When the Department of Education (DOE) was created in 1979, President Jimmy Carter warned supporters, “This thing won’t work as well as you think it will.” Time has shown his prediction accurate, however, not working as well as thought is not the same as working badly. 

Just what does the Department of Education do? Many things.

The department oversees federal funding for colleges and universities as well as K-12 public schools. The bulk of federal funding for higher education comes in the form of Pell Grants, student loans and research funding. Most K-12 schools receive 10% of their funding from the department but as recently as the 2021-2022 school year, it was 14.6% for Ohio schools, or $2,600 per student. 

Two DOE programs support school districts with the greatest needs. Title 1 helps fund supports for schools with high-poverty rates while REAP (Rural Education Achievement Program) specifically targets rural schools, which comprise more than a quarter of all U.S. public schools. My job as a tutor in an Akron Public Schools building with high-poverty rates is paid for with Title 1 funding. I see first hand the need for this support and how impactful it is.

The department also provides federal oversight for the Individuals with Disabilities Education Act (IDEA). Enacted in 1975, IDEA’s role is to ensure all states provide a free appropriate public education to students with disabilities both physical and intellectual. Within the department is the Office for Civil Rights to which students with disabilities can file complaints if they are not receiving a free appropriate public education as outlined by IDEA.

When I graduated high school in the spring of 1983, I had attended 10 public schools in four states. In none of these did I have classmates with intellectual disabilities, such as Down syndrome, nor physical disabilities that required wheelchairs or adaptive equipment. This changed in the years after IDEA federally required public schools to allow students with disabilities to attend, something that doesn’t just benefit students with disabilities. It also normalizes having friends with a range of abilities as students work and play with classmates who only a few decades ago were not encouraged, or sometimes even allowed, to attend public schools.

Just as important to know is what the Education Department does not do. It does not set curricula (what is taught) in public schools. It does not determine how schools receive funding outside of what it provides. It does not set standards for teachers nor graduation requirements. All of this is, and always has been, decided by the states.

On March 11, the Trump Administration put more than 1,300 DOE employees on administrative leave. The agency’s statisticians who analyze the data to determine which school districts qualify for Title 1 and REAP funding went from 100 to three employees, making it impossible to efficiently and effectively conduct their assigned task. The expected result is the funding for schools that rely on Title 1 and REAP will not be allocated and, therefore, distributed going forward.

Then, on March 20, President Donald Trump signed an executive order charging Education Secretary Linda McMahon to “take all necessary steps to facilitate the closure” of the department, “to the maximum extent appropriate and permitted by law.” And to give “the authority over education to the States and local communities.” Which is something they already have now. Trump also promised that the funding for Title 1 and REAP would remain intact, but with the department gutted of the employees who oversee the allocation of said funding, it remains intact in name only.

No president can constitutionally eliminate an agency established by Congress — only Congress itself can do that. But officially closing an agency isn’t the only way to kill it. Lawsuits have been filed by 21 Democratic state attorneys general and parents. The state AGs’ suit claims the massive reduction of Education Department employees is the de facto death of the Education Department, while the lawsuit by parents claims the cuts mean student rights will not be protected. 

As a parent advocate for the nonprofit Oklahoma Parents for Student Achievement, Kristy Heller has worked with the DOE’s Office for Civil Rights on behalf of Oklahoma families whose children have not received the public education required by IDEA. Also a mother of a child with Down syndrome, Heller told an NPR interviewer that her family is considering moving because without federal oversight “states like Oklahoma…I don’t feel place the same importance on educating students with disabilities.” 

Here in Ohio, I worry that Akron Public Schools may eliminate or significantly water down the SAIL program my daughter with Down syndrome attends. This program, designed for students with intellectual disabilities who attend about half of the day in a general education classroom, has been a game changer for my daughter’s education. Like Kristy Heller, I am not confident that my state will carry on the work of educating students with disabilities without federal oversight and funding.

Secretary McMahon has said IDEA will remain in place but perhaps at a different governmental agency — none of which have been prepared to take over such a large and important federal act. Nor could they possibly have been in the two months since Elon Musk and Donald Trump began dismantling several federal governmental agencies. It is far easier to break things than it is to repair or rebuild them. And just who benefits from this wide-scale destruction? Certainly not America’s students.