A Difficult Turn for English Learners in California
One in 3 students in California public schools begin school as English learners. When you think of those students, you’re likely picturing your own students, classroom, or school. Now picture that the very supports helping YOUR students- the programs and supports designed to build their language and academic skills are on the chopping block. That’s exactly where we find ourselves now.
What’s at Stake: The Trump Administration’s Budget Proposal
In May 2025, President Trump rolled out a budget proposal for fiscal year 2026 that would eliminate federal funding for Title III: English Language Acquisition grants—an $890 million program that supplies essential resources to English learners and their schools CalSchoolNews, Californians Together, NAESP. These grants support classroom materials, teacher training, and programs that involve parents and communities—critical lifelines for students learning English New America, National Education Policy Center, KVPR.
At the same time, the administration suspended about $6.8 billion in federally allocated education funds, including money for after-school programs, migrant education, adult literacy, and English learner supports. Districts, especially in California, were thrown into confusion—some facing potential losses of over $810 million.
Why This Matters for Californians
California serves over one million multilingual learners, a population heavily dependent on federal support to maintain quality instruction and family engagement. In the Central Valley, counties like Fresno or Merced, nearly one in five students is an English learner. Here, Title III funding isn’t just helpful; it’s essential: Fresno County receives $4.5–$5 million annually; Fresno Unified alone gets $1.8 million. KVPR, Fresnoland.
In Los Angeles Unified, a district home to nearly 96,000 English learners, administrators warned of losing at least $810 million statewide, menacing the positions of hundreds of multilingual educators, counselors, and support staff (San Francisco Chronicle). These roles are not extras—they’re anchors in the students’ learning journeys.
The Broader Context and Reversals
This abrupt freeze did more than erode infrastructure; it threatened the educational stability that families and educators rely on, especially at the start of the school year. California, joined by other states, responded with lawsuits asserting that only Congress—not the president—can impede spending that was already approved. San Francisco Chronicle
Within days of mounting public outcry and legal pressure, the administration reversed course and restored the withheld $6.8 billion—a necessary but reactive move that left schools scrambling to recalibrate plans midyear. The Times of India
A recent EdSource article reports that the Department of Education quietly withdrew its 2015 “Dear Colleague” guidance, which had outlined how schools should identify, support, and assess English learners to comply with civil rights laws—especially Title VI of the Civil Rights Act and the Equal Educational Opportunities Act. Schools had relied on this guidance as a practical framework and legal touchstone. Its removal—labeled by the department as “overly prescriptive”—has left educators and advocates worried. They contend it opens the door for districts, particularly those under financial strain, to reduce or drop crucial language support services without fear of federal enforcement. The Washington Post, Education Leak
Why It Matters—and What Should Be Said
Cutting or freezing funding for English learners is deeply troubling. These students are not a monolith. They are multilingual and multicultural, carrying a wealth of potential that requires nurturing. Programs like Title III don’t just teach language; they enable students to access the rest of the curriculum and feel seen.
Taking away these supports doesn’t advance efficiency, it undermines equity. Districts will likely scramble to patch with dwindling local funds, but those resources are far from guaranteed, and their reallocation often comes at the cost of other essential services.
Educational grants should remain shielded from political maneuvering. Federal funding, when thoughtfully administered, helps level persistent disparities.
Final Thought
This isn’t an abstract policy debate. It’s personal for California’s English learners. Schools serve families working multiple jobs, classrooms filled with new Americans or children of immigrants. These learners are not the "other". They are our present and future. My worry (and the worry of advocates) is that this decision removes federal oversight and accountability, which could lead to school districts opting to discriminate against English learners.
If we want a literate society, it starts with communication which begins by ensuring every child has the tools they need to learn, engage, and belong.
