Title I Doesn’t Belong In The Department Of Labor The 74
Title I Doesn’t Belong In The Department Of Labor The 74
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The Trump administration’s effort to dismantle the U.S. Department of Education is no longer a theoretical proposal. It is happening now, rapidly, and with consequences far far-reaching than the headlines suggest.
Among the most consequential moves is the plan to shift oversight of Title I, the $18-billion federal program that supports than half of the nation’s public schools and nearly 26 million students in low-income communities, to the U.S. Department of Labor.
While the federal education bureaucracy has room for improvement, this move should alarm anyone — across party lines — who understands the central purpose of Title I: to mitigate the effects of poverty on learning and ensure that every child has a fair chance at a high-quality education.
Title I was not created to build workforce pipelines or meet short-term labor market needs. It was created to address inequities in schooling. Relocating it to the Department of Labor – an agency with little experience in K-12 education, little familiarity with school improvement or academic intervention, and no core mission related to teaching or learning – fundamentally undermines its purpose.
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Title I administration relies on specialists who spend their careers understanding the complexities of school improvement, early literacy, bilingual education, assessment, family engagement, data reporting and civil rights enforcement. These professionals interpret federal law, develop guidance that districts depend on, monitor state implementation, help local leaders navigate compliance challenges and support research-based strategies that improve academic outcomes for children in poverty. Their work is rarely visible to the public, but their expertise is vital to the day-to-day functioning of thousands of schools.
When these positions are eliminated or scattered across agencies, the federal government loses not only staff but decades of institutional memory. Labor does not have personnel trained to advise districts on effective reading interventions, to monitor support for English learners, or to help states build equitable accountability systems.
Nor does it have the infrastructure to provide guidance on the complex interdependence of Title I with federal programs governing students with disabilities, teacher training or English learners. That expertise cannot be rebuilt quickly. And the predictable result will be confusion, inconsistency and weaker oversight.
Narrowing the federal role to workforce preparation overlooks the broader civic, academic, social and developmental purposes of schooling. A child’s education is not simply a supply-chain function of the labor market. Title I was created to provide additional resources to schools serving students with the fewest opportunities: resources that fund literacy coaches, paraprofessionals, after-school tutoring, community school coordinators, summer learning programs, bilingual aides and social workers.
These efforts help children succeed academically and thrive as full members of their communities. They cannot be replaced by job-readiness activities, nor should they be justified only through workforce logic.
The students most harmed by this shift live in every corner of the country. In rural communities, Title I dollars support small schools that would otherwise be unable to hire reading specialists or maintain adequate transportation. These schools often have only one or two central-office staff members to manage federal programs.
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When reporting requirements or compliance expectations shift suddenly to a new agency unfamiliar with school operations, rural districts have little capacity to absorb the confusion. That leaves teachers and students vulnerable.
In suburban districts, Title I is often the lifeline that enables supports for rapidly changing demographics. Many suburban schools now serve increasing numbers of multilingual learners, low-income families and students experiencing housing instability.
Title I funds help these districts build systems of early intervention, family engagement and academic support that would otherwise not exist. When federal guidance becomes unclear or inconsistent, these districts struggle to maintain those programs.
Urban districts depend on Title I at an even larger scale. Large-city schools use these funds to support community school models, mental health services, after-school programs, restorative justice initiatives and partnerships with nonprofits. They also rely on clear federal guidance to ensure that high-poverty schools receive their fair allocation of state and local funds in addition to Title I dollars, a safeguard called “supplement, not supplant.” Because Labor lacks the expertise or commitment to enforce this rule, inequities within districts will widen and children in red, purple and blue districts will suffer.
As a child of a low-income, single-parent family, my brother and I benefited directly from Title I funding in the 13 public schools we attended. Title I paid for teachers, for literacy programs, books in our classrooms, after-school programs, breakfast, free and reduced-price lunch and even band instruments that allowed us to participate until we could afford to purchase our own.
Both of us entered the workforce at young ages, taking part time jobs in middle and high school. Both of us continued to work through college.
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And both of us have Title I to thank for providing funding and accountability mechanisms to the local districts we attended. Despite the financial instability and numerous moves, public schools and the educators serving in them offered us resources, programs and stability we otherwise would not have experienced.
Those advocating for the elimination of the Education Department insist that because Title I funding will continue, nothing fundamental will change. But funding without coherent and responsible oversight is functionally weaker funding.
Dollars do not implement themselves.
They require an expert federal partner, capable state agencies and local leaders who understand how to use those funds wisely. When the federal partner is replaced by an agency without educational expertise, the quality and equity of implementation deteriorate. That deterioration will disproportionately impact the very communities and families Title I was created to support.
the و and و will – تفاصيل مهمة
Improving the federal role in education is a worthy goal. Streamlining bureaucracy, clarifying guidance and eliminating redundancies can make federal programs effective.
But dispersing the Education Department’s core functions across agencies that lack expertise is not reform, it’s abandonment. The nation’s commitment to public schooling as the foundation for increasing educational access and economic opportunity is too important to place in the hands of a department ill-equipped to uphold it.
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Disclaimer: This news article has been republished exactly as it appeared on its original source, without any modification.
We do not take any responsibility for its content, which remains solely the responsibility of the original publisher.
Author:John Pascarella
Published on:2025-12-16 23:30:00
Source: www.the74million.org
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Sign up for The 74 Newsletter The Trump administrationu2019s effort to dismantle the U.S. Department of Education is no longer a theoretical proposa”,”copyrightYear”:”2025″,”articleSection”:”Education”,”articleBody”:”nnn n Get stories like this delivered straight to your inbox. Sign up for The 74 Newslettern n n n nThe Trump administrationu2019s effort to dismantle the U.S. Department of Education is no longer a theoretical proposal. It is happening now, rapidly, and with consequences far more far-reaching than the headlines suggest. Among the most consequential moves is the plan to shift oversight of Title I, the $18-billion federal program that supports more than half of the nationu2019s public schools and nearly 26 million students in low-income communities, to the U.S. Department of Labor.nnnnWhile the federal education bureaucracy has room for improvement, this move should alarm anyone u2014 across party lines u2014 who understands the central purpose of Title I: to mitigate the effects of poverty on learning and ensure that every child has a fair chance at a high-quality education.nnnnnnnnTitle I was not created to build workforce pipelines or meet short-term labor market needs. It was created to address inequities in schooling. Relocating it to the Department of Labor u2013 an agency with little experience in K-12 education, little familiarity with school improvement or academic intervention, and no core mission related to teaching or learning u2013 fundamentally undermines its purpose.nnnnTitle I administration relies on specialists who spend their careers understanding the complexities of school improvement, early literacy, bilingual education, assessment, family engagement, data reporting and civil rights enforcement. These professionals interpret federal law, develop guidance that districts depend on, monitor state implementation, help local leaders navigate compliance challenges and support research-based strategies that improve academic outcomes for children in poverty. Their work is rarely visible to the public, but their expertise is vital to the day-to-day functioning of thousands of schools.nnnnWhen these positions are eliminated or scattered across agencies, the federal government loses not only staff but decades of institutional memory. Labor does not have personnel trained to advise districts on effective reading interventions, to monitor support for English learners, or to help states build equitable accountability systems.nnnnRelatedWhite House Splinters Education Department, Sending K-12 Programs to LabornnnnNor does it have the infrastructure to provide guidance on the complex interdependence of Title I with federal programs governing students with disabilities, teacher training or English learners. That expertise cannot be rebuilt quickly. And the predictable result will be confusion, inconsistency and weaker oversight.nnnnNarrowing the federal role to workforce preparation overlooks the broader civic, academic, social and developmental purposes of schooling. A childu2019s education is not simply a supply-chain function of the labor market. Title I was created to provide additional resources to schools serving students with the fewest opportunities: resources that fund literacy coaches, paraprofessionals, after-school tutoring, community school coordinators, summer learning programs, bilingual aides and social workers.nnnnThese efforts help children succeed academically and thrive as full members of their communities. They cannot be replaced by job-readiness activities, nor should they be justified only through workforce logic.nnnnThe students most harmed by this shift live in every corner of the country. In rural communities, Title I dollars support small schools that would otherwise be unable to hire reading specialists or maintain adequate transportation. These schools often have only one or two central-office staff members to manage federal programs. When reporting requirements or compliance expectations shift suddenly to a new agency unfamiliar with school operations, rural districts have little capacity to absorb the confusion. That leaves teachers and students vulnerable.nnnnIn suburban districts, Title I is often the lifeline that enables supports for rapidly changing demographics. Many suburban schools now serve increasing numbers of multilingual learners, low-income families and students experiencing housing instability. Title I funds help these districts build systems of early intervention, family engagement and academic support that would otherwise not exist. When federal guidance becomes unclear or inconsistent, these districts struggle to maintain those programs.nnnnRelatedWith Crossed Wires and Late Funding, Some Call Ed Move to Labor a u2018Muddleu2019nnnnUrban districts depend on Title I at an even larger scale. Large-city schools use these funds to support community school models, mental health services, after-school programs, restorative justice initiatives and partnerships with nonprofits. They also rely on clear federal guidance to ensure that high-poverty schools receive their fair allocation of state and local funds in addition to Title I dollars, a safeguard called u201csupplement, not supplant.u201d Because Labor lacks the expertise or commitment to enforce this rule, inequities within districts will widen and children in red, purple and blue districts will suffer.nnnnAs a child of a low-income, single-parent family, my brother and I benefited directly from Title I funding in the 13 public schools we attended. Title I paid for more teachers, for literacy programs, books in our classrooms, after-school programs, breakfast, free and reduced-price lunch and even band instruments that allowed us to participate until we could afford to purchase our own.nnnnBoth of us entered the workforce at young ages, taking part time jobs in middle and high school. Both of us continued to work through college. And both of us have Title I to thank for providing funding and accountability mechanisms to the local districts we attended. Despite the financial instability and numerous moves, public schools and the educators serving in them offered us resources, programs and stability we otherwise would not have experienced.nnnnThose advocating for the elimination of the Education Department insist that because Title I funding will continue, nothing fundamental will change. But funding without coherent and responsible oversight is functionally weaker funding.nnnnDollars do not implement themselves.nnnnThey require an expert federal partner, capable state agencies and local leaders who understand how to use those funds wisely. When the federal partner is replaced by an agency without educational expertise, the quality and equity of implementation deteriorate. That deterioration will disproportionately impact the very communities and families Title I was created to support.nnnnImproving the federal role in education is a worthy goal. Streamlining bureaucracy, clarifying guidance and eliminating redundancies can make federal programs more effective. But dispersing the Education Departmentu2019s core functions across agencies that lack expertise is not reform, itu2019s abandonment. The nationu2019s commitment to public schooling as the foundation for increasing educational access and economic opportunity is too important to place in the hands of a department ill-equipped to uphold it.nn n n n Did you use this article in your work?
nWeu2019d love to hear how The 74u2019s reporting is helping educators, researchers, and policymakers. Tell us hown n nnn !function(f,b,e,v,n,t,s){if(f.fbq)return;n=f.fbq=function(){n.callMethod?n n.callMethod.apply(n,arguments):n.queue.push(arguments)};if(!f._fbq)f._fbq=n;n n.push=n;n.loaded=!0;n.version=’2.0′;n.queue=();t=b.createElement(e);t.async=!0;n t.src=v;s=b.getElementsByTagName(e)(0);s.parentNode.insertBefore(t,s)}(window,n document,’script’,’https://connect.facebook.net/en_US/fbevents.js’);n fbq(‘init’, ‘626037510879173’); // 626037510879173n fbq(‘track’, ‘PageView’);n nnnnnDisclaimer: This news article has been republished exactly as it appeared on its original source, without any modification. nWe do not take any responsibility for its content, which remains solely the responsibility of the original publisher.nnnnnnAuthor: John PascarellanPublished on: 2025-12-16 23:30:00nSource: www.the74million.orgn”,”publisher”:{“@id”:”#Publisher”,”@type”:”Organization”,”name”:”uaetodaynews”,”logo”:{“@type”:”ImageObject”,”url”:”https://uaetodaynews.com/wp-content/uploads/2025/09/images-e1759081190269.png”},”sameAs”:[“https://www.facebook.com/uaetodaynewscom”,”https://www.pinterest.com/uaetodaynews/”,”https://www.instagram.com/uaetoday_news_com/”]},”sourceOrganization”:{“@id”:”#Publisher”},”copyrightHolder”:{“@id”:”#Publisher”},”mainEntityOfPage”:{“@type”:”WebPage”,”@id”:”https://uaetodaynews.com/title-i-doesnt-belong-in-the-department-of-labor-the-74/”,”breadcrumb”:{“@id”:”#Breadcrumb”}},”author”:{“@type”:”Person”,”name”:”uaetodaynews”,”url”:”https://uaetodaynews.com/author/arabsongmedia-net/”},”image”:{“@type”:”ImageObject”,”url”:”https://uaetodaynews.com/wp-content/uploads/2025/12/title-1-schools-825×495.jpg”,”width”:1200,”height”:495}}
Disclaimer: This news article has been republished exactly as it appeared on its original source, without any modification.
We do not take any responsibility for its content, which remains solely the responsibility of the original publisher.
Author: uaetodaynews
Published on: 2025-12-16 19:37:00
Source: uaetodaynews.com
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