Revisiting Educational Rights: The Impact of State Control in America
On March 20, 2025, President Donald Trump initiated significant changes to the federal education landscape by signing an executive order that effectively began the dismantling of the Department of Education. This action poses a potential shift toward privatizing public education, similar to trends seen in the U.S. healthcare system, where access to quality services is often limited to those who can afford it.
This latest move comes after a series of executive decisions from Trump and other governmental changes intended to streamline federal operations. The justification for these actions often centers around the concept of “states’ rights” and increased parental “school choice.” Yet, critical voices across the nation question: what does this mean for educational equity and access?
The Historical Context of Education in America
Historically, the federal government has intervened in educational matters during times of societal change. Following the Civil War, the establishment of the Freedmen’s Bureau was crucial in assisting newly liberated African Americans, specifically in the realm of education. Prior to this, Southern states had no organized public education system, and it was the formerly enslaved individuals who advocated for universal education, recognizing education’s fundamental role in securing freedom.
The Bureau’s efforts led to the establishment of numerous schools, significantly enhancing educational opportunities for Black communities in the South. Between 1865 and 1870, approximately 5,000 schools for African Americans were built, demonstrating the federal commitment to education as a right, not a privilege.
Lessons from the Past
However, this federal commitment did not endure. By 1872, the Freedmen’s Bureau was dismantled, and soon after, the federal government withdrew support, enabling Southern states to enforce Jim Crow laws. This shift resulted in systemic inequalities in education funding, particularly disadvantaging Black schools, which were often severely underfunded in comparison to their white counterparts.
Statistics from that era reveal staggering disparities; in some regions, public funding for white schools far exceeded that of Black institutions, leading to a situation where wealth and race directly determined educational access. This situation was further exacerbated as wealthy philanthropists and their influential organizations stepped in, often dictating the curriculum to promote industrial education rather than empowerment.
“Programs like Social Security, Medicaid, Medicare and the GI Bill exist because certain rights are too fundamental to be left to the whims of individual states or marketplaces. Education is one of them.”
The Current Landscape
Under the recent Project 2025, the goals appear to target the complete privatization of American education. The consequences of this transition could redefine educational access across the country. States will wield the authority to decide funding allocations based on local politics, wealth, and socio-economic status, further entrenching educational inequities.
Educational access may become contingent upon a family’s economic situation and the prevailing marketplace dynamics. As seen in healthcare, a fully privatized education system would likely force families into a competitive and unregulated environment in which quality education could be seen as a commodity rather than a right.
The Urgency of Action
This scenario should raise alarms not only for marginalized communities but for all American families. The erosion of federal safeguards over public education threatens to alter the landscape for students with special needs and those relying on individualized education plans (IEPs). Access to adequate education could hinge precariously on parents’ ability to navigate an increasingly fragmented system.
In conclusion, the threats posed by reducing federal rights in education echo the injustices of our history. Public education should serve the collective good of society, not just those deemed “deserving.” As we confront these challenges, it is imperative for citizens to be aware and proactive—asking critical questions about education equity and the direction of public schooling in America.
Call for Voices from the Classroom
Ms. Classroom is eager to gather insights from educators and students affected by recent legislation impacting public education, including areas such as social justice, diversity, and equity. Submissions for the series, ‘Banned! Voices from the Classroom,’ are welcomed. Interested contributors can reach out to Ms. contributing editor Aviva Dove-Viebahn at ad***********@ms********.com.