On August 19, 2025, the U.S. Education Department abruptly rescinded a key piece of guidance that had shaped how schools across the country serve the needs of English language learners—a decision that is sending shockwaves through classrooms, advocacy groups, and immigrant communities nationwide. The 2015 Dear Colleague letter, a document that for a decade had served as a blueprint for providing federally mandated resources to roughly 5 million English learners under Title VI of the 1964 Civil Rights Act, was officially withdrawn and relegated to the archives, now available online for "historical purposes only," as reported by ABC News and The Washington Post.
The Education Department, in a statement to ABC News, defended the move, calling the guidance "overly prescriptive" and arguing that it "micro-managed states." The department maintained that "states have vastly different needs for this important population of students and are best equipped to determine how best to educate these students while following all applicable federal laws." In other words, the federal government is stepping back, leaving states and local districts to chart their own course for English language instruction—at least for now.
While the department insists that no resources will be stripped from schools and that state curriculums remain unaffected, advocates and educators are voicing deep concern about the loss of federal oversight and accountability. Many worry this could open the door to discrimination against English learners, a group that already faces significant hurdles in the American education system.
Roxanne Garza, director of higher education policy at the Education Trust, captured the mood of unease among immigrant families and their supporters. "I think it could add to the overall feeling of fear—like making these people, these families, feel like they don't belong in their communities," Garza told ABC News, referencing the broader climate of anxiety generated by the Trump administration's tough stance on immigration.
For many educators, the rescinded guidance was more than just a set of rules—it was a lifeline. Montserrat Garibay, who served as assistant deputy secretary and director of the Office of English Language Acquisition (OELA) during the Biden administration, described the Dear Colleague letter as "the Bible for English language instructors." During her tenure, Garibay said the letter was instrumental in ensuring that the students who needed the most help received it. She pointed out that nearly three quarters of students in English Language Acquisition programs are U.S. citizens, emphasizing the long-term impact of supporting these children. "These are children who eventually are going to be paying our Medicare and Medicaid, right? Our Social Security, because they are U.S. citizens. And it's outrageous that we are not providing them with the resources that they need to be successful in the 21st century," Garibay told ABC News.
Garibay also noted a striking contradiction in federal policy. Lifting the guidance, she argued, seems to run counter to an executive order signed earlier this year by President Donald Trump, which officially designated English as the official language of the United States. The intent of that order, according to the administration, was to unify the nation under a common tongue. Yet, as The Washington Post editorial board pointed out on August 22, 2025, the administration's approach appears paradoxical: "To enforce that edict, his administration is making it more difficult for kids to learn English." The editorial criticized the move as undermining its own goals, suggesting that by rescinding crucial support for English language learners, the administration is actually putting up more barriers for those striving to master the language.
Not all school districts are changing course. The Los Angeles Unified School District, the second largest in the nation, was quick to affirm its commitment to English learners despite the federal shift. "We will continue to provide comprehensive language services and support so that English learners become proficient in English and are able to thrive academically," a district spokesperson told ABC News. "Our mission is to meet all students where they are and give them the tools they need to succeed."
But for many advocates, assurances from individual districts are not enough. Viridiana Carrizales, co-founder of ImmSchools, an organization working to create more welcoming and safe schools for K-12 immigrant students, called the decision "alarming." She told ABC News, "It's alarming because, you know, it feels like this administration is stripping away every right, every protection, funding, access to resources etc. that are so critical for those 5 million students in the country who are learning English." Carrizales noted that the move represents a significant shift for classroom educators, who are now left to figure out how to support English learners with fewer protections and less guidance from above. "We're hearing a lot more concerns from educators themselves, who're trying to figure out how they can meet and support this population when their resources and protections are being taken away," she added.
Anne Kelsey, senior policy analyst for disability rights at the Young Center for Immigrant Children's Rights, echoed these worries, arguing that language access is not just a benefit but a fundamental right. "Language access is a fundamental right that builds safer, smarter, and more connected communities, and ensures children can receive a full and fair education while keeping their parents actively involved," Kelsey wrote in a statement to ABC News. She added, "These programs welcome parents and families fully into the school community and we know it leads to stronger educational outcomes for students."
So what's behind this dramatic policy shift? The move is part of a broader effort by the Trump administration to return education responsibilities and decisions to the states—a longstanding conservative goal. Secretary of Education Linda McMahon recently kicked off a 50-state "Returning Education to the States" tour, underscoring the administration's determination to decentralize education policy and diminish the federal government's role in classroom decisions.
This philosophy is not without its supporters. Some argue that states, with their diverse demographics and unique challenges, are better positioned to tailor education policies to their specific needs. The Education Department's statement emphasized this point, noting that "states have vastly different needs for this important population of students." Supporters of the move argue that federal mandates can stifle innovation and flexibility, and that local educators are best equipped to understand their own communities.
Still, critics worry that without strong federal oversight, the patchwork of state policies could leave many English learners behind, especially in regions with fewer resources or less political will to prioritize language instruction. The fear is that, absent clear federal standards, some districts might quietly scale back support for English learners, making it even harder for these students to catch up with their peers.
For now, the debate rages on, with families, educators, and policymakers watching closely to see how states respond to their newfound autonomy—and whether the nation’s English learners will continue to receive the support they need to thrive. As the dust settles, one thing is clear: the future of English language education in America is entering a new, uncertain chapter, with the hopes and anxieties of millions of children and families hanging in the balance.