EDSOURCE

Federal Education Policy

What does threatened federal funding do for California K-12 schools? | Quick Guide

Zaidee Stavely And Daniel J. Willis

Published

February 24, 2025

Republish

A note about our coverage

The new administration has big plans, any of which could have a major impact on California education. But could is the key word. So, we will stay on top of what’s happening and it will inform our coverage as it affects California. How are federal decisions affecting students, educators, and families here? Will school funding or instruction shift? How are California policymakers adjusting to the new landscape?

As we track these developments, we want to hear from you. What are you interested in reading about? What questions do you have? Your input will help inform our coverage.

Share your questions

Students read and write at Frank Sparkes Elementary in Winton School District in Madera County.

Credit: Zaidee Stavely / EdSource

The U.S. Department of Education alarmed school leaders last week by threatening to withhold federal funding from schools and colleges that do not abandon “diversity, equity and inclusion” programs. President Donald Trump has also threatened to withhold federal funding from states or schools that allow transgender students to play sports on teams that align with their gender identity.

It is unclear exactly which federal funding could be targeted to be cut from schools. There are several different educational programs funded by the federal government. Many of these programs have been approved in federal legislation since the Elementary and Secondary Education Act of 1965 and have continued in the current Every Student Succeeds Act (ESSA).

California K-12 schools received about $8 billion in federal funding in 2024-25, according to the Legislative Analyst’s Office — about 6% of total K-12 funding. Federal funding may represent a much larger percentage of the budget in some districts, particularly those in rural areas.

Elizabeth Sanders, a spokesperson for the California Department of Education, emphasized that federal education funds “are appropriations made by Congress and would need to be changed by Congress, not by an executive order.”

Below are some of the largest K-12 programs funded by the U.S. Department of Education. All numbers were provided by the California Department of Education for the fiscal year 2024-25, unless otherwise specified.

Students from low-income families (ESSA, Title I, Part A) — $2.4 billion

California school districts and charter schools with large numbers of students from low-income families receive funding from Title I, intended to make sure children from low-income families have the same opportunities as other students to receive a high-quality education. Schools where at least 40% of students are from low-income families can use these funds to improve education for the entire school. Otherwise, schools are expected to use the funds to serve low-income students achieving the lowest scores on state assessments.

Students with disabilities (Individuals with Disabilities Education Act) — $1.5 billion

This funding is specifically to help school districts provide special education and services to children with disabilities. Under the federal Individuals with Disabilities Education Act, children with disabilities are entitled to a free public education in the “least restrictive environment” — meaning as close as possible to the education offered to peers who do not have disabilities.

The state also receives funding for serving infants and toddlers with disabilities and their families and preschoolers with disabilities.

Training, recruiting and retaining teachers and principals (ESSA, Title II) — $232 million 

These grants, called Supporting Effective Instruction, can be used for reforming teacher and principal certification programs, supporting new teachers, providing additional training for existing teachers and principals, and reducing class size by hiring more teachers. The goal is to make sure that all students have high-quality principals and teachers in their schools.

English learners and immigrant students (ESSA, Title III, Part A) — $157 million

California schools use this funding to help recent immigrant students and students who speak languages other than English at home to learn to speak, read and write English fluently, to learn other subjects such as math and science, and to meet graduation requirements.

Student support and academic enrichment (ESSA, Title IV) — $152 million

These grants are intended to make sure all students have access to a well-rounded education. Programs can include college and career guidance, music and arts education, science, technology, engineering and mathematics, foreign language, and U.S. history, among other topics. In addition, funding can be used for wellness programs, including prevention of suicide, violence, bullying, drug abuse and child sexual abuse. Finally, funds can be used for improving the use of technology in the classroom, particularly for providing students in rural, remote and underserved areas expanded access to technology.

Before- and after-school programs (ESSA, Title IV, Part B) — $146 million 

The 21st Century Community Learning Centers grants are for expanding or starting before- and after-school programs that provide tutoring or academic help in math, science, English language arts and other subjects. These grants are intended particularly to help students who attend high-poverty and low-performing schools.

Migratory students (ESSA, Title I, Part C) — $120 million

These funds are used for programs to help students whose parent or guardian is a migratory worker in the agricultural, dairy, lumber, or fishing industries and whose family has moved during the past three years.

Impact Aid (ESSA, Title VII) — $82.2 million, according to the Education Law Center

These programs help fund school districts that have lost property tax revenue because of property owned by the federal government, including Native American lands, and that have large numbers of children living on Native American land, military bases, or federal low-rent housing. The money can be used for school construction and maintenance, in addition to teacher salaries, advanced placement classes, tutoring, and supplies such as computers and textbooks.

Career and technical education (Perkins V) — $77 million

This funding is aimed at programs that help prepare students for careers and vocations, including “pathway programs” in high schools.

State assessments (ESSA, Title I, Part B) — $27 million

This funding is used to develop and administer state assessments, such as the California Assessment of Student Performance and Progress and the English Language Proficiency Assessments of California.

Children in juvenile justice system and foster care (ESSA, Title I, Part D) — $17 million

This funding is labeled for “prevention and intervention programs for children and youth who are neglected, delinquent, or at-risk.” It is intended to improve education for children in juvenile detention facilities and other facilities run by the state.

Homeless children (McKinney-Vento Act) — $15 million

This federal funding is specifically to serve children who are experiencing homelessness, as defined by the McKinney-Vento Act, which includes children whose families are sharing housing with others because they lost housing or because of economic hardship. The funds can be spent on a variety of different things, including identifying homeless students, tutoring and instruction, training teachers and staff to understand homeless students’ needs and rights, referring students to health services, and transportation to help students get to school.

Small rural schools (ESSA, Title V, Part B, 1) — $7.9 million, according to the Education Law Center

These federal funds are available to rural school districts that enroll fewer than 600 students or are located in counties with fewer than 10 people per square mile.

School breakfast and lunch (child nutrition programs) — $5.7 million

This funding from the U.S. Department of Education supplements a much bigger amount of funding from the U.S. Department of Agriculture ($2.6 billion in 2023, according to the Public Policy Institute of California), to help provide free breakfast and lunch to low-income students during the school year, meals and snacks during after-school programs, and meals for low-income children during the summer.

Low-income rural schools (ESSA, Title V, Part B, 2) — $5 million

These federal funds are available to rural school districts where at least 20% of students are from families with incomes below the poverty line.

Native American students (ESSA, Title VI) — $4.6 million, according to the Education Law Center

This funding goes to districts for programs to help Native American students, for example, tutoring in reading, math or science, after-school programs, Native language classes, programs that increase awareness about going to college or career preparation, or programs to improve attendance and graduation rates.

Literacy (ESSA, Title II, Part B) — $3.8 million 

This is funding for California’s Literacy Initiative, which seeks to ensure that all children are reading well by third grade.

Competitive grants for teacher training, community schools, desegregation and more

The U.S. Department of Education also has grants for which school districts can apply directly, rather than going through the state Department of Education. These are harder to track, but many school districts in California have received funding from these grants. 

For example, in 2023, the department sent out $14 million in grants to help districts desegregate schools, some of which went to Oakland Unified. In 2024, Congress put aside $150 million for grants to help school districts set up full-service community schools, offering wraparound services to students and families.

Other grants have focused on teacher preparation, career pathways and other issues. The U.S. Department of Education announced Monday that it had already canceled $600 million in grants for teacher training.

California Department of Education staff

According to the California Department of Education, the department receives federal funding for 875 positions, about half of which are fully funded by the federal government.

Let’s redefine student success to measure what really matters

Michael Matsuda

June Ahn

Published

February 18, 2025

A note about our coverage

The new administration has big plans, any of which could have a major impact on California education. But could is the key word. So, we will stay on top of what’s happening and it will inform our coverage as it affects California. How are federal decisions affecting students, educators, and families here? Will school funding or instruction shift? How are California policymakers adjusting to the new landscape?

As we track these developments, we want to hear from you. What are you interested in reading about? What questions do you have? Your input will help inform our coverage.

Share your questions

Anaheim Union High School District students discuss their work with Superintendent Michael Matsuda.

Courtesy: Anaheim Union High School District

Traditional measures of academic success, long dominated by elite universities, have often perpetuated systems of exclusivity rather than fostering true opportunity.

As the superintendent of a high school district in Southern California, I have frequently heard major employers express concern that graduates from top UC and private universities often lack essential skills in project management, basic interpersonal abilities and the capacity for creativity and innovation. This reveals a significant mismatch between K-12 education, higher education and the demands of the modern workforce.

Elite universities have long depended on rigid criteria — high test scores in math and English, advanced coursework like calculus and AP classes, and curated extracurricular activities — to determine which students gain admission. But these metrics often favor those with access to private tutors, well-funded schools and the insider knowledge of the admissions process provided by college admission coaches. As a result, this system excludes many students who possess extraordinary talents but lack the means to navigate these traditional pathways.

The narrow definition of success currently used by elite universities creates two major problems. First, it reduces student potential to a set of numbers and polished narratives, ignoring qualities like resilience, emotional intelligence and social impact. Second, it fails to recognize students who may excel in less conventional but equally critical domains, such as interpersonal skills and the ability to creatively solve problems. By relying on these outdated measures, the current system not only limits individual opportunities but also deprives society of the diverse perspectives needed to solve complex challenges.

In response, districts like Anaheim Union High School District are pioneering new ways to assess and celebrate student success through what we call the 5Cs: critical thinking, creativity, collaboration, communication and compassion. This approach challenges outdated definitions of “college and career readiness” and offers a more holistic vision for the future.

In collaboration with UC Irvine professor June Ahn and the nonprofit education technology organization eKadence, Anaheim Union is developing and piloting an AI-enhanced learning strategy that redefines how student talent is measured.

Much as a student driver reflects on what went wrong after failing a driving test or how a coach has a team analyze their mistakes after losing a big game, the district is embedding structured reflection into student learning. After completing a major unit or project, students engage in written or oral reflection, considering what they did well, where they struggled and how they can improve. These reflections are then fed into an artificial intelligence (AI) analysis, designed and tested by Ahn’s team, that immediately generates a summary for both the student and the teacher. The AI not only highlights the main reflection points but also provides actionable advice for growth.

Going Deeper

For example, if a student works on a community-based project to address food insecurity and later reflects on how they struggled with organizing team meetings but excelled in presenting their findings, the UC Irvine AI tool will capture these insights. It might suggest strategies for better time management or offer communication techniques to improve team coordination. This iterative process ensures that students are not only gaining subject knowledge but also developing essential life skills.

One of the most promising aspects of this AI-enhanced learning strategy is its potential to influence college admissions. Universities are increasingly questioning the efficacy of traditional criteria, especially in light of decisions to eliminate SAT/ACT test requirements. The tool we are developing provides a scalable addition to current criteria: a portfolio of AI-summarized reflections that highlight a student’s strengths that cannot be measured by test scores or in an essay.

Imagine a college admissions officer reviewing an applicant’s portfolio. Instead of a single GPA or test score, they see a dynamic narrative of growth and impact — how a student led a community project addressing food insecurity, demonstrating compassion and collaboration, or how they developed an innovative solution to a STEM challenge, showcasing critical thinking and creativity. Such a system not only makes admissions more equitable but also better aligns with what colleges and employers increasingly value: adaptable, motivated and socially conscious individuals.

The future of education depends on dismantling systems that reward the old factory model — which benefits some students and sidelines others — and replacing them with models that recognize and nurture diverse forms of excellence. This approach offers a road map for how school districts across California can empower all students to transcend traditional barriers and realize their full potential. If adopted widely, it could transform not only K-12 education but also college admissions, workforce development and society at large.

The question is no longer whether change is necessary, but how quickly we can scale up innovations like this to ensure that every student has the opportunity to thrive. By embracing this shift, we can create a more just, dynamic and inclusive educational system — one that values every student for who they are and what they contribute to the world.

•••

Michael Matsuda is superintendent of the Anaheim Union High School District. June Ahn is a professor of learning sciences and research-practice partnerships at the UC Irvine School of Education.

The opinions expressed in this commentary represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.

EdSource:

Testing and Accountability

New Stanford database tracks learning loss, gain in California and districts nationwide

John Fensterwald

Published

February 11, 2025

Republish

A note about our coverage

The new administration has big plans, any of which could have a major impact on California education. But could is the key word. So, we will stay on top of what’s happening and it will inform our coverage as it affects California. How are federal decisions affecting students, educators, and families here? Will school funding or instruction shift? How are California policymakers adjusting to the new landscape?

As we track these developments, we want to hear from you. What are you interested in reading about? What questions do you have? Your input will help inform our coverage.

Share your questions

A student writes math problems in a fourth grade classroom at William Jefferson Clinton Elementary in Compton on Feb. 6, 2025.

A unique database that enables people to compare standardized test scores among nearly all districts and states found that California experienced slightly less learning loss than the national average in the four years following the 2020 pandemic.

The Education Recovery Scorecard, which researchers from Stanford University, Harvard University and Dartmouth College developed, also identified those districts that have escalated learning recovery and those that had fallen farthest behind. 

Related Reading

How Compton Unified boosted its standardized test scores

February 11, 2025

Those whose test scores improved in either math, reading or both, include Compton Unified and Monterey Peninsula, both with high proportions of low-income students, as well as Chino Valley Unified and Bonita Unified, whose students gained nearly a half-grade level of learning compared with pre-pandemic 2019.

The Associated Press, in conjunction with the researchers, published Tuesday a wealth of information from 43 states with 8,718 districts for which data was available, including the nearly 1,000 districts in California. They affirm what other analyses of states and the nation have found: The decline in scores in both reading and math, as a result of the pandemic, was severe.

Although no state reached their pre-pandemic scores in both math and reading, many individual districts did. The scorecard found that 31% of California students attended districts scoring above 2019 levels in math, with 12% of students in districts scoring above 2019 levels in reading, and 10% in districts that have recovered in both.

That’s significantly higher than the national average: Only 17% of students nationally in grades three to eight are in districts whose average math score on the scorecard was above that of 2019.

However, keep in mind that California had much more ground to make up. In 2019, California’s average score in math was already half a grade behind the national average. While in 2024, the gap between California and the nation had narrowed to 36% in math, scores nationally and in California both had lost ground. As a result, California’s 2019 score in math was 82% of a year of learning below the 2019 national average.

Some of the biggest districts, including San Bernardino City, Long Beach and San Juan remain more than half a grade equivalent behind in math from five years before.

Reading scores followed a similar trend. In 2019, the gap between the nation and California was 29%; in 2024, it had narrowed to 22%, yet had dropped to 69% of a grade below the 2019 national average.

As the state’s two largest districts with nearly 10% of California’s enrollment, Los Angeles and San Diego may have lifted the state’s overall average. Los Angeles in 2024 was within a few percentage points of its 2019 scores in reading and math; San Diego’s pandemic decline was significantly less than the state’s.

The scorecard makes comparisons possible on a single scale based on percentages of an expected year of growth. It equalizes states’ scores by aligning them to their results on the National Assessment of Academic Progress (NAEP), the common test that a representative sample of students in all states take every two years.

Going Deeper

The Associated Press analyzed data from the Education Recovery Scorecard, produced by Harvard’s Tom Kane and Stanford’s Sean Reardon, which uses state test score data to compare districts across states and regions on post-pandemic learning recovery. The AP provided data analysis and reporting for this story.

Researchers from Stanford, Harvard and Dartmouth created the Education Recovery Scorecard using a longitudinal database developed by the Stanford Graduate School of Education. Because states use different tests with different measures for determining what constitutes proficiency, apples-to-apples comparisons of learning losses and gains across the nation normally can’t be made. Some states’ scores for proficiency are “easier” to achieve than in other states.

The scorecard affirmed trends that others have found by analyzing NAEP and California’s Smarter Balanced scores and results nationally. 

• Achievement gaps by income and race and ethnicity widened during the pandemic. The highest-income districts were nearly four times more likely to recover in both reading and math than the lowest-income districts. The disparity in math scores between students in affluent and low-income districts grew by 11% since the start of the pandemic; the disparity in scores between students in predominantly non-minority and predominantly minority districts grew by 15%.

• High rates of absenteeism, especially in high poverty districts, have slowed recovery. One of the report’s recommendations is to recruit mayors, employers and other community leaders; total responsibility shouldn’t rest with schools, the report said. Help could include launching public information campaigns, funding extracurricular activities to draw students to school; and assisting with transportation, the report said.

• Federal Covid relief for schools, especially $122 billion from the American Rescue Plan passed in 2021, appeared to stem even bigger learning losses in the higher poverty districts — by about 10% of a grade equivalent. But how districts spent the money mattered. In examining federal spending in California, which required more extensive reporting on expenditures, researchers found that spending on intensive tutoring and after-school and summer school programs tended to yield the most effective results. 

“The slide in average NAEP scores masks a pernicious inequality: Scores have declined far more in America’s middle- and low-income communities than in its wealthy ones. The good news is that it could have been worse: The federal investment in public schools during the pandemic paid off, limiting academic losses in high-poverty districts,” professor Sean Reardon, faculty director of the Educational Opportunity Project at Stanford and a lead researcher on the scorecard, told the AP.

Along with Compton Unified, whose impressive improvement started before Covid and was undeterred by it, Bonita Unified, a 10,000-student district where 36% of students are eligible for free or reduced meals, raised both reading and math scores to a third of a grade level above 2019 results. In a letter to parents, Bonita Superintendent Matt Wien praised “the sense of purpose that is felt throughout the district and drives our students and employees alike.” He also pointed to hiring elementary school intervention teachers and comprehensive instruction during summer programs.

Chino Valley Unified scores rose in 2024 to 43% of a grade above 2019 in math and 34% in reading. Deputy Superintendent Grace Park cited the collaboration of teacher teams that developed an essential set of learning standards in every grade, followed by designing lessons and assessments, then monitoring their effectiveness. She also noted that the district was the first in San Bernardino County to return to the classroom when the pandemic eased.

Economist Tom Kane, faculty director of the Center for Education Policy Research at Harvard and a collaborator on the scorecard, said it is essential for districts to apply lessons of the recovery. He and Reardon stressed focusing on which of the “science of reading” reforms that districts have tried most improved early literacy.

“The rescue phase is over. The federal relief dollars are gone. It is time to pivot from short-term recovery to longer-term challenges such as reducing absenteeism and addressing the slide in literacy,” Kane said.

One advantage California has is a $6.8 billion pot of state money that is replacing the expired federal Covid funds. Distributed based on districts’ low-income enrollment, districts can use the Learning Recovery Emergency Block Grant through 2027-28 on tutoring and other research-proven strategies, along with mental health and student well-being. The funding is a second chance.

High-needs students

How Compton Unified boosted its standardized test scores

Mallika Seshadri

Published

February 11, 2025

A note about our coverage

The new administration has big plans, any of which could have a major impact on California education. But could is the key word. So, we will stay on top of what’s happening and it will inform our coverage as it affects California. How are federal decisions affecting students, educators, and families here? Will school funding or instruction shift? How are California policymakers adjusting to the new landscape?

As we track these developments, we want to hear from you. What are you interested in reading about? What questions do you have? Your input will help inform our coverage.

Share your questions

A teacher leads fourth graders in a lesson at William Jefferson Clinton Elementary in Compton on Feb. 6, 2025.

Credit: AP Photo/Eric Thayer

Ask anyone what they know about Compton, California. 

Related Reading

New Stanford database tracks learning loss, gain in California and districts nationwide

February 11, 2025

Many would bring up tennis legends Venus and Serena Williams, who learned to play on Compton’s public courts, or the election of Douglas Dollarhide, who, in 1969, became the first Black man to serve as a mayor of a metropolitan area in California.  

The city shown in these two stories was about hardship, rampant crime, and certainly not about academic achievement. 

According to the Los Angeles Times, the Compton Unified School district struggled financially also. In 1993, it had incurred $20 million in debt and was taken over by California’s Department of Education.

About two decades later, in 2012, the district was once again on the brink of entering receivership for financial hardship. 

Today, Compton’s story is very different, and the school district has been applauded across the state and nation for how far it has come in boosting students’ standardized test scores and performance.  

As school districts throughout the state and the nation continue to recover from learning losses resulting from the Covid-19 pandemic, some districts have made especially noteworthy strides. 

Compton Unified School District, now home to about 20,000 students who attend more than 40 campuses, is among those achieving districts, despite the vast majority of its students being socioeconomically disadvantaged, according to Ed-Data. Nearly 95% of the district’s students are considered “high-need” under the state’s local control funding formula.

“Compton Unified School District’s achievements are truly inspiring,” Los Angeles County Superintendent of Schools Debra Duardo said in a statement to EdSource. “Their impressive graduation rate, coupled with significant academic growth and a strong focus on college and career readiness … demonstrate a deep commitment to student success.”

Going Deeper

The Associated Press analyzed data from the Education Recovery Scorecard, produced by Harvard’s Tom Kane and Stanford’s Sean Reardon, which uses state test score data to compare districts across states and regions on post-pandemic learning recovery. The AP provided data analysis and reporting for this story.

After the Covid-19 pandemic set students across the country back, Compton Unified has managed to raise its scores significantly in both English language arts and mathematics, according to the Education Recovery Scorecard, released by the Center for Education Policy Research at Harvard University and The Educational Opportunity Project at Stanford University, and published by the Associated Press. 

“The progress we’ve seen in Compton Unified is a testament to the hard work and dedication of the entire educational community — from the students and teachers to the administrators and families,” Duardo added. 

The data from the universities’ Education Recovery Scorecard combines state standardized test results with scores from the Nation’s Report Card. 

The district’s results in the state’s Smarter Balanced assessments show a similar, positive trend — with the number of students meeting or exceeding English and math standards in 2024 increasing by more than 2 percentage points from the previous year. 

Compton Unified remains behind the statewide average on Smarter Balanced assessments in English Language Arts in 2024, nearly 35% of students met or exceeded math standards, in comparison to 30.7% statewide.  

And based on the Education Recovery Scorecard, Compton still remains behind state and national averages in both math and reading for third through eighth grade students. 

Darin Brawley, Superintendent of Compton UnifiedCredit: AP Photo/Eric Thayer

Between 2022 and 2024, Compton Unified has seen a steady rise in students’ performance on standardized tests in math, and their reading scores saw a jump post pandemic — an improvement that doesn’t surprise district Superintendent Darin Brawley, who has been leading the district since 2012. 

Brawley attributes the district’s growth to ongoing diagnostic assessments in both English language arts and math, allocating resources based on students’ performance and aligning district standards to the state’s dashboard. 

According to Brawley, some of the district’s specific methods include:

• Having principals write and submit action plans based on the previous year’s Smarter Balanced assessment results by June 
• Holding superintendent’s data chats every six weeks, so principals can meet and discuss their school’s data as it relates to the state’s dashboard indicators 
• Having district administrators go through “instructional rounds” and walk through classrooms at various school sites to help campuses learn from each other 
• Conducting diagnostic assessments at the start of every school year in math and English language arts, and following them up with other benchmark assessments throughout the school year
• Having students complete five questions each day, from Monday through Thursday, related to the standards being taught, and evaluating their learning on Friday through a five-question assessment
• Having more than 250 tutors in both subjects to work with students in need of additional support  

Brawley emphasized the importance of getting students to better understand the type of language that appears on tests, especially in a district with a high percentage of English learners. 

“The secret to getting better is using assessments to guide your instruction, to develop your intervention groups, to identify the students that are doing well,” Brawley said. “Don’t be afraid to do what we know works.” 

Courtesy of EdSource

Infographic from PACE

Unpacking California’s Chronic Absence Crisis Through 2023–24

Seven Key Facts 

1. Home
2. Publications
3. Unpacking California’s Chronic Absence Crisis Through 2023–24

Share

Share via e-Mail

Authors

Hedy N. Chang 

Attendance Works

Belen Chavez 

Policy Analysis for California Education, Stanford University

Heather J. Hough 

Policy Analysis for California Education, Stanford University

Published

 January 2025

Summary

Students are considered chronically absent when they miss 10 percent or more of school for any reason. Left unaddressed, chronic absence can translate into students having difficulty learning to read by Grade 3, reaching grade-level standards in middle school, and graduating from high school.1 Absenteeism soared in California and nationally in the wake of the COVID-19 pandemic, and addressing this extraordinary increase is crucial to helping students catch up academically.2 Using data available from the California Department of Education (CDE) and building on a prior analysis, we examine trends in chronic absence through school year 2023–24.3 Although rates of chronic absence have continued to decrease since their peak in 2021–22, they remain alarmingly high.

For full article please go to 

https://edpolicyinca.org/publications/unpacking-californias-chronic-absence-crisis-through-2023-24