[Simtrainer-l] FW: Project 2025 and changes at the US Department of Education

Tue Nov 4 12:20:01 CST 2025

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Please read my Op-Ed in the Palm Beach Post

*Jennifer J. Lesh*

On Tue, Nov 4, 2025 at 9:41 AM Markell, Marc A via Simtrainer-l <
simtrainer-l at lists.ku.edu> wrote:

> Thank you. In summer of 2024 I taught a class on equity, diversity and
> inclusion. I talked about project 2025. Several students insisted that none
> of it would happen because "the republican candidate" said he knew nothing
> about Project 2025. How devastating it is that the proposal is now our
> lived reality.
>
> Educators need to get involved and strongly advocate for our children.
> This is not the time for us to sit back and see what happens. It's
> happening. Their goals seem clear, and we have an obligation to fight
> against these atrocities for our students.
>
> But... what can be done?
> Write legislators, letters to the editor, protest, speak out at school
> board meeting, refuse to be intimidated and bullied into silence, teach
> what children need...
>
> Marc Markell
> Professor emeritus
>
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> ------------------------------
> *From:* Simtrainer-l <simtrainer-l-bounces at lists.ku.edu> on behalf of
> Schumaker, Jean via Simtrainer-l <simtrainer-l at lists.ku.edu>
> *Sent:* Friday, October 31, 2025 10:18:34 AM
> *To:* SIMTRAINER-L <simtrainer-l at lists.ku.edu>
> *Subject:* [Simtrainer-l] FW: Project 2025 and changes at the US
> Department of Education
>
>
> *CAUTION:* This e-mail originated from outside the Minnesota State
> System. Only click links or open attachments from trusted sources. Please
> report suspicious messages using the "Report Message Button".
> Hi all— This is a really good summary of what’s been happening with the
> Department of Education and special education. Jean
>
> *From: *John Wills Lloyd from Special Education Today <
> specialeducationtoday at substack.com>
> *Date: *Friday, October 31, 2025 at 10:04 AM
> *To: *Schumaker, Jean <jschumak at ku.edu>
> *Subject: *Project 2025 and changes at the US Department of Education
>
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> ------------------------------
> Project 2025 and changes at the US Department of Education
> <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fapp-link%2Fpost%3Fpublication_id%3D388687%26post_id%3D177619656%26utm_source%3Dpost-email-title%26utm_campaign%3Demail-post-title%26isFreemail%3Dfalse%26r%3D3dpoo%26token%3DeyJ1c2VyX2lkIjo1Njc4NjY0LCJwb3N0X2lkIjoxNzc2MTk2NTYsImlhdCI6MTc2MTkyMjg5MiwiZXhwIjoxNzY0NTE0ODkyLCJpc3MiOiJwdWItMzg4Njg3Iiwic3ViIjoicG9zdC1yZWFjdGlvbiJ9.p-KLMaW38PXcV95IZ0Is32X8Ev_9UkGaNU633lHwBH8&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C06fe79061cd449b220b208de1bcecd31%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638978774495218136%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C60000%7C%7C%7C&sdata=NwcaX7r65QBtT3dFMNPGrJgXZWVjbmNTU8AjsoDyNBA%3D&reserved=0> Could
> the US be witnessing a turn away from its long-standing support of special
> education for students with disabilities?
>
> David Bateman <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2F%40davidbateman916193&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C06fe79061cd449b220b208de1bcecd31%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638978774495238562%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C60000%7C%7C%7C&sdata=sAMElSgEdsAKkgsCt%2B5KnLDws6dEOjdxlJ0DB9Z4Zkk%3D&reserved=0>
> Oct 31
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> READ IN APP
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>
> In 2025, the United States has entered an unprecedented phase in the
> history of federal education policy. The Heritage Foundation’s *Project
> 2025: Mandate for Leadership*—long viewed as a conservative wish list—has
> begun to materialize in real time. The core education chapter in *Project
> 2025*, authored by Lindsey M. Burke, outlined a comprehensive blueprint
> for dismantling the U.S. Department of Education, decentralizing control of
> K–12 schooling, and redirecting federal special education funds through
> flexible, market-oriented mechanisms.
>
> I described the implications of *Project 2025* for special education in a
> post on *Special Education Today* on *7 November 2024
> <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fredirect%2Fc08e7bf0-dbcb-4a55-a9bb-adc6d2a43d48%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C06fe79061cd449b220b208de1bcecd31%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638978774495408809%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C60000%7C%7C%7C&sdata=VBwZvKvcgIWmRo6takFNuCaeJP6viPtGTY0cTFTpmws%3D&reserved=0>*
> .¹ This post reviews what has happened in federal special education
> policy since that time.
>
> Once dismissed as aspirational rhetoric, *Project 2025* has rapidly
> transformed into an operational roadmap. In early 2025, the administration
> of President Donald J. Trump initiated sweeping structural changes within
> ED, implementing major *staff reductions
> <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fredirect%2Ffb3f8861-feb9-47a2-809e-1b9d242881a9%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C06fe79061cd449b220b208de1bcecd31%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638978774495436383%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C60000%7C%7C%7C&sdata=wW5NjHs6fCYYcRlfUBwsaFEnuj5EkkyPhFmQ%2FHI0TLA%3D&reserved=0>* and
> signaling an intent to devolve authority to states and localities. Many of
> those changes correspond with the recommendations of *Project 20205*.
> These developments mark a dramatic departure from the 50-year federal
> commitment to ensuring equity, accountability, and access for students with
> disabilities under the Individuals with Disabilities Education Act (IDEA).
>
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> AI-generated cartoon of dismantling of special education offices. At least
> there are no duplicate fingers, but the architecture seems a little off and
> that’s one dang big wrecking ball?
> The Executive Order to Dismantle the Department of Education
>
> In March 2025, President Trump issued an executive order directing the
> Department of Education to “close to the maximum extent permitted by law.”
> Within weeks, nearly half of ED’s workforce was eliminated or reassigned
> following a Supreme Court decision allowing the administration’s downsizing
> plan to proceed.
>
> The result has been a hollowing out of the agency’s capacity to provide
> oversight, monitoring, and technical assistance—especially in critical
> areas like special education, civil rights compliance, and fiscal
> accountability. Although Congress alone can formally abolish the
> Department, the executive branch has made clear its determination to reduce
> federal involvement to a symbolic presence.
>
> For students with disabilities, this means the very infrastructure built
> to protect their rights—through programs like the Office of Special
> Education Programs and the Office of Special Education and Rehabilitative
> Services—is being systematically dismantled.
> From Compliance to “Flexibility”: The Shift to Block Grants
>
> At the heart of *Project 2025* is the belief federal education programs
> should be consolidated and simplified through block grants, giving states
> and local agencies near-total discretion over spending. In the
> administration’s FY 2026 budget proposal, most IDEA funding streams were
> merged into a single “Special Education Support Grant” distributed directly
> to LEAs, bypassing state-level coordination and oversight.
>
> Proponents argue this model reduces bureaucracy and empowers local
> decision-making. However, critics note it strips IDEA of its accountability
> mechanisms—the very features that ensure equitable service delivery, data
> collection, and due process protections for students with disabilities.
> Without federal consistency, special education risks devolving into a
> patchwork of local interpretations, where eligibility, services, and
> supports depend more on ZIP code than student need.
> Funding Portability and the Rise of IDEA “Savings Accounts”
>
> Another core element of *Project 2025* is the idea of funding
> portability—allowing families to take their child’s share of IDEA funding
> and spend it on private tuition, tutoring, therapies, or specialized
> programs. Similar to programs in Florida and Arizona, often called
> “education savings accounts,” the proposal reframes IDEA entitlements as
> personal financial benefits rather than guaranteed public services.
>
> The appeal of portability is clear: more control for families, greater
> customization, and potential for innovation. Yet, the per-pupil federal
> IDEA allocation averages around $1,800²—far below the cost of specialized
> instruction or related services such as occupational therapy, speech, or
> behavioral support. For students with significant or complex needs, these
> funds are grossly inadequate.
>
> In practice, portability risks entrenching inequities. Affluent families
> may supplement these funds but lower-income families are left without
> sufficient means to access equivalent services. Districts could also face
> fiscal instability if funding follows students out of the public system.
> Transferring Disability Rights Enforcement to the Department of Justice
>
> One of the most consequential structural changes is the proposal to
> transfer IDEA and Section 504 oversight from the Department of Education’s
> OSERS and Office for Civil Rights to the Department of Justice (DOJ).
> Advocates within *Project 2025* frame this as streamlining: consolidating
> all civil rights enforcement under one agency.
>
> However, this realignment represents a fundamental shift in philosophy.
> The Department of Justice is primarily a law enforcement agency—it does not
> house the educational expertise required to monitor compliance, interpret
> IEP implementation, or evaluate the instructional impact of policy
> decisions.
>
> As a result, special education enforcement would likely become more
> reactive—triggered by formal complaints or lawsuits—rather than proactive,
> preventive, and educationally focused. This shift could delay
> interventions, reduce guidance to states and districts, and weaken the
> federal government’s ability to ensure consistent application of IDEA’s
> procedural safeguards nationwide.
> Targeted Cuts to Special Institutions
>
> In addition to systemic restructuring, *Project 2025* calls for the
> gradual elimination of earmarked federal funding for specialized
> institutions, including the National Technical Institute for the Deaf, the
> American Printing House for the Blind, and programs associated with Special
> Olympics.
>
> Although these cuts have not yet been implemented as of fall 2025, they
> remain active policy goals. The potential consequences are significant.
> These institutions serve students with low-incidence disabilities—those
> with sensory impairments or multiple disabilities—for whom individualized
> support is essential. Removing these targeted funds would dismantle decades
> of infrastructure built specifically to promote accessibility, academic
> competence, and workforce readiness.
> Consequences for Equity, Accountability, and Civil Rights
>
> The cumulative effect of these changes cannot be overstated. Together,
> they represent a dramatic shift from federally guaranteed rights to
> localized discretion.
>
>    -
>
>    *Equity risks:* The shift to block grants and portability will amplify
>    disparities between affluent and under-resourced districts. Families with
>    means can navigate complex choice systems; those without may lose access to
>    the very services IDEA was designed to guarantee.
>    -
>
>    *Erosion of accountability:* Without federal monitoring or uniform
>    standards, local compliance will vary dramatically. Students requiring
>    costly supports risk being underfunded or excluded entirely.
>    -
>
>    *Weakened civil rights enforcement:* With OSERS downsized and
>    potential jurisdiction transferred to DOJ, specialized educational
>    oversight is waning precisely when IDEA noncompliance complaints are
>    surging.
>
> In short, the *Project 2025* proposals that have and are being
> implemented in the first nine months of the Trump administration dismantle
> the connective tissue that has bound IDEA’s promise of equity and access to
> federal oversight. The changes may seem minor in some ways, but they are
> foundational modifications in other ways.
> Beyond Bureaucracy: What’s at Stake
>
> Supporters of *Project 2025* argue federal downsizing is long
> overdue—Washington’s role has become too intrusive and local control will
> restore efficiency and parental authority. But this framing overlooks what
> ED was created to do: ensure national consistency in opportunity.
>
> The dismantling of ED threatens to turn back decades of civil rights
> progress for students with disabilities. For over 50 years, federal law has
> guaranteed a free appropriate public education to every eligible child. The
> Department of Education served as both the guarantor and the enforcer of
> that promise.
>
> If changes in policy and practice at the federal level continue to
> correspond with *Project 2025*’s proposals, the nation may soon return to
> a pre-IDEA landscape. The US may have special education defined by
> fragmented policies, uneven access, and children with disabilities left to
> the mercy of local discretion and limited funding.
> Conclusion
>
> The events of 2025 make one thing clear: *Project 2025* is no longer a
> theoretical exercise in conservative policymaking—it is a live experiment
> in deconstructing federal authority over education. The executive order to
> dismantle the Department of Education, combined with the restructuring of
> IDEA funding and oversight, signals a shift in how the nation defines its
> responsibility to students with disabilities.
>
> What was once a coordinated national commitment to access, accountability,
> and equity now teeters on fragmentation. Whether states and local districts
> can—or will—uphold the spirit of IDEA in the absence of strong federal
> leadership remains to be seen.
>
> For millions of students with disabilities, the stakes could not be higher.
>
> Share
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> Special Education Today is a reader-supported publication. Please become a
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> Reference
>
> Dans, P., & Groves, S. (Eds.). (2025). *Mandate for leadership; The
> conservative promise Project 2025*. Heritage Foundation.
> Footnote
> 1
>
> *Special Education Today* also published other examinations of *Project
> 2025 *in the *Special Education Today newsletter 4(2)
> <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fredirect%2Fcc291cdc-f99d-4f0a-94df-534f027fd6b7%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C06fe79061cd449b220b208de1bcecd31%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638978774495526330%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C60000%7C%7C%7C&sdata=DxNij5qJZMNx%2FdfFRnPs9cgJ2Ie676pmawcOZVTflac%3D&reserved=0>* published
> 8 July 2024 and the post *Another view on Project 2025
> <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fredirect%2Fb7b1d433-71da-4059-8d98-978675ed9e54%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C06fe79061cd449b220b208de1bcecd31%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638978774495544635%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C60000%7C%7C%7C&sdata=yQ63VEvzGaRC1oOU2Bd8CkgcGMh5YHNMi1y2XHd46YY%3D&reserved=0>* published
> 23 July 2024,
> 2
>
> The $1800 is not predicated on “full funding” of IDEA. Congress originally
> planned for the federal government to contribute 40% of the extra costs
> state and local agencies incurred in providing special education, but it
> hasn’t done so over the 50-year history of US laws.
>
> Your subscription is one of the reasons that *SET* keeps appearing.
> Woohoo!
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