Ranking Member Scott Condemns ED for Approving Indiana’s K-12 Funding Waiver

Ranking Member Scott Condemns ED for Approving Indiana's K-12 Funding Waiver

WASHINGTON - Today, Ranking Member Robert C. "Bobby" Scott (VA-03) issued the following statement after U.S. Department of Education (ED) Secretary Linda McMahon approved Indiana's request to consolidate some federal aid into a single grant with little to no spending requirements and waive certain federal accountability requirements.

"Every child deserves a high-quality education that is not limited by race, color, national origin, gender, ability, immigration status, or socioeconomic background. That is why the bipartisan Elementary and Secondary Education Act of 1965 (ESEA) requires states to demonstrate to the federal government that they meet certain standards and provide a high-quality education to all students in order to receive federal funding.

"Today, ED Secretary McMahon waived many of these requirements for Indiana public schools, allowing federal funds to flow to schools without all federal accountability guardrails. This action weakens protections for historically underserved students and undermines the intent of federal law.

"As Ranking Member of the House Committee on Education and Workforce, I am committed to fighting back against the Trump Administration's attacks on students, families, and public education. Congress enacted these guardrails to guarantee accountability, and they must be upheld."

Background: These waivers allow Indiana to consolidate funding for various programs and activities under the Elementary and Secondary Education Act without requiring they all be addressed, including Title I-B (State Assessment Grants), Title II-A (Supporting Effective Instruction), Title III-A (English Language Acquisition, Language Enhancement, and Academic Achievement Act), Title IV-A (Student Support and Academic Enrichment Grants), and Title IV-B (21st Century Community Learning Centers). These waivers also permit Indiana to waive the requirement that certain academic indicators be weighted more heavily when assessing how students are performing. Now, other indicators may be used to dilute transparency about student success.

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