This year threw a wrench into a lot of classrooms. The Trump administration’s move to lay off thousands at the Education Department didn’t just leave desks empty in D.C. It left hundreds of schools guessing about the future of a grant that keeps English learner training alive.
How The NPD Grant Works
The National Professional Development grant is simple but powerful. It takes money from the federal pot and passes it to universities and nonprofits. They team up with schools to train teachers. They help teachers learn how to help kids who are still learning English.
This matters because English learner numbers keep growing. Most of these kids were born here. They need teachers ready to help them get through lessons in English. But many teachers say they feel unprepared.
The NPD grant fills that gap. It pays for training. It covers extra credentials. It keeps kids from falling behind just because their first language isn’t English.
The Layoffs Made It Messy
When staff cuts hit the Education Department in March, OELA—basically the office that runs all things English learners—got gutted. They’re down to one person. One. And that one person has to watch over 107 active NPD grants plus everything else OELA does.
That means grantees don’t know what’s happening. They don’t know if their funding is safe. They don’t know if the projects they promised to schools can keep going.
Teachers Left In The Dark
Douglas Reed, who helps run a grant in D.C., says the NPD grant makes sure schools have teachers ready to help students become multilingual. But even he admits nobody really knows what’s next.
Congress put over $59 million in the pot for this year. That money comes out of Title III, the part of federal law that supports English learner education. But the White House wants to scrap Title III in a few years. Some states fear that could happen even sooner.
No one from the Education Department has cleared the air. Grantees keep checking their emails for any hint of what comes next.
The Listserv Lifeline
When the layoffs hit, some grantees did what teachers do best. They built a support system. They made an email listserv. Now everyone on the grant can share news, tips, or at least vent when no official word comes down.
One thing the listserv helped with was filing the annual performance report. Normally, a program officer checks in to help grantees do it right. This year? No program officers. So new grantees like Chris Montecillo Leider had to text around, hoping someone knew what to do.
Even the seasoned grantees felt lost. Nobody knew if the reports needed deep detail or just the basics. And after sending them in, nobody heard anything back.
One Officer, So Many Questions
Trish Morita-Mullaney, a professor at Purdue, said the listserv helps people stay sane. But it can’t replace a real person guiding the grant work.
Most grantees got one email in months—telling them Beatriz Ceja-Williams, the old OELA boss, is now everyone’s point person. One person, all 107 grants. She has to pick which fires to put out first.
Even that email confused people. It only went to grantees in year four of five. Some read it and thought, “Great, I have next year’s money.” Others wondered why they didn’t get anything at all.
Districts Are Watching
These grants don’t just sit on university shelves. They reach right into schools. They bring in teacher training, family engagement, even English classes for parents. They create small-group learning plans for kids who need a little extra.
Belinda Gimbert, who runs a grant at Ohio State, says this is about trust. Schools trust these partnerships. They count on them. If the money dries up, schools scramble for other ways to support their English learner kids.
Some grantees have already told teachers they might not finish programs they started. Others froze hiring. They can’t risk bringing someone on if the funds vanish tomorrow.
Schools Need Certainty
Most of these grants pay out on a reimbursement plan. Schools and universities spend money up front—then get paid back. They usually hear by late August if the money is coming. If they don’t hear soon, they can’t promise jobs. They can’t promise classes.
Reed’s team in D.C. trains 100 teachers across public and charter schools. His grant also funds scholarships for future teachers. They have a bit of leftover money to cover next year’s promises. But that’s rare.
Others watch the listserv daily for a sign that the funds are safe.
Teachers Deserve Support
English learner education can’t run on hope alone. The law says these students deserve support. The law says teachers must be ready to help them learn in English and thrive.
These grants are the bridge. They help teachers get there. They help kids keep up. They help families feel seen and heard.
Teachers want to show up for every kid in every classroom. But they can’t do it alone. They need training. They need tools. They need the funding they were promised to show up—on time.
