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Writer's picturePeter Serefine

The Case Against the Federal Department of Education

The debate surrounding the Federal Department of Education often ignites passionate discussions among policymakers, educators, and parents. Since the recent election there has been a renewed call to abolish the DoEd and the corresponding outrage from supporters. A closer examination of the historical context, foundational principles, and current educational outcomes reveals a compelling argument that the Department should never have been established.


Historical Context: A Misguided Establishment


The first Federal Department of Education was founded in 1867, during the post-Civil War era, initially tasked with collecting data on schools to foster educational reform. However, Congress quickly reduced its status, concerned that a federal agency with significant authority over education would undermine state and local governance. This apprehension was deeply rooted in the Constitution’s framework, which intentionally left education outside the federal purview.


James Madison, in The Federalist No. 45, clearly stated that “the powers delegated by the proposed Constitution to the federal government are few and defined. Those which are to remain in the State governments are numerous and indefinite.” Education, deeply intertwined with community and cultural values, was among the powers intended to remain local. Federal involvement in education not only defies this principle but also erodes the diversity and adaptability that local governance fosters.


Foundational Principles: Madison’s and Jefferson’s Warnings


Both James Madison and Thomas Jefferson warned against federal overreach into areas better managed by states and local communities. Jefferson famously wrote, “Were we directed from Washington when to sow, and when to reap, we should soon want bread” (Notes on the State of Virginia). This analogy extends aptly to education, which, like agriculture, is best tailored to the unique needs of individual communities.


By centralizing control over education, we risk homogenizing an inherently diverse and localized institution. The framers’ foresight in preserving state sovereignty over areas such as education was not merely philosophical—it was a practical measure to ensure responsiveness to local needs and accountability to local citizens.


Declining Educational Standards


Since the Federal Department of Education’s re-establishment as a cabinet-level agency in 1980, the United States has experienced a troubling decline in educational performance. Despite being one of the top spenders on education globally—investing over $14,000 per pupil annually—the U.S. ranks 13th in reading, 18th in science, and a dismal 37th in math among developed nations, according to the Program for International Student Assessment (PISA).


This decline is particularly stark when compared to pre-1980 performance, when the U.S. consistently ranked among the top nations in education. The correlation between increased federal control and declining outcomes suggests that the Department’s bureaucratic approach has failed to deliver on its promises. The emphasis on compliance with federal mandates often stifles local innovation and prioritizes paperwork over pedagogy.


The Burden of Federal Oversight


Federal involvement in education has imposed significant burdens on local schools and districts. Complex regulations and unfunded mandates, such as those tied to the No Child Left Behind Act and the Every Student Succeeds Act, have forced schools to divert resources toward meeting federal requirements rather than addressing students’ unique needs. This top-down approach creates a one-size-fits-all system that undermines the autonomy of local educators.


A report by the Heritage Foundation estimates that compliance with federal education regulations costs states and localities billions of dollars annually. These funds could be better spent on classroom instruction, teacher training, or community-specific educational initiatives.


The Argument for Local Control


Education is most effective when it reflects the values and priorities of the families and communities it serves. Returning control to the states and local districts would allow for tailored solutions that meet diverse needs. For example, local school boards could better address issues such as vocational training, school safety, and curriculum development without being constrained by federal guidelines that often lack relevance to their specific challenges.


Decentralization would also restore accountability. As Jefferson observed, “It is better to have the whole people respectably enlightened than a few in a high state of science and the many in ignorance” (Letter to Littleton Waller Tazewell). Local control fosters this enlightenment by empowering parents, teachers, and community leaders to shape education based on shared values and practical realities.


A Call for Reassessment


The Federal Department of Education represents a departure from the founding principles of limited federal power and has coincided with a significant decline in the quality of American education. By revisiting the historical context of its establishment, heeding the warnings of the Founders, and acknowledging the inefficiencies of centralized oversight, we can chart a path toward restoring education to its rightful place: in the hands of states, communities, and families.


The time has come to reassess the federal government’s role in education and embrace a decentralized approach that aligns with constitutional principles. Education is not merely a policy issue—it is the foundation of our society. For the sake of our children and the preservation of our republic, we must return to local stewardship and community-driven accountability.

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