for low-income students, ending interest subsidies for undergraduates while they are in school, revamping loan repayment plans, and rolling back a range of accountability regulations.  

Last week, the House Ways & Means Committee and the House Energy and Commerce Committee approved their portions of the reconciliation bill. Of note, the House Ways & Means bill would add $20 billion in new funding for a tax mechanism that would provide tax credits to individuals who donate to “a scholarship granting organization” which then provides up to $5000 annually through a ‘funded’ voucher to use for tuition, books, online education, and more. Families making more than three times the local median income do not qualify. While language was added to reference students with disabilities and ensure their current access to “equitable services” -a reservation of some IDEA funds for parentally placed children in private schools- the bill does not add any new protections. Similarly, the House Energy and Commerce bill -after a 26-hour marathon- voted along party lines to cut Medicaid by more than $800 billion. The nonpartisan Congressional Budget Office (CBO) estimates that 7.6 million people will be cut from Medicaid under the proposal, which adds new work requirements, ends eligibility and enrollment rules for dually eligible individuals who already qualify due to disability, freezes payments to states for certain types of care, mandates cost-sharing on enrollees with very low incomes and more. Today, the House committee bills were rolled into a single bill package and sent to the House Budget Committee for a final vote. Despite the massive cuts offered up in the final package, at this writing, conservative Republicans joined with Democrats to block the advancement of the bill due to their desire for even deeper savings. Talks between the Republican dissenters, Speaker Johnson, and the White House are likely to begin this weekend. 
 

House Education Subcommittee Holds Hearing on Charter Schools  
On May 14, the House Education and the Workforce Subcommittee on Early Childhood, Elementary, and Secondary Education held a hearing, Reimagining Education: How Charter Schools are Closing Gaps and Opening Doors. The hearing featured testimony from four witnesses: Mr. David Griffith (Associated Director of Research, Thomas B. Fordham Institute), Ms. Eva Moskowitz (CEO and President, Success Academy Charter Schools), Dr. Genevieve Siegel-Hawley (Professor of Educational Leadership, Virginia Commonwealth University), and Mr. Darryl Cobb (President, Charter School Growth Fund). Subcommittee Chairman, Rep. Kevin Kiley (R-CA) and other proponents, praised charter schools as engines for innovation that improve academic and civic outcomes for both charter students and those in traditional public schools. Moskowitz outlined dire consequences for students attending low-quality schools and offered that charter schools can be the solution. In contrast, several Committee Members voiced concerns that charter schools may exacerbate segregation – particularly among students of color and students with disabilities – and often lack sufficient accountability for academic results and civil rights compliance. In her testimony, Dr. Siegel-Hawley noted that charter schools are less likely than traditional public schools to enroll students with disabilities, and when they do, those students often have less severe disabilities. She emphasized the need for accountability mechanisms to ensure that charter schools serve a diverse student population and deliver high-quality services, especially for students with disabilities.  

Watch the full hearing here.  

ED Publishes IDEA Policy Guidance from January 2024-2025  
The U.S. Department of Education (ED) has updated the Individuals with Disabilities Education Act (IDEA) searchable database to include Dear Colleague letters, policy guidance, and selected fact sheets for the calendar year 2024. Guidance includes topics such as inclusive educational practices, secondary and post-secondary transition, special education personnel retention, exclusionary discipline, using functional behavioral assessments to create supportive learning environments, a voluntary self-assessment to support military connected children with disabilities, early hearing detection and intervention, physical education and adaptive physical education, and improving access to assistive technology devices for children with disabilities.  

Search the database here.  

CAP Identifies Threats to Schools from Recission of COVID Relief Funds  
In an article titled The Sudden Loss of Federal COVID-19 Relief Funds Will Hinder K-12 Academic Progress, the Center for American Progress (CAP) identifies ways in which the sudden loss of COVID-19 relief funds may limit school districts’ abilities to address student learning loss. Although districts were allowed extensions for spending of previously allocated American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER) funds by the Biden Administration, the U.S. Department of Education unexpectedly rescinded the extensions in March 2025. This has left states and districts with a greater than anticipated funding gap.  

Read the article and access funding gap details here.

House ED Committee Blocks Move to Divulge ED Reorganization Plans

On April 9, the House Education and Workforce Committee voted along party lines to adversely report H. Res. 237, a resolution to require the Administration to provide documentation of their plans to reorganize the U.S. Department of Education (ED). The resolution instructs ED and the White House to provide all documents regarding closures, staffing reductions, and activities tied to downsizing. It also seeks information detailing how the Administration plans to fulfill its obligations under the Elementary and Secondary Education Act (ESSA), the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and other relevant statutes if ED were to close. While technically not a “no” vote, an adverse report sends the resolution to the House floor with a recommendation that it should not pass.

Read the resolution here.

 

Court Pauses ED’s DEI Directive Requiring State Certification of Compliance

On April 10, a U.S. District Court required the U.S. Department of Education (ED) to temporarily halt any action related to a directive issued on April 3 requiring States to sign an assurance to certify that their [K-12] schools adhere to requirements of Title VI of the Civil Rights Act and that “diversity, equity, and inclusion” (DEI) efforts do not exist within their [K-12 district/school] curriculums in order to receive federal funding under Title I of the Elementary and Secondary Education Act (ESEA). The court’s emergency agreement pauses the new directive and provides immediate relief to schools across the country while the broader legal challenge in ACLU, NEA et. al v. U.S. Department of Education continues. Given Secretary of Education Linda McMahon’s public statements -that states will continue to receive their Title I and other federal funding despite other cuts occurring at ED- the directive caught state education commissioners off guard. Within 24 hours of receipt, several states (e.g., WA, NY, MN) responded with formal letters to Secretary McMahon articulating that they have [already] satisfied federal requirements under Title VI to receive Title I funds. While the endgame with this particular directive is unclear, it does follow a pattern within the Administration which started with an executive order (EO) issued January 21 titled Ending Illegal Discrimination and Restoring Merit-Based Opportunity, followed by the February 14 “DEI” Dear Colleague Letter, and also the launch of EndDEI, a web portal where citizens can file complaints against schools for participating in discriminatory practices. Meanwhile, McMahon has closed half of OCR’s regional offices and fired more than half of the attorneys whose jobs were to investigate claims of discrimination.

To read about the lawsuit and this week’s pause on state certification go here.

To read ED’s assurance of certification requirements issued to States go here.

 

Trump Administration Issues Multiple EOs Impacting Education

On April 23, President Trump signed a series of executive orders (EOs) that impact education. Below is a summary of key orders:

Reinstating Commonsense, Non-Discriminatory School Discipline Policies aims to eliminate diversity, equity, and inclusion (DEI) considerations from school discipline policies and rescinds federal guidance issued in 2023 by the Biden Administration. The order requires the Secretary of Education, in partnership with other agencies, to develop new federal guidance to state and local educational agencies. It authorizes action against institutions that engage in racially related disciplinary practices. To ensure compliance, districts must also submit a comprehensive report to the President that analyzes the effects of DEI-influenced discipline policies, assessing the use of federal funds in support of such practices—including those administered through nonprofits— and demonstrating “that federal funds do not support racially preferential policies, including through nonprofit organizations, and proposing model discipline policies rooted in American values.”

Restoring Equality of Opportunity and Meritocracy declares it is US policy “to eliminate the use of disparate-impact liability in all contexts to the maximum degree possible.” It starts the rollback of some regulations including Department of Justice Title VI regulations (signed into law in 1966) which prohibit discrimination based on race, color, or national origin in employment practices of recipients of federal financial assistance and deprioritizes the enforcement of others. Within 45 days, the Attorney General and Chair of the Equality Equal Employment Opportunity Commission must assess all pending investigations, civil suits, or positions taken in ongoing matters under every Federal civil rights law within their jurisdictions, including Title VII of the Civil Rights Act of 1964, that “rely on a theory of disparate-impact liability, and …shall take appropriate action.” Within 45 days all other federal agencies are required to evaluate existing consent judgments and permanent injunctions that “rely on theories of disparate-impact liability and take appropriate action.”

Advancing Artificial Intelligence Education for American Youth directs the creation of “new education and workforce development opportunities for America’s youth, fostering interest and expertise in artificial intelligence (AI) technology from an early age to maintain America’s global dominance in this technological revolution for future generations.” The EO will establish the White House Task Force on AI, chaired by the Director of the Office of Science and Technology Policy and include Administration officials. The task force will oversee a new Presidential AI Challenge to recognize student and educator achievements, expand AI adoption nationwide, and promote collaboration across sectors to solve national issues using AI. It will also create public-private partnerships to support K-12 AI education and integrate AI tools in classrooms. Additionally, the Secretary of Education is directed to prioritize the use of AI in discretionary grants for teacher training and the Director of the National Science Foundation to prioritize research on the use of AI in education.

Preparing Americans for High-Paying Skilled Trade Jobs of the Future directs the Secretaries of Labor, Education, and Commerce to review and modernize federal workforce programs to meet the needs of emerging industries. They must deliver a streamlined plan to the President that re-aligns these programs to support reshoring, re-industrialization, and the AI revolution, aiming to strengthen America's global economic leadership. The EO has an emphasis on expanding the number of people who participate in apprenticeship programs, aiming to reach and surpass one million Registered Apprenticeships.

 

Judge Curtails Trump Ban on DEI

Judge Landya McCafferty, a federal judge from New Hampshire, has ruled that the Administration has not provided an adequate definition of diversity, equity, and inclusion (DEI); that its policies threaten to limit free speech in the classroom; and that withholding of funds could cripple the operations of many districts, and oversteps the Administration’s authority over schools and districts. The court suit was prompted by an earlier Executive Order (EO) requiring states to attest they do not use DEI practices that violate the Administration’s interpretation of civil rights laws. In her ruling, McCafferty chose not to implement a nationwide halt to the policy. Instead, she restricted the scope to schools that either employ or have contracts with at least one member from the organizations involved in the lawsuit: the National Education Association (NEA), the largest teachers' union in the U.S., and the Center for Black Educator Development, a nonprofit focused on recruiting and training Black teachers. Because the NEA represents over three million members, most school districts in the nation are likely to be affected.

 

White House Sends 2026 “Skinny” Budget to Congress

In alignment with the new Administration’s agenda to streamline federal programs and cut federal spending, the White House released the Fiscal Year (FY) 2026 Budget Request on May 2 to inform Congress’s work on annual appropriations. The ‘Skinny Budget’, as described by the White House and the press, includes a 46-page outline of proposed increases, reductions, and consolidations to programs in each federal agency. Prepared by the Office of Management and Budget (OMB), the FY 2026 Budget provides proposed funding levels for top line education, justice, health and other federal programs but does not provide budget details for each program. For example, under the U.S. Department of Education (ED), OMB proposes to “preserve Title I and streamline K-12 programs” in a “K-12 Simplified Funding Program” which in total is cut by $4.5 billion from FY 2025 and would consolidate 18 competitive and formula grant programs into a new formula grant. Similarly, the “Special Education Simplified Funding Program” remains level funded and would “consolidate” seven Individuals with Disabilities Education Act (IDEA) programs into one. The Charter School Program would be increased by $60 million and ED’s Office for Civil Rights would be cut by $49 million. With an overall cut to the education budget of 15.3 percent, other big losers are Adult Education ($729 million cut), the elimination of TRIO and GearUP -which serve as access and exposure programs to college for low-income children and children with disabilities as well as the elimination of the Teacher Quality Partnership (TQP) grants for new teachers. Notably, career and technical education programs, which have been touted as a priority by the Administration, are not explicitly included in the document.

Regarding the Department of Health and Human Services (HHS) the President is proposing a 26.2 percent cut overall with a plan to re-allocate more than $513 million to support the Make America Healthy Again program. Specific cuts include the elimination of the preschool development grant ($315 million) big cuts to the National Institutes of Health ($17.9 billion) and the Substance Abuse and Mental Health Services Administration ($1.6 billion) and more. Head Start, which was rumored to be eliminated in leaked drafts in recent weeks, was not mentioned in the document. Finally, at the Department of Justice (DOJ), OMB has detailed a $1.1 billion reduction that would eliminate 40 DOJ grant programs that support state and local entities, proposes to “realign [the] Violence Against Women Act funding with its original core mission” and proposes a $193 million cut to the Civil Rights Division (which includes disability rights). In terms of process, the budget formally puts the priorities of the sitting President in play as House and Senate appropriators negotiate spending bills over the coming weeks and months.

The Jacob K. Javits Gifted and Talented Students Education Program, the only federal funding program targeted to support gifted and talented education, was not specifically mentioned in the document.

To view the skinny budget, go here.