How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.
How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.
The U.S. Senate Appropriations Committee on Thursday approved a bipartisan fiscal year 2026 K-12 education bill that would prevent the executive branch from removing Title I and special education programs to agencies outside the U.S. Department of Education. The legislation also rejects several other funding reforms proposed by the Trump administration.
The bill would require timely awarding of formula grants by the Education Department to states and districts. For several weeks in July, the Education Department and the White House’s Office of Management and Budget withheld $6.2 billion in grant funding that states and districts expected access to starting July 1.
That funding at pre-approved FY 2025 spending levels was released after the Trump administration conducted a “programmatic review” and added “guardrails” to ensure the funds would not violate executive orders or administration policy, a senior administration official at OMB told K-12 Dive in an email July 25.
Educators, parents, education organizations, and Republican and Democratic lawmakers had pressured the administration to make the funds available, citing that the disruption in funds was causing school program cuts, canceled contracts and staff layoffs.
In total, the Senate Appropriations Committee recommends funding the Education Department in FY 26 at $79 billion, according to the bill text. That’s $12.3 billion more than President Donald Trump’s proposal of $66.7 billion. In the current fiscal year, the Education Department is funded at $78.7 billion.
“The bill also supports families by investing in education and affordable child care, which promotes financial stability for working parents and benefits our economy,” said Appropriations Committee Chair Sen. Susan Collins, R-Maine.
The proposed education budget — which was included in funding legislation for the U.S. Departments of Labor, Health and Human Services, and related agencies — passed the committee in a 26-3 vote.
“Our bills reject devastating cuts — and reject many of this administration’s absurd proposals — like dismantling the Department of Education,” said Sen. Patty Murray, D-Wash., vice chair of the Senate Appropriations Committee, in her opening remarks.
“We all know President Trump cannot dismantle the Department of Education or ship education programs to other agencies. Authorizing laws prevent that. Appropriations laws prevent that,” Murray said.
Trump has said he wants to reduce the size and scope of the federal government and give states and localities more fiscal decision-making authority while reducing bureaucracy.
In March, Trump signed an executive order to shutter the Education Department to the “maximum extent appropriate.” Congress, however, would need to approve the closing of the agency.
The Trump administration’s budget proposed a new K-12 Simplified Funding Program that would merge 18 current competitive formula funding grant programs into one $2 billion formula grant program. The administration said the SFP would spur innovation and give states more spending flexibility and decision-making power.
The Senate Appropriation Committee instead rejected that plan by keeping the formula grants separate. The Senate plan would provide a $50 million increase over FY 2025 spending for both Title I-A funding for low-income schools and districts, and for special education services under the Individuals with Disabilities Education Act.
The bill would maintain current spending levels, except for a few reductions, across other K-12 formula and competitive grant programs targeting improvements in teaching and learning, according to a bill summary from Murray’s office.
Other notable spending proposals from the Senate Appropriations Committee FY 26 bill include:
The Senate Appropriations bill will now be considered by the House and full Senate. FY 26 starts Oct. 1.
The Trump administration will release the remaining fiscal year 2025 K-12 grant funds that it had frozen — nearly $5 billion — to states and districts, the Office of Management and Budget confirmed Friday.
The funding for student academic supports, English learners, immigrant students and teacher training was supposed to be available July 1, but was not released pending a “programmatic review” by OMB, the White House’s budget arm.
That review was to ensure the grants align with Trump administration policies and priorities, OMB told K-12 Dive earlier this month. The office had said initial findings showed “many of these grant programs have been grossly misused to subsidize a radical leftwing agenda.”
On Friday, a senior administration official told K-12 Dive in an email, “Guardrails are in place to ensure these funds will not be used in violation of Executive Orders or administration policy.”
Earlier this week, OMB began releasing $1.3 billion it had withheld for after-school and summer programming under the 21st Century Community Learning Centers grant, according to the Afterschool Alliance.
The remaining funds to be released are:
Education officials, Republican and Democratic lawmakers, education organizations, parents and nonprofits had all urged OMB to release the funds that were approved by Congress in an appropriations bill that President Donald Trump signed in March. They said the weekslong delay in accessing the money was already causing “budgetary chaos” for schools, which began cancelling contracts, laying off staff and eliminating programs when the funds didn’t arrive as scheduled.
The disruption also spurred two lawsuits.
A survey by AASA, the School Superintendents Association, found that nearly 30% of districts said they needed access to the withheld funds by Aug. 1 to avoid cutting programs and services for students. By Aug. 15, survey respondents said they would have to notify parents and educators about the loss of programs and services. The survey was conducted earlier this month and drew responses from 628 superintendents in 43 states.
On Friday, David Schuler, AASA’s executive director, said in a statement that he was pleased the “critical” funds would now be available to schools.
Sen Patty Murray, D-Wash., vice chair of the Senate Appropriations Committee, said in a statement Friday, “There is no good reason for the chaos and stress this president has inflicted on students, teachers, and parents across America for the last month, and it shouldn’t take widespread blowback for this administration to do its job and simply get the funding out the door that Congress has delivered to help students.”
Randi Weingarten, president of the American Federation of Teachers, addressed the news during a keynote speech Friday at the Together Educating America’s Children conference in Washington, D.C., according to a press release.
“Today, they backed down: our lobbying, our lawsuits, and our advocacy for why these funds matter to kids, it worked.” Weingarten said.
Becky Pringle, president of the National Education Association, said in a Friday statement, “These reckless funding delays have undermined planning, staffing, and support services at a time when schools should be focused on preparing students for success.”
How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.
School districts with strong budget management and the ability to raise revenue, in addition to state funding access, will be able to better weather the financial storm exacerbated by recent federal changes in education policy, according to a Moody’s Ratings’ report released last week.
A significant increase in state aid could stave off effects from shrinking federal support under the Trump administration. However, any states’ plans to bolster school funding may be scrapped to adapt to other federal policy changes such as reduced Medicaid or disaster recovery funding.
School districts in most states have an average ability to increase revenue. Districts in Arizona, Kansas, Michigan, New Mexico, Nevada and Oklahoma have more limited revenue-raising flexibility than other states, the report said.
Districts have faced financial turmoil in the past few months, as the Trump administration continues to change course on federal funding that was expected to be available for districts.
The administration withheld pandemic aid reimbursements, for example — a decision it then walked back. It also recently delayed $6.2 billion in federal K-12 grants, only part of which the administration has said it would release so far.
States with a greater dependence on federal funding “will translate into additional credit pressure if federal funding is reduced,” the report said. Arizona and Oklahoma, for example, rely on federal funding for more than 20% of their K-12 budgets.
Overall, the federal government provides 13.6% of total K-12 funding, according to the Education Data Initiative.
Additional changes on the federal level will impact school district budgets such as an expansion in school choice — with the nation’s first federal school voucher program available nationwide established through the “One Big, Beautiful Bill.” The major tax and spending package was narrowly passed by Congress and signed by President Donald Trump earlier this month.
“This shift could result in enrollment being redirected to alternatives outside traditional K-12 districts,” the Moody’s report says.
In another Moody’s report released in April, the financial outlook and research organization showed that states are unlikely to fill gaps left by the federal government changes, leaving districts with a “limited menu of options.”
“While many states have indeed increased their K-12 education funding, whether these efforts will fully offset the impact of reduced federal support remains uncertain,” said Gregory Sobel, senior analyst and vice president at Moody’s Ratings, in an email to K-12 Dive. Sobel said that “while state support is growing, it may not be sufficient to fully counterbalance the combined effects of reduced federal aid and heightened competition.”
Districts are already feeling the blowback from federal-level changes.
About 85% of superintendents said they have existing contracts previously paid with federal funds that are currently being withheld, forcing them to backfill with local dollars, according to a survey released Tuesday of nearly 630 district leaders across 43 states.
As a result of these spending changes, nearly three quarters of surveyed districts will have to scrap academic services for students, such as tutoring and before or after-school programming, according to the poll conducted by AASA, the School Superintendents Association. Half of superintendents said they will have to make labor cuts, including in special education.
“This isn’t a future problem; it’s happening now,” one superintendent said in the survey. “Our budget was set with these funds in mind. Their sudden withholding has thrown us into chaos, forcing drastic measures that will negatively impact every student, classroom, and school in our district.”
Key points:
The anticipation of a new school year brings a complex mix of emotions for both students and teachers in K-12 education. As the 2025-2026 academic year approaches, experiencing anxiety about returning to the classroom is a natural response to change that affects everyone differently.
From elementary students facing new classroom environments to high school teachers preparing for curriculum changes, these feelings manifest uniquely across age groups. Young children often worry about making new friends or adjusting to new teachers, while older students grapple with academic performance pressures and social dynamics. Teachers face their own challenges, including meeting diverse student needs, implementing new edtech tools and digital resources, and maintaining high academic standards while supporting student well-being.
Early identification of anxiety symptoms is crucial for both educator and student success. Young children might express anxiety through behavioral changes, such as becoming more clingy or irritable, while older students might demonstrate procrastination or avoidance of school-related topics. Parents and educators should remain vigilant for signs like changes in sleeping patterns and/or eating habits, unusual irritability, or physical complaints. Schools must establish clear protocols for identifying and addressing anxiety-related concerns, including regular check-ins with students and staff and creating established pathways for accessing additional support when needed.
Building strong support networks within the school community significantly reduces anxiety levels. Schools should foster an environment where students feel comfortable expressing concerns to teachers, counselors, or school psychologists. Regular check-ins, mentor programs, and peer support groups help create a supportive school environment where everyone feels valued and understood. Parent-teacher partnerships are essential for providing consistent support and understanding students’ needs, facilitated through regular communication channels, family engagement events, and resources that help parents support their children’s emotional well-being at home.
Practical preparation serves as a crucial anxiety-reduction strategy. Teachers can minimize stress by organizing classrooms early, preparing initial lesson plans, and establishing routines before students arrive. Students can ease their transition by visiting the school beforehand, meeting teachers when possible, and organizing supplies. Parents contribute by establishing consistent routines at home, including regular sleep schedules and homework times, several weeks before school starts. Schools support this preparation through orientation events, virtual tours, welcome videos, and sharing detailed information about schedules and procedures well in advance.
The importance of physical and emotional well-being cannot be overstated in managing school-related anxiety. Schools should prioritize regular physical activity through structured PE classes, recess, or movement breaks during lessons. Teaching age-appropriate stress-management techniques, such as deep breathing exercises for younger students or mindfulness practices for older ones, provides valuable tools for managing anxiety. Schools should implement comprehensive wellness programs addressing nutrition, sleep hygiene, and emotional regulation, while ensuring ready access to counselors and mental health professionals.
Creating a positive classroom environment proves essential for reducing anxiety levels. Teachers can establish predictable routines, clear expectations, and open communication channels with students and parents. Regular class meetings or discussion times allow students to express concerns and help build community within the classroom. The physical space should consider lighting, noise levels, and seating arrangements that promote comfort and focus. Implementing classroom management strategies that emphasize positive reinforcement and restorative practices rather than punitive measures helps create a safe space where mistakes are viewed as learning opportunities.
Technology integration requires careful consideration to prevent additional anxiety. Schools should provide adequate training and support for new educational technologies, introducing digital tools gradually while ensuring equitable access and understanding. Regular assessment of technology needs and challenges helps schools address barriers to effective use. Training should encompass basic operational skills, digital citizenship, online safety, and responsible social media use. Clear protocols for technology use and troubleshooting ensure that both students and teachers know where to turn for support when technical issues arise.
Professional development for teachers should focus on managing both personal and student anxiety through trauma-informed teaching practices and social-emotional learning techniques. Schools must provide regular opportunities for skill enhancement throughout the year, incorporating both formal training sessions and informal peer learning opportunities. Creating professional learning communities allows teachers to share experiences, strategies, and support, while regular supervision and mentoring provide additional support layers.
Long-term success requires commitment from all stakeholders–including administrators, teachers, support staff, students, and families–working together to create a supportive educational environment where everyone can thrive in the upcoming 2025-2026 school year.
How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.
In the Republican senators’ letter to OMB Director Russell Vought, they said they want to work with him and U.S. Education Secretary Linda McMahon to ensure all of the federal education dollars “help states and school districts provide students an excellent education.”
While they said they share concerns about using federal dollars to fund “radical left-wing programs,” they said they don’t believe that’s happening with these funds meant to support after-school and summer programming as well as adult learners.
The GOP senators emphasized the money had already won approval from Congress and President Donald Trump through the continuing resolution enacted earlier this year.
Other programs at risk — if the funds are not released — include English learner services, academic supports, migrant student assistance and professional development.
“We want to see students in our states and across the country thrive, whether they are adult learners, students who speak English as a second language, or students who need after-school care so that their parents can work,” the senators wrote to Vought. “We believe you share the same goal.”
The signees include Shelley Moore Capito (W.Va.), Susan Collins (Maine), John Boozman (Ark.), Katie Boyd Britt (Ala.), Deb Fischer (Neb.), John Hoeven (N.D.), Jim Justice (W.Va.), Mitch McConnell (Ky.), Lisa Murkowski (Alaska) and Mike Rounds (S.D.).
Last week’s letter from 32 Democratic senators charged that OMB and the Education Department are illegally withholding funds. “It is unacceptable that the administration is picking and choosing what parts of the appropriations law to follow, and you must immediately implement the entire law as Congress intended and as the oaths you swore require you to do,” the Democrats wrote to Vought and McMahon.
Additionally, 24 states and the District of Columbia on Monday sued Trump, the Education Department and OMB over the funding freeze. Students and schools are already beginning to feel the impacts of the freeze, which has disrupted student programs for summer services and supports for English learners, according to the lawsuit.
In a July 17 statement to K-12 Dive, an OMB spokesperson said no funding decisions had been made and that it was still reviewing education funding. The spokesperson added that its preliminary findings show the grant programs “have been grossly abused to promote a radical leftwing DEI agenda” and directly violate Trump’s executive orders.
The OMB spokesperson said it found examples of funds being used by schools to “promote illegal immigrant advocacy organizations” and “conduct a seminar on ‘queer resistance in the arts.’”
The bipartisan calls to unfreeze the funds come as public pushback mounts against the Trump administration over the situation.
On Thursday, 600 local, state and national organizations representing districts, teachers, families and students sent a letter to McMahon and Vought urging them to immediately disburse the funds. The “damage has already been done,” the groups said, as K-12 leaders have had to lay off staff, cancel programs, and terminate contracts “that will impact more than 95,000 schools, nearly 55 million K-12 students, and 1.2 million adult learners.”
RESTON, Va.(GLOBE NEWSWIRE) — K12, a portfolio brand of Stride, Inc. has been recognized for its steadfast commitment to quality education. In a recent review by Cognia, a global nonprofit that accredits schools, K12 earned an impressive Index of Education Quality (IEQ) score of 327, well above the global average of 296. Cognia praised K12 for creating supportive environments where students are encouraged to learn and grow in ways that work best for them.
For over 25 years, K12 has been a pioneer in online public education, delivering flexible, high-quality learning experiences to families across the country. Having served more than 3 million students, K12 has helped shape the future of personalized learning. This long-standing presence in the field reflects a deep understanding of what families need from a modern education partner. The recent Cognia review further validates K12’s role as a trusted provider, recognizing the strength of its learning environments and its commitment to serving all students.
“What stood out in this review is how clearly our learning environments are working for students,” said Niyoka McCoy, Chief Learning Officer at Stride, Inc. “From personalized graduation plans to real-time feedback tools and expanded course options, the Cognia team saw what we see every day, which is students being supported in ways that help them grow, stay engaged, and take ownership of their learning.”
K12’s impact extends well beyond the virtual classroom. In 2025, the organization was honored with two Gold Stevie® Awards for Innovation in Education and recognized at the Digital Education Awards for its excellence in digital learning. These awards highlight K12’s continued leadership in delivering meaningful, future-focused education. What sets K12-powered online public schools apart is a curriculum that goes beyond the basics, offering students access to STEM, Advanced Placement, dual-credit, industry certifications, and gamified learning experiences. K12’s program is designed to spark curiosity, build confidence, and help students thrive in college, careers, and life.
Through student-centered instruction and personalized support, K12 is leading the way in modern education. As the learning landscape evolves, K12 adapts alongside it, meeting the needs of today’s students while shaping the future of education.
To learn more about K12 and its accredited programs, visit k12.com.
About Stride, Inc.
Stride Inc. (LRN) is redefining lifelong learning with innovative, high-quality education solutions. Serving learners in primary, secondary, and postsecondary settings, Stride provides a wide range of services including K-12 education, career learning, professional skills training, and talent development. Stride reaches learners in all 50 states and over 100 countries. Learn more at Stridelearning.com.
