Assessing Impact on Michigan Students: Potential implications of Trump Administration’s anticipated changes to the U.S. Department of Education

While President Donald Trump and his administration publicly explore substantial changes to the U.S. Department of Education, EdTrust-Midwest is assessing carefully what the potential implications may be for Michigan students, particularly vulnerable groups of students such as students with disabilities and students from low-income backgrounds.  

To be sure, the U.S. Department of Education plays an impactful role in the public education for 1.4 million Michigan students of all backgrounds in traditional public and charter schools. In Michigan, federal funding comprised 13.8% of K-12 education funding in fiscal year 2023. Among the essential roles that the U.S. Department of Education plays in state education systems:  

• Addressing and assisting with school funding gaps, especially for vulnerable student groups, in state funding systems 
• Serving as a watchdog
• Ensuring of transparency and accountability in states’ public education systems, including making sure all families have honest information about school performance and student learning outcomes  

Below, we explore these roles and the potential impact of the anticipated changes for students, families and educators in Michigan.  

Addressing State Funding Gaps  

Michigan has long underfunded the needs of students from low-income backgrounds compared to what leading states practice and what research indicates is needed for those students to succeed, even with recent progress. Among the 28 states with similar funding systems, Michigan ranked 20th in 2023 – in the bottom third – for the additional funding for students from low-income backgrounds. 

The federal government plays an important role by addressing school funding gaps for states to address students’ needs. For instance, the federal government provides about $580 million in funding – called Title I funding – for over 775,000 students from low-income backgrounds here in Michigan. That funding is the equivalent of about 13,570 entry-level teacher positions.  

The purpose of that funding is “to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps by allocating federal funds for education programs and services,” according to the National Center for Education Statistics.  

Nationally, about 63 percent of traditional public schools and 62 percent of public charter schools were Title I eligible in school year 2021-22, according to NCES.   

Here in Michigan, the funding is crucial for students in rural, suburban and urban towns and cities from Monroe to Marquette. Indeed, 54% of Michigan students are from low-income backgrounds. Michigan school districts and public school academies use these dollars for a myriad of services, including instructional materials, counseling and mental health programs, and salaries for paraprofessionals.    

Cuts to or elimination of Title I funds would impact students across the state. For example, Kentwood Public Schools on the west side of the state near Grand Rapids received nearly $2.5 million in Title I funding for the 2024-25 school year. Morley Stanwood Community Schools, located between Muskegon and Cadillac, received roughly $686,000 in federal Title I dollars.     

However, eliminating Title I funding altogether is not the only possible action being considered by the Trump administration. Another option could be to turn Title I funding into block grants to school districts that lack the accountability and assurances that the dollars will reach the students for whom they are intended. These types of grants also lack transparency and accountability provisions that ensure Michigan’s families and leaders can track the dollars and monitor them to make sure these important federal funds are being used for appropriate educational purposes. That would be a terrible disservice to both students and taxpayers alike.    

Turning these funds into no-strings block grants would effectively eliminate any accountability and transparency of how these important federal funds are spent.   

Meanwhile, under the federal Individuals with Disabilities Education Act (IDEA), the U.S. Department of Education also provides $15 billion to states to support students with disabilities, ensuring they receive the education, support, and services which they are entitled to. These funds are used to adhere to a student’s individualized education plan (IEP), which can include hiring additional staff or creating a specialized learning environment for a student.  

Just as with Title I, oversight for the use of the funds may disappear or soften if the Trump administration dismantles the U.S. Department of Education or turns funding allotted for students with disabilities into a series of block grants to states that lack accountability and transparency. Either action could negatively impact the funding and services for more than 217,000 students with disabilities in the state.   

Either action could impact the funding and services for more than 206,000 students with disabilities in the state.   

Serving as a Watchdog  

The federal government’s role as a watchdog is particularly important in Michigan to ensure services are being met for all students. As noted above, funds under the Individuals with Disabilities Education Act (IDEA) are used to adhere to a student’s individualized education plan (IEP).  

Already, a federal investigation into the Michigan Department of Education found the state systematically violated the rights of students with disabilities during the COVID-19 school closures. The investigation determined students with disabilities “did not receive the services and instruction they were entitled to under federal anti-discrimination laws.”  

In a state where the four-year high school graduation rate is below 60 percent for Michigan’s students with disabilities and 71% for students from low-income backgrounds, the federal watchdog function is an essential one. Without federal oversight, states like Michigan may fail to provide students with disabilities with the educational environments they deserve.   

Federal oversight incentivizes districts to pay attention to and improve academic performance for all of their students.  

Without this oversight, schools may not be held accountable for meeting all students’ needs. Furthermore, dollars could be spent without any requirement that they be used for the services — and the students — for which they are intended.   

Empowering Families with Honest Information about Schools and Student Outcomes  

The U.S Department of Education also plays a key role by ensuring families have honest information and data about student outcomes and public schools’ performance.  

For instance, the U.S. Department of Education currently collects and analyzes student performance data, ensuring that schools are held accountable for serving all students. These accountability requirements to report subgroup performance were enacted during the former U.S. President George W. Bush administration. They have since resulted in greater scrutiny and accountability for states and school districts to serve all of their students, regardless of disability, income, race, gender and more.  

Schools and districts cannot begin to solve educational problems without honest information and data. Parents and families deserve and need this information about their children’s public schools and their children’s learning outcomes, as well. 

In short, the U.S. Department of Education’s role in the support for and oversight of public schools is essential. It is investing in American students, as well as in America’s economic strength and global competitiveness.