Category: Education

  • MIL-Evening Report: Almost half of young workers expected to work unpaid overtime, while a quarter aren’t paid compulsory super

    Source: The Conversation (Au and NZ) – By John Howe, Associate Dean (Research), Melbourne Law School, The University of Melbourne

    Anna Kraynova/Shutterstock

    A young person gets a job, excited to earn their first paycheck. Over time, they realise the hours are long and the payslips small. They are told to stay back to clean up after closing, but never receive overtime. They feel exploited, but what can they do?

    It’s hard to find a job that fits with study commitments, and a reference could go a long way in the future. Besides, it happens to all their co-workers; they’d hate to cause a fuss.

    It’s a story as old as time, and it’s still happening today. Our new study has found wage exploitation is rife among employers who hire young people.

    In partnership with the Paul Ramsay Foundation, Melbourne Law School’s Fair Day’s Work project surveyed 2,814 workers under 30.

    Young workers in low-paid jobs were asked about their experiences in the workplace, the challenges they encountered, and how they dealt with exploitation.

    How some bosses are treating young workers

    We found young Australians are frequently underpaid and that exploitation is multifaceted:

    • 33% were paid $15 per hour or less

    • 43% had been told to complete extra work without additional pay

    • 34% were not paid for work during a trial period

    • 24% had not received compulsory super

    • 35% had their timesheet hours reduced by their employer

    • 17.9% had not been paid for all the work they completed

    • 9% received an hourly rate of $10 or less

    • 8% had been forced to return some, or all, of their pay to their employer.

    Further, 60% had had to pay for work-related items, such as uniforms, protective equipment, training or car fuel. Some 36% had been forbidden to take entitled breaks while 35% had their recorded timesheet hours reduced by their employer. Meanwhile 20% were “sometimes” paid “off the books”, and 12% were “always” paid off the books. And 9.5% had been given food or products instead of being paid in money.

    The most at risk

    We found exploitation is most often experienced by the most vulnerable young people. These include transgender, non-permanent workers (casual employees and private contractors), residents on temporary visas) and non-native English speakers.

    The worst-performing industries included electricity, gas, water and waste services; manufacturing; mining; transport, postal and warehousing; public administration and safety; information media and telecommunications; accommodation and food services; retail trade, and education and training.

    Workers in small businesses (up to 19 staff) were often not paid overtime or penalty rates, and were being paid “off the books”.

    Medium-sized business workers (20–199 employees) were the most likely to be required to pay for work-related items, such as equipment, training and car hire.

    And those from large businesses (200-plus) reported the highest rates of variance of weekly hours and requirements to pay for work uniform.

    Young people often don’t have much industrial knowledge or experience, so it is easy for employers to take advantage of them. They are also unlikely to challenge an employer, as many of them are in insecure work.

    What steps are being taken?

    Laws which took effect January 1 this year mean employers may face criminal penalties – including fines, imprisonment or both – if they intentionally underpay an employee in breach of the Fair Work Act 2009.

    But identifying underpayments and other forms of exploitation are the biggest barrier to compliance with workplace laws.

    Surveyed workers who were underpaid said they were most likely to seek the help of a family member. Only 12.9% of those aged 15 to 19 said they would be willing to complain to the Fair Work Ombudsman.

    However, workers who had dealt with the ombudsman mostly saw their experiences as positive: 41% found the regulator to be “very helpful”, while only 16.7% described it as “not helpful at all” or “not very helpful”.

    The results suggest the Fair Work Ombudsman needs to be doing more to engage teenage workers.

    What’s needed

    The Fair Day’s Work project set out to use data science and technology to identify risk of underpayment in relation to young workers, and improve employer compliance with workplace laws.

    Our aim was to develop a database on young workers employment conditions, along with a web portal to give young people and employers the information they need.

    We hypothesised that a prediction tool could be used to assess which young workers are at greatest risk. However, we found publicly available data was insufficient to do this, so we conducted our own survey of young workers and made this data available through a public web portal to help workers and employers.

    We came up six recommendations to help stop young workers being exploited:

    1. regulators need to get tougher with the nine industries we identified as the poorest performers to make them more compliant

    2. the Fair Work Ombudsman should scrutinise the industries where payment was made in food or products and workers were required to return money to employers occurred most frequently

    3. educate mid-sized businesses on the extent to which they can lawfully require workers to pay for work-related items

    4. lawmakers and the Fair Work Commission should consider introducing truly equitable “loaded rates” for junior employees. This would deal with non-payment of penalty rates and other entitlements by some employers

    5. more money to make young workers aware they can get help from the Fair Work Ombudsman, trade unions, community legal centres, the Young Workers’ Centre and similar bodies

    6. more work to develop and use data science and digital tools to help employers fulfil their legal obligations, and to protect young workers’ rights.

    Our survey results highlight the extent to which young people continue to be exploited in the workplace and suggest more work needs to be done to bring about change.

    John Howe receives funding from the Paul Ramsay Foundation.

    Tom Dillon receives funding from the Paul Ramsay Foundation.

    ref. Almost half of young workers expected to work unpaid overtime, while a quarter aren’t paid compulsory super – https://theconversation.com/almost-half-of-young-workers-expected-to-work-unpaid-overtime-while-a-quarter-arent-paid-compulsory-super-261016

    MIL OSI AnalysisEveningReport.nz

  • MIL-OSI USA: Rep. Simpson Cosponsors Resolution to Solemnly Mark the One-Year Anniversary of the Attempted Assassination of President Trump

    Source: US State of Idaho

    Rep. Simpson Cosponsors Resolution to Solemnly Mark the One-Year Anniversary of the Attempted Assassination of President Trump

    Washington, July 14, 2025

    WASHINGTON—Idaho Congressman Mike Simpson cosponsored a resolution solemnly marking the one-year anniversary of the attempted assassination of President Donald J. Trump, condemning the multiple attempts against the President’s life, condemning those who incite violence against political officials, and honoring the victims of the shooting. This resolution is sponsored by Rep. Mike Kelly (R-PA) and Republican Study Committee Chairman Rep. August Pfluger (R-TX).
    “Last year—July 13th, 2024—was a tragic day for our nation,” said Rep. Simpson. “It was a day that we thought would unify us Americans and stand together to condemn political violence. Unfortunately, from that day forward, we have continued to see hateful and evil rhetoric that has further incited political violence. There is no room for this violence in our country, and we must condemn it in all forms, regardless of political affiliation. President Trump demonstrated leadership and heroism on that solemn day. God bless him, God bless Corey Comperatore’s family, and God bless the Secret Service and law enforcement who selflessly threw themselves in harm’s way to protect the President.” 
    Rep. Simpson is an original cosponsor of this important resolution. The full text is available here.

    MIL OSI USA News

  • MIL-OSI Submissions: ABC’s and CBS’s settlements with Trump are a dangerous step toward the commander in chief becoming the editor-in-chief

    Source: The Conversation – USA – By Michael J. Socolow, Professor of Communication and Journalism, University of Maine

    Will settlements by news companies with President Donald Trump turn journalists into puppets? MARHARYTA MARKO/iStock Getty Images Plus

    It was a surrender widely foreseen. For months, rumors abounded that Paramount would eventually settle the seemingly frivolous lawsuit brought by President Donald Trump concerning editorial decisions in the production of a CBS interview with Democratic presidential nominee Kamala Harris in 2024.

    On July 2, 2025, those rumors proved true: The settlement between Paramount and Trump’s legal team resulted in CBS’s parent company agreeing to pay $16 million to the future Donald Trump Library – the $16 million included Trump’s legal fees – in exchange for ending the lawsuit. Despite the opinion of many media law scholars and practicing attorneys who considered the lawsuit meritless, Shari Redstone, the largest shareholder of Paramount, yielded to Trump.

    Redstone had been trying to sell Paramount to Skydance Media since July 2024, but the transaction was delayed by issues involving government approval.

    Specifically, when the Trump administration assumed power in January 2025, the new Federal Communications Commission had no legal obligation to facilitate, without scrutiny, the transfer of the CBS network’s broadcast licenses for its owned-and-operated TV stations to new ownership.

    The FCC, under newly installed Republican Chairman Brendan Carr, was fully aware of the issues in the legal conflict between Trump and CBS at the time Paramount needed FCC approval for the license transfers. Without a settlement, the Paramount-Skydance deal remained in jeopardy.

    Until it wasn’t.

    At that point, Paramount joined Disney in implicitly apologizing for journalism produced by their TV news divisions.

    Earlier in 2025, Disney had settled a different Trump lawsuit with ABC News in exchange for a $15 million donation to the future Trump Library. That lawsuit involved a dispute over the wording of the actions for which Trump was found liable in a civil lawsuit brought by E. Jean Carroll.

    GOP presidential nominee Donald Trump said the CBS interview with Democratic nominee Kamala Harris was ‘fraudulent interference with an election.’

    It’s not certain what the ABC and CBS settlements portend, but many are predicting they will produce a “chilling effect” within the network news divisions. Such an outcome would arise from fear of new litigation, and it would install a form of internal self-censorship that would influence network journalists when deciding whether the pursuit of investigative stories involving the Trump administration would be worth the risk.

    Trump has apparently succeeded where earlier presidents failed.

    Presidential pressure

    From Jimmy Carter trying to get CBS anchor Walter Cronkite to stop ending his evening newscasts with the number of days American hostages were being held in Iran to Richard Nixon’s administration threatening the broadcast licenses of The Washington Post’s TV stations to weaken Watergate reporting, previous presidents sought to apply editorial pressure on broadcast journalists.

    But in the cases of Carter and Nixon, it didn’t work. The broadcast networks’ focus on both Watergate and the Iran hostage crisis remained unrelenting.

    Nor were Nixon and Carter the first presidents seeking to influence, and possibly control, network news.

    President Lyndon Johnson, who owned local TV and radio stations in Austin, Texas, regularly complained to his old friend, CBS President Frank Stanton, about what he perceived as biased TV coverage. Johnson was so furious with the CBS and NBC reporting from Vietnam, he once argued that their newscasts seemed “controlled by the Vietcong.”

    Yet none of these earlier presidents won millions from the corporations that aired ethical news reporting in the public interest.

    Before Trump, these conflicts mostly occurred backstage and informally, allowing the broadcasters to sidestep the damage to their credibility should any surrender to White House administrations be made public. In a “Reporter’s Notebook” on the CBS Evening News the night of the Trump settlement, anchor John Dickerson summarized the new dilemma succinctly: “Can you hold power to account when you’ve paid it millions? Can an audience trust you when it thinks you’ve traded away that trust?”

    “The audience will decide that,” Dickerson continued, concluding: “Our job is to show up to honor what we witness on behalf of the people we witness it for.”

    During the Iran hostage crisis, CBS News anchor Walter Cronkite ended every broadcast with the number of days the hostages had been held captive.

    Holding power to account

    There’s an adage in TV news: “You’re only as good as your last show.”

    Soon, SkyDance Media will assume control over the Paramount properties, and the new CBS will be on the airwaves.

    When the licenses for KCBS in Los Angeles, WCBS in New York and the other CBS-owned-and-operated stations are transferred, we’ll learn the long-term legacy of corporate capitulation. But for now, it remains too early to judge tomorrow’s newscasts.

    As a scholar of broadcast journalism and a former broadcast journalist, I recommend evaluating programs like “60 Minutes” and the “CBS Evening News” on the record they will compile over the next three years – and the record they compiled over the past 50. The same goes for “ABC World News Tonight” and other ABC News programs.

    A major complicating factor for the Paramount-Skydance deal was the fact that “60 Minutes” has, over the past six months, broken major scoops embarrassing to the Trump administration, which led to additional scrutiny by its corporate ownership. Judged by its reporting in the first half of 2025, “60 Minutes” has upheld its record of critical and independent reporting in the public interest.

    If audience members want to see ethical, independent and professional broadcast journalism that holds power to account, then it’s the audience’s responsibility to tune it in. The only way to learn the consequences of these settlements is by watching future programming rather than dismissing it beforehand.

    The journalists working at ABC News and CBS News understand the legacy of their organizations, and they are also aware of how their owners have cast suspicion on the news divisions’ professionalism and credibility. As Dickerson asserted, they plan to “show up” regardless of the stain, and I’d bet they’re more motivated to redeem their reputations than we expect.

    I don’t think reporters, editors and producers plan to let Donald Trump become their editor-in-chief over the next three years. But we’ll only know by watching.

    Michael Socolow’s father, Sanford Socolow, worked for CBS News from 1956 to 1988.

    ref. ABC’s and CBS’s settlements with Trump are a dangerous step toward the commander in chief becoming the editor-in-chief – https://theconversation.com/abcs-and-cbss-settlements-with-trump-are-a-dangerous-step-toward-the-commander-in-chief-becoming-the-editor-in-chief-261006

    MIL OSI

  • MIL-OSI USA: July 14th, 2025 Heinrich Announces Committee Passage of Over $12.5 Million for New Mexico

    US Senate News:

    Source: United States Senator for New Mexico Martin Heinrich

    Investments Heinrich championed fully fund SNAP & WIC, increase funding for the Southwest Border Commission, support Tribes & farmers, provide rental assistance, & more

    WASHINGTON — U.S. Senator Martin Heinrich (D-N.M.) announced the bipartisan Senate Appropriations Committee passage of the Fiscal Year 2026 (FY26) Agriculture, Rural Development, Food and Drug Administration (FDA), and Related Agencies Bill. With Committee approval of this bill, Heinrich secured support for over $12.5 million for New Mexico, including over $7.73 million in Congressionally Directed Spending for eight local projects between this bill and its House-companion bill.

    “This Appropriations bill isn’t perfect but after tough negotiations and bipartisan compromise, I was able to get the best deal for New Mexico and advocate for federal resources that deliver for working families,” said Heinrich, a member of the Senate Appropriations Committee. “This legislation will provide rental assistance for working families, expand economic opportunities in Tribal and border communities, assist American farmers produce healthy food, and fully fund SNAP, WIC, and the School Lunch program to keep healthy food on the table and push back against Trump’s cuts to these vital nutrition programs. As a member of the Senate Appropriations Committee, I will always fight for investments that put New Mexico families first, strengthen our middle class, and grow our economy.”

    As Ranking Member of the Legislative Branch Subcommittee, Heinrich also announced the bipartisan Senate Appropriations Committee passage of the Legislative Branch FY26 Appropriations Bill.

    Next, the two bills passed out of the Appropriations Committee will be considered by the full United States Senate.

    Agriculture, Rural Development, Food and Drug Administration (FDA), and Related Agencies Key Points and Highlights

    Congressionally Directed Spending

    Heinrich successfully included $3.63 million in investments for the following 6 local projects in the bill:

    • $1,575,000 for HELP New Mexico, Inc. to renovate classroom spaces to expand early childhood services in Luna County.
    • $750,000 for the Truchas Volunteer Fire Department to purchase and equip a new fire pump apparatus.
    • $467,000 for the New Mexico State University to conduct research using low power electricity to manage weeds in perennial crops.
    • $375,000 for the Village of Questa to purchase and fully equip a wildland fire engine.
    • $275,000 for Conservation Legacy to renovate and repair a Zuni Pueblo building for the Ancestral Lands Conservation Corps’ permanent location and as a community resource.
    • $193,000 for the Gila Regional Medical Center to upgrade and replace aging and failing hospital utility systems.

    Heinrich and U.S. Senator Ben Ray Luján (D-N.M.) successfully included $2.1 million for the following 2 projects:

    • $1,100,000 for Rio Arriba County to purchase radios and repeater towers for Rio Arriba County Volunteer Fire Departments to facilitate communications when firefighters are on duty.
    • $1,000,000 for the Pueblo of Isleta Department of Education to construct the Isleta Learning Center.

    Heinrich also successfully worked with his colleagues in the N.M. Delegation to include $2 million for the following 2 projects in the House-companion bill:

    • $1,000,000 for the Town of Mesilla to plan, design, and construct phase 3 of a town hall complex, which will include public safety facilities, a board room, and the historic Mesilla Museum.
    • $1,000,000 for San Juan County to purchase a new ladder truck.

    Nutrition Assistance

    • WIC: The bill fully funds the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), which serves nearly 7 million women and children nationwide, including nearly 45,000 in New Mexico — by providing $8.2 billion for the program, a $603 million increase over Fiscal Year 2025 (FY25). This increase will ensure that all eligible participants can continue to rely on the essential nutrition assistance and support provided by WIC. The bill also continues full funding for additional fruit and vegetable benefits.  
    • SNAP: The bill fully funds the Supplemental Nutrition Assistance Program (SNAP) to serve an estimated 42 million people per month, including nearly 500,000 New Mexicans — and does not include restrictive new policy riders. While fully funding SNAP is critically important, this does not reverse the cuts to SNAP included in Trump and Republicans’ budget reconciliation bill that will result in thousands of New Mexicans losing critical food assistance and put hundreds of millions of dollars worth of new unfunded mandates on the state of New Mexico.
    • Child Nutrition: The bill fully funds Child Nutrition Programs — like the School Lunch program, school breakfast program, and Summer EBT program — to ensure schools can continue to serve healthy meals to all eligible children. In 2026, this funding will help serve an estimated 5 billion lunches and 2.7 billion breakfasts to kids across the country.
    • Commodity Supplemental Food Program – The bill rejects the Trump Administration’s budget proposal to eliminate this program’s funding and provides $425 million so that the program can continue to provide supplemental food to low-income Senior citizens.

    Rental Assistance: The bill provides $1.715 billion for rental assistance — an increase of $73 million over FY25 — to help ensure Americans living in rural areas have access to safe and affordable housing. The bill also includes $1 billion in Single Family Direct Loans to help more low-income families and first-time home buyers get mortgages. 

    Economic Development: The bill includes a $2.5 million investment in the Southwest Border Commission (SBRC), a $500,000 increase over FY25, which supports economic and community development in southern New Mexico. Heinrich successfully secured the first-ever congressional investments to finally allow the SBRC to jump-start and expand its operations. The SBRC is one of eight authorized federal regional commissions and authorities.

    Tribal Communities: The bill provides $235 million for the Food Distribution on Indian Reservation Program (FDPIR) and $3 million for a FDPIR pilot program that allows Tribes participating in FDPIR to purchase traditional food from small Tribal producers.

    The bill also provides $700,000 for processing and federal inspection of Tribal bison, which will help support Tribal food sovereignty by enabling Tribes to include bison raised on their own lands to be included in federal nutrition programs like school meals.

    Additionally, bill provides $5.1 million for the U.S. Department of Agriculture’s (USDA) Office of Tribal Relations, which is responsible for government-to-government relations between USDA and Tribal governments.

    Conservation and Wildlife: Heinrich successfully fought for the inclusion of a modified version of his USDA Staff and Field Offices Preservation amendment. This amendment would require the USDA to notify and seek approval from the Senate and House Appropriations Committee to close Natural Resources Conservation Service or Rural Development field offices or to permanently relocate any field-based employees of those agencies that would result in an office with 2 or fewer employees.

    The bill rejects the Administration’s senseless proposal to eliminate all discretionary funding for Conservation Technical Assistance, which is the bedrock of Natural Resources Conservation Service’s (NRCS) mission and a vital tool for farmers and ranchers. Instead, the bill provides $949 million, a $37.7 million increase over FY25, for conservation programs, including $52 million for NRCS Watershed and Flood Prevention Operations and$10 million for the Grazing Lands Conservation Initiative.

    The bill further provides $5 million to support non-lethal strategies to reduce wildlife-livestock conflict and includes direction to expand the Migratory Big Game and Working Lands for Wildlife Initiatives, a long-time Heinrich priority. Finally, the bill includes $22.5 million in funding for research and management of Chronic Wasting Disease, which funds the program created by Heinrich’s Chronic Wasting Disease Research and Management Act, passed into law in 2023.

    Agriculture Research: This bill fully funds agriculture research and provides a $81 million increase over FY25 for the Agricultural Research Service (ARS). Additionally, the bill continues to support Climate Hubs and the Long-term Agroecosystems Research (LTAR) Network, including the Climate Hub and LTAR collaboration between the New Mexico State University (NMSU) and the ARS Experimental Station in Las Cruces. This bill also includes funding for important research in Agrivoltaics being conducted by ARS in collaboration with NMSU.

    Small Farms and Local Food Systems: The bill includes $6 million for the Office of Urban Agriculture, which is focused on providing technical assistance and risk management tools to urban and innovative forms of food production in New Mexico. Albuquerque is home to one of the USDA’s Urban Service Centers. The bill also includes $20 million for the Local Agriculture Market Program (LAMP), which supports the development, coordination, and expansion of direct producer-to-consumer marketing; local and regional food markets and enterprises; and value-added agricultural products.

    Food Safety: The bill provides $1.226 billion for the Food Safety and Inspection Service (FSIS), an increase of $12 million over FY25. This funding will help ensure FSIS can continue its vital work protecting America’s food supply without being forced to reduce its staffing levels, which would jeopardize food safety and exacerbate supply chain delays. The bill includes $399 million for the Animal and Plant Health Inspection Service, including $65 million for addressing the Highly Pathogenic Avian Influenza outbreak.

    Promoting Competition: The bill provides nearly $33 million for enforcement of the Packers and Stockyards Act to promote competition and prevent unfair or deceptive practices and monopolies. The bill further provides an additional $2 million in funding for a pilot Bison Production and Marketing Grant Program within the Agriculture Marketing Service to expand markets for private and Tribal bison producers, following Heinrich’s creation of this program in the FY24 Agriculture Appropriations Bill.

    International Food Aid: The bill provides $1.5 billion for the Food for Peace Program and $240 million for the McGovern-Dole International Food for Education and Child Nutrition Program. This funding is necessary to save lives around the world and reduce conflict.

    Food and Drug Administration (FDA): The bill provides $7.015 billion in total funding for the FDA, which includes $3.535 billion in discretionary funding — a $10 million increase over FY25 — rejecting the president’s budget request, which sought to slash the FDA’s discretionary funding by over $400 million in FY26. The bill provides $2.4 billion for the Center for Drug Evaluation and Research, $625 million for the Center for Biologics Evaluation and Research, and $77 million for the National Center for Toxicological Research. The bill also provides $689 million for the Center for Tobacco Products for activities — including inspections, investigations, and federal task force coordination — related to the presence of unauthorized, illicit e-cigarettes.

    Additionally, Heinrich filed the following amendments to amend the Agriculture, Rural Development, FDA, and Related Agencies Appropriations Bill:

    1. USDA Staff and Field Offices Preservation: This amendment would prohibit the closing of the Natural Resource Conservation, Farm Service Agency, and Rural Development field offices and relocation of staff. This amendment was adopted as part of the Manager’s Package.
    1. Local Food and School Food Purchasing Assistance: This amendment would reestablish the Local Food for Schools and Child Care Cooperative Agreement (LFSCC) and the Local Food Purchase Assistance Cooperative Agreement program (LFPA), which were created in 2022 to supply local and regionally produced foods to schools, childcare facilities, and food banks with a priority for working with underserved producers and small farms. Unfortunately, this amendment was not adopted.
    1. Funding All Obligated and Awarded Projects: This amendment would prevent the USDA Secretary from spending any appropriated funding until the Secretary unfreezes funding for all previous awards and contracts for farmers and organizations assisting farmers. Unfortunately, this amendment was not adopted.
    1. Re-affirming science-based medical product approvals: This amendment re-affirms the FDA’s authority to approve drugs based solely on its safety and efficacy through scientific evaluation of the medical product and not on political bases. Unfortunately, this amendment was not adopted.

    Legislative Branch Key Points and Highlights

    As Ranking Member of the Legislative Branch Subcommittee, Heinrich successfully negotiated the bipartisan FY26 Legislative Branch Appropriations bill, which provides $7,125,000,000 to support essential legislative operations and oversight activities, including the U.S. Senate, Capitol Police, Library of Congress, Congressional Research Service, Congressional Budget Office, Architect of the Capitol, and other key legislative agencies. It preserves robust funding for the Government Accountability Office, which is crucial for protecting taxpayer dollars, promoting government efficiency, and providing rigorous, nonpartisan oversight that builds public trust.

    Additionally, the bill strengthens Congress’s capacity to serve constituents, supports the recruitment and retention of Capitol Police officers, and invests in the nonpartisan institutions that deliver critical analysis, transparency, and accountability. Finally, in this polarized environment, the bill provides funding to bolster the safety of Senators, Representatives, staff, and visitors to the Capitol Complex.

    “While the Legislative Branch Appropriations bill is the smallest in terms of overall funding, it is one of the most important, because it upholds Congress’s role as a coequal branch of government. At a time when maintaining checks and balances is more important than ever, this bill ensures that Congress can effectively serve the American people and hold the executive branch accountable,”said Heinrich, Ranking Member of the Legislative Branch Subcommittee.

    MIL OSI USA News

  • MIL-OSI United Nations: Deputy Secretary-General’s remarks at the opening of the High-level Political Forum on Sustainable Development 2025 [as prepared for delivery]

    Source: United Nations secretary general

    In 2015, the world made a landmark commitment to achieve sustainable development and ensure that no one is left behind.

    The 2030 Agenda built on previous decades of development efforts and carried forward the vision and lessons of the Millenium Development Goals.

    It framed the Sustainable Development Goals around a paradigm shift that integrates the three core dimensions of sustainable development — economic growth, social inclusion, and environmental sustainability — and underscored the vital role of effective governance and strong institutions.

    It carried a promise to everyone, everywhere, to live in dignity, on a safe and healthy planet. 

    Today, a decade later, we meet again as the world grapples with conflicts and deepening geopolitical tensions.

    The fabric of multilateralism is fading, and the SDGs seem out of reach. Hard-won development gains are at serious risk, as a multitude of challenges, exacerbated by the chronic shortfall in adequate financing.

    Alarmingly, half of the world’s poorest countries have yet to return to their pre-pandemic income levels.

    Inequalities have amplified.

    Trade tensions are escalating.

    The climate crisis is worsening.

    Democracy is under threat.

    And the debt crisis continues to tighten its grip on the world’s poorest countries.

    The situation is truly sobering.

    Yet, the latest data show that while progress on SDGs has been uneven and limited, there is reason for hope. 

    Social protection and health systems are expanding, especially in middle-income countries, where they are reaching more people.

    More mothers are surviving childbirth, and more children are living beyond their fifth birthday.

    Education access is broadening, creating new pathways for young people.

    The number of girls who are in school and studying STEM subjects is higher than ever before.

    Countries are investing in better data and technology, for policies to reach the furthest behind.

    There are promised investments in digital connectivity and clean energy, to serve those in the most remote areas.

    Meanwhile, the world has united behind an ambitious global agreement to confront deep-seated structural challenges and unlock faster, more inclusive progress.

    The Pact for the Future, adopted last September, builds on existing reforms and commitments and charts a bold way forward to revive multilateralism and collective action, anchored in peace, solidarity and cooperation.

    The Fourth International Conference on Financing for Development renewed our commitment to deliver on the Addis Ababa Action Agenda, take forward debt solutions, and tackle the international financial architecture.

    The Ocean Conference in Nice generated important consensus on critical issues, from marine protected areas to plastic pollution, illegal fishing and maritime security.

    The 30th anniversary of the Fourth World Conference on Women and the adoption of the Beijing Declaration and Platform for Action (Beijing+30) and the 25th anniversary of the Women, Peace and Security Agenda, reignited political drive for gender equality and women’s empowerment.

    And there are many more opportunities this year to push our agenda forward:

    The Second Stocktake of the UN Food System Summit.

    The Second World Summit on Social Development.

    The Biennial Summit on Finance.

    COP 30, and ahead of that, new, updated and economy-wide Nationally Determined Contributions to get our climate goals back on track. 

    Excellencies,

    We must build on these achievements. Make the most of the momentum and drive action – particularly through this High-Level Political Forum.

    We are under pressure because the truth is: expectations are high, trust is eroding and crises are deepening, as we strive to deliver on our promise of the 2030 Agenda.

    This Forum is an important opportunity to reflect, exchange and course correct.

    It is our space to amplify the momentum, share lessons and good practice, deepen partnerships, and reignite our collective ambition to fulfill the promise of the Sustainable Development Goals.

    Over the coming days, we must reflect honestly and constructively on progress. Particularly on:

    SDG3 on health and wellbeing, SDG5 on gender equality and women’s empowerment, SDG8 on decent work and economic growth, SDG14 on life below water, and SDG 17 on partnerships and means of implementation – this all with human rights at the centre of everything we do and hope to achieve.

    And we must focus on the theme of this year’s meeting: “Inclusive solutions, based in science- and evidence,” and take heed of key findings of the Secretary-General’s Report on the SDGs.

    We need solutions that address persistent challenges.

    That can be adapted and applied across diverse contexts.

    And that improve the lives of billions of people who are left behind:

    The 800 million people living in extreme poverty…

    The 2.2 billion people without safe drinking water…

    The 2.3 billion suffering food insecurity…

    The 3.4 billion without safely managed sanitation…

    And the countless women, Indigenous Peoples, smallholder farmers, and other marginalized groups unable to access formal health and protection systems. 

    Excellencies,

    This Forum will also welcome the tenth set of voluntary national reviews, or VNRs. They present a temperature check of every country’s journey.

    Since 2016, a total of 190 countries have conducted close to 400 VNRs.

    This voluntary national exercise has been almost universally adopted:

    A heartening sign of commitment to the 2030 Agenda and the SDGs…

    And evidence that the SDGs are now deeply woven into national plans, policies, and monitoring frameworks.

    These reviews are powerful roadmaps to achieve the SDGs and mobilize all stakeholders.

    Across regions, we have seen civil society’s engagement deepen – driving progress nationally and locally.  

    VNRs have helped build knowledge and data and offered practical pathways to dismantle structural barriers that hold us back.

    Over the past decade, they have inspired action through inclusive, scalable approaches, grounded in local realities.

    I look forward to the 37 VNR presentations at this Forum,

    And I encourage other countries to engage and foster a meaningful exchange of experiences.

    Excellencies, Friends,

    It is up to all of us to build on our successes, and make this Forum count.

    We have come far. And have even further to go.

    But we have much further to go if we are to honor the promise of the SDGs.

    The pathway to 2030 is narrowing.

    And the decisions we take now – where we invest, what we prioritize, and where we reform – will shape development trajectories for decades to come.

    With five years to go, the Secretary-General’s UN80 initiative marks a historic step to build on recent reforms and ensure that the United Nations remains a trusted, agile partner, ready to tackle today’s challenges and tomorrow’s uncertainties, and drive our collective push for the 2030 Agenda nationally, regionally and globally.

    Thank you.
     

    MIL OSI United Nations News

  • MIL-OSI USA: 10 Years Ago: NASA’s New Horizons Captures Pluto’s Heart

    Source: NASA

    This image, taken by NASA’s New Horizons spacecraft on July 14, 2015, is the most accurate natural color image of Pluto. This natural-color image results from refined calibration of data gathered by New Horizons’ color Multispectral Visible Imaging Camera (MVIC). The processing creates images that would approximate the colors that the human eye would perceive, bringing them closer to “true color” than the images released near the encounter. This single color MVIC scan includes no data from other New Horizons imagers or instruments added. The striking features on Pluto are clearly visible, including the bright expanse of Pluto’s icy, nitrogen-and-methane rich “heart,” Sputnik Planitia.
    Image credit: NASA/Johns Hopkins University Applied Physics Laboratory/Southwest Research Institute/Alex Parker

    MIL OSI USA News

  • MIL-OSI USA: Linking Satellite Data and Community Knowledge to Advance Alaskan Snow Science

    Source: NASA

    Seasonal snow plays a significant role in global water and energy cycles, and billions of people worldwide rely on snowmelt for water resources needs, including water supply, hydropower, agriculture, and more. Monitoring snow water equivalent (SWE) is critical for supporting these applications and for mitigating damages caused by snowmelt flooding, avalanches, and other snow-related disasters. However, our ability to measure SWE remains a challenge, particularly in northern latitudes where in situ SWE observations are sparse and satellite observations are impacted by the boreal forest and environmental conditions. Despite limited in situ SWE measurements, local residents in Arctic and sub-Arctic regions provide a vast and valuable body of place-based knowledge and observations that are essential for understanding snowpack behavior in northern regions.
    As part of a joint NASA SnowEx, NASA’s Minority University Research and Education Project (MUREP) for American Indian and Alaska Native STEM (Science, Technology, Engineering, & Mathematics) Engagement (MAIANSE), and Global Learning & Observations to Benefit the Environment (GLOBE) Program partnership, a team of scientists including NASA intern Julia White (NASA Goddard Space Flight Center, University of Alaska Fairbanks), Carrie Vuyovich (NASA Goddard Space Flight Center), Alicia Joseph (NASA Goddard Space Flight Center), and Christi Buffington (University of Alaska Fairbanks, GLOBE Implementation Office) is studying snow water equivalent (SWE) across Interior Alaska. This project combines satellite-based interferometric synthetic aperture radar (InSAR) data, primarily from the Sentinel-1 satellite, with ground-based observations from the Snow Telemetry (SNOTEL) network and GLOBE (Global Learning Observations to Benefit the Environment). Together, these data sources help the team investigate how SWE varies across the landscape and how it affects local ecosystems and communities. The team is also preparing for future integration of data from NASA’s upcoming NISAR (NASA ISRO Synthetic Aperture Radar) mission, which is expected to enhance SWE retrieval capabilities.
    After a collaborative visit to the classroom of Tammie Kovalenko in November 2024, Delta Junction junior and senior high school students in vocational agriculture (Vo Ag) classes, including members of Future Farmers of America (FFA), began collecting GLOBE data on a snowdrift located just outside their classroom. As the project progressed, students developed their own research questions. One student, Fianna Rooney, took the project even further — presenting research posters at both the GLOBE International Virtual Science Symposium (IVSS) and both the FFA Regional and National Conventions. Her work highlights the growing role of Alaskan youth in science, and how student-led inquiry can enrich both education and research outcomes. (This trip was funded by the NASA Science Activation Program’s Arctic and Earth SIGNs – STEM Integrating GLOBE & NASA – project at the University of Alaska Fairbanks.)
    In February 2025, the team collaborated with Delta Junction Junior High and High School students, along with the Delta Junction Trails Association, to conduct a GLOBE Intensive Observation Period (IOP), “Delta Junction Snowdrifts,” to collect Landcover photos, snow depth, and snow water equivalent data. Thanks to aligned interests and research goals at the Alaska Satellite Facility (ASF), the project was further expanded into Spring 2025. Collaborators from ASF and the Alaska Center for Unmanned Aircraft Systems Integration (ACUASI) collected high resolution airborne data over the snowdrift at the Delta Junction Junior and Senior High School. This complementary dataset helped strengthen connections between satellite observations and ground-based student measurements.
    This effort, led by a NASA intern, scientists, students, and Alaskan community members, highlights the power of collaboration in advancing science and education. Next steps will include collaboration with Native Alaskan communities near Delta Junction, including the Healy Lake Tribe, whose vast, generational knowledge will be of great value to deepening our understanding of Alaskan snow dynamics.
    Learn more about how NASA’s Science Activation program connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn/about-science-activation/

    MIL OSI USA News

  • MIL-OSI USA: UConn Medical Students Learning to Strike Out Organ Donation Inequities

    Source: US State of Connecticut

    Two UConn School of Medicine students Riley Cable and Lila Medeiros of the Class of 2028 are immersed in a unique, new summer training program offered by the New England Donor Services (NEDS) seeking to educate future doctors to address longstanding inequities in organ donation.

    Medical students of the new Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program with NEDS’ Matt Boger (center). (NEDS Photo Credit)

    In the New England region NEDS is the federally designated Organ Procurement Organization responsible for the recovery of organs and tissues for transplant. Its inaugural 8-week summer training program is providing medical students of all backgrounds from across New England with hands-on donation and transplant experience as they learn about potential career paths in organ donation and transplantation.

    Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program’s goal is to train the next generation of doctors like Cable and Medeiros from UConn and other medical schools across the region on ways to improve fairness in organ donation and transplantation in health care. The new program is named in honor of the late Dr. Galen V. Henderson, who served as an associate medical director for NEDS and the first Black neurointensivist in the United States.

    The need for a new training program like this is important as the latest data from a report shows:

    • Donor registration rates among black, Asian, and Hispanic Americans are lower compared to other racial and ethnic groups.
    • Black patients are less likely than white patients to be preemptively referred for transplant evaluation.
    • Black, Asian, and Hispanic patients have substantially lower rates of living donor kidney transplantation compared to white patients.
    • Only 4% of transplant surgeons and physicians are Black.

    In addition to UConn, medical students from Brown University, Harvard Medical School, Tufts University School of Medicine, and University of Vermont Larner College of Medicine participated in the new summer NEDS training program.

    The medical students in the new Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program this summer even had the opportunity to visit local legislators such as CT State Rep. Brian W. Murray (NEDS Photo Credit).

    Cable of UConn’s medical school is interested in possibly pursuing a future career in the surgical specialties.

    “This program is a great opportunity to get exposure to a surgical field while learning about transplantation,” says Cable. “From scrubbing in for organ recovery surgeries to hearing from donor families or meeting physician leaders in the field, it’s been an awesome experience.”

    After being immersed in the program this summer Cable of UConn says, “There’s so much more to organ donation than having a heart on your driver’s license. As a future physician it’s helpful to learn the process of organ donation and transplantation so I can better advocate for my patients. This internship has definitely opened my eyes to transplant surgery as a career choice. We get such a unique view of the field through this program and I’m grateful to have the opportunity.”

    UConn medical student Medeiros chose to participate in the new SEED program for the unique opportunity to learn more about the field of transplantation.

    UConn medical students Riley Cable and Lila Medeiros (left) attending a NEDS community outreach event at the Hartford Yard Goats with Andrew Jones, a Multicultural Community Outreach Coordinator at NEDS. (NEDS Photo Credit)

    “I had no idea how much of an impact this program would have on my path moving forward,” says Medeiros. “Learning about the history of transplantation and the remarkable progress in the field has been incredibly inspiring. But what has impacted me most are the powerful stories shared by donor families and recipients. Hearing their firsthand experiences, marked by resilience, generosity, and courage, has been the greatest privilege.”

    Medeiros concludes, “While a career in transplant surgery is something I am now strongly considering, I know the insights and perspective I have gained from this program will stay with me no matter which specialty I ultimately pursue.”

    Their exciting summer program ends on July 24.

    Learn more about the Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program.

    MIL OSI USA News

  • MIL-OSI USA: UConn Medical Students Learning to Strike Out Organ Donation Inequities

    Source: US State of Connecticut

    Two UConn School of Medicine students Riley Cable and Lila Medeiros of the Class of 2028 are immersed in a unique, new summer training program offered by the New England Donor Services (NEDS) seeking to educate future doctors to address longstanding inequities in organ donation.

    Medical students of the new Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program with NEDS’ Matt Boger (center). (NEDS Photo Credit)

    In the New England region NEDS is the federally designated Organ Procurement Organization responsible for the recovery of organs and tissues for transplant. Its inaugural 8-week summer training program is providing medical students of all backgrounds from across New England with hands-on donation and transplant experience as they learn about potential career paths in organ donation and transplantation.

    Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program’s goal is to train the next generation of doctors like Cable and Medeiros from UConn and other medical schools across the region on ways to improve fairness in organ donation and transplantation in health care. The new program is named in honor of the late Dr. Galen V. Henderson, who served as an associate medical director for NEDS and the first Black neurointensivist in the United States.

    The need for a new training program like this is important as the latest data from a report shows:

    • Donor registration rates among black, Asian, and Hispanic Americans are lower compared to other racial and ethnic groups.
    • Black patients are less likely than white patients to be preemptively referred for transplant evaluation.
    • Black, Asian, and Hispanic patients have substantially lower rates of living donor kidney transplantation compared to white patients.
    • Only 4% of transplant surgeons and physicians are Black.

    In addition to UConn, medical students from Brown University, Harvard Medical School, Tufts University School of Medicine, and University of Vermont Larner College of Medicine participated in the new summer NEDS training program.

    The medical students in the new Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program this summer even had the opportunity to visit local legislators such as CT State Rep. Brian W. Murray (NEDS Photo Credit).

    Cable of UConn’s medical school is interested in possibly pursuing a future career in the surgical specialties.

    “This program is a great opportunity to get exposure to a surgical field while learning about transplantation,” says Cable. “From scrubbing in for organ recovery surgeries to hearing from donor families or meeting physician leaders in the field, it’s been an awesome experience.”

    After being immersed in the program this summer Cable of UConn says, “There’s so much more to organ donation than having a heart on your driver’s license. As a future physician it’s helpful to learn the process of organ donation and transplantation so I can better advocate for my patients. This internship has definitely opened my eyes to transplant surgery as a career choice. We get such a unique view of the field through this program and I’m grateful to have the opportunity.”

    UConn medical student Medeiros chose to participate in the new SEED program for the unique opportunity to learn more about the field of transplantation.

    UConn medical students Riley Cable and Lila Medeiros (left) attending a NEDS community outreach event at the Hartford Yard Goats with Andrew Jones, a Multicultural Community Outreach Coordinator at NEDS. (NEDS Photo Credit)

    “I had no idea how much of an impact this program would have on my path moving forward,” says Medeiros. “Learning about the history of transplantation and the remarkable progress in the field has been incredibly inspiring. But what has impacted me most are the powerful stories shared by donor families and recipients. Hearing their firsthand experiences, marked by resilience, generosity, and courage, has been the greatest privilege.”

    Medeiros concludes, “While a career in transplant surgery is something I am now strongly considering, I know the insights and perspective I have gained from this program will stay with me no matter which specialty I ultimately pursue.”

    Their exciting summer program ends on July 24.

    Learn more about the Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program.

    MIL OSI USA News

  • MIL-OSI USA: UConn Medical Students Learning to Strike Out Organ Donation Inequities

    Source: US State of Connecticut

    Two UConn School of Medicine students Riley Cable and Lila Medeiros of the Class of 2028 are immersed in a unique, new summer training program offered by the New England Donor Services (NEDS) seeking to educate future doctors to address longstanding inequities in organ donation.

    Medical students of the new Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program with NEDS’ Matt Boger (center). (NEDS Photo Credit)

    In the New England region NEDS is the federally designated Organ Procurement Organization responsible for the recovery of organs and tissues for transplant. Its inaugural 8-week summer training program is providing medical students of all backgrounds from across New England with hands-on donation and transplant experience as they learn about potential career paths in organ donation and transplantation.

    Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program’s goal is to train the next generation of doctors like Cable and Medeiros from UConn and other medical schools across the region on ways to improve fairness in organ donation and transplantation in health care. The new program is named in honor of the late Dr. Galen V. Henderson, who served as an associate medical director for NEDS and the first Black neurointensivist in the United States.

    The need for a new training program like this is important as the latest data from a report shows:

    • Donor registration rates among black, Asian, and Hispanic Americans are lower compared to other racial and ethnic groups.
    • Black patients are less likely than white patients to be preemptively referred for transplant evaluation.
    • Black, Asian, and Hispanic patients have substantially lower rates of living donor kidney transplantation compared to white patients.
    • Only 4% of transplant surgeons and physicians are Black.

    In addition to UConn, medical students from Brown University, Harvard Medical School, Tufts University School of Medicine, and University of Vermont Larner College of Medicine participated in the new summer NEDS training program.

    The medical students in the new Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program this summer even had the opportunity to visit local legislators such as CT State Rep. Brian W. Murray (NEDS Photo Credit).

    Cable of UConn’s medical school is interested in possibly pursuing a future career in the surgical specialties.

    “This program is a great opportunity to get exposure to a surgical field while learning about transplantation,” says Cable. “From scrubbing in for organ recovery surgeries to hearing from donor families or meeting physician leaders in the field, it’s been an awesome experience.”

    After being immersed in the program this summer Cable of UConn says, “There’s so much more to organ donation than having a heart on your driver’s license. As a future physician it’s helpful to learn the process of organ donation and transplantation so I can better advocate for my patients. This internship has definitely opened my eyes to transplant surgery as a career choice. We get such a unique view of the field through this program and I’m grateful to have the opportunity.”

    UConn medical student Medeiros chose to participate in the new SEED program for the unique opportunity to learn more about the field of transplantation.

    UConn medical students Riley Cable and Lila Medeiros (left) attending a NEDS community outreach event at the Hartford Yard Goats with Andrew Jones, a Multicultural Community Outreach Coordinator at NEDS. (NEDS Photo Credit)

    “I had no idea how much of an impact this program would have on my path moving forward,” says Medeiros. “Learning about the history of transplantation and the remarkable progress in the field has been incredibly inspiring. But what has impacted me most are the powerful stories shared by donor families and recipients. Hearing their firsthand experiences, marked by resilience, generosity, and courage, has been the greatest privilege.”

    Medeiros concludes, “While a career in transplant surgery is something I am now strongly considering, I know the insights and perspective I have gained from this program will stay with me no matter which specialty I ultimately pursue.”

    Their exciting summer program ends on July 24.

    Learn more about the Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program.

    MIL OSI USA News

  • MIL-OSI USA: UConn Medical Students Learning to Strike Out Organ Donation Inequities

    Source: US State of Connecticut

    Two UConn School of Medicine students Riley Cable and Lila Medeiros of the Class of 2028 are immersed in a unique, new summer training program offered by the New England Donor Services (NEDS) seeking to educate future doctors to address longstanding inequities in organ donation.

    Medical students of the new Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program with NEDS’ Matt Boger (center). (NEDS Photo Credit)

    In the New England region NEDS is the federally designated Organ Procurement Organization responsible for the recovery of organs and tissues for transplant. Its inaugural 8-week summer training program is providing medical students of all backgrounds from across New England with hands-on donation and transplant experience as they learn about potential career paths in organ donation and transplantation.

    Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program’s goal is to train the next generation of doctors like Cable and Medeiros from UConn and other medical schools across the region on ways to improve fairness in organ donation and transplantation in health care. The new program is named in honor of the late Dr. Galen V. Henderson, who served as an associate medical director for NEDS and the first Black neurointensivist in the United States.

    The need for a new training program like this is important as the latest data from a report shows:

    • Donor registration rates among black, Asian, and Hispanic Americans are lower compared to other racial and ethnic groups.
    • Black patients are less likely than white patients to be preemptively referred for transplant evaluation.
    • Black, Asian, and Hispanic patients have substantially lower rates of living donor kidney transplantation compared to white patients.
    • Only 4% of transplant surgeons and physicians are Black.

    In addition to UConn, medical students from Brown University, Harvard Medical School, Tufts University School of Medicine, and University of Vermont Larner College of Medicine participated in the new summer NEDS training program.

    The medical students in the new Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program this summer even had the opportunity to visit local legislators such as CT State Rep. Brian W. Murray (NEDS Photo Credit).

    Cable of UConn’s medical school is interested in possibly pursuing a future career in the surgical specialties.

    “This program is a great opportunity to get exposure to a surgical field while learning about transplantation,” says Cable. “From scrubbing in for organ recovery surgeries to hearing from donor families or meeting physician leaders in the field, it’s been an awesome experience.”

    After being immersed in the program this summer Cable of UConn says, “There’s so much more to organ donation than having a heart on your driver’s license. As a future physician it’s helpful to learn the process of organ donation and transplantation so I can better advocate for my patients. This internship has definitely opened my eyes to transplant surgery as a career choice. We get such a unique view of the field through this program and I’m grateful to have the opportunity.”

    UConn medical student Medeiros chose to participate in the new SEED program for the unique opportunity to learn more about the field of transplantation.

    UConn medical students Riley Cable and Lila Medeiros (left) attending a NEDS community outreach event at the Hartford Yard Goats with Andrew Jones, a Multicultural Community Outreach Coordinator at NEDS. (NEDS Photo Credit)

    “I had no idea how much of an impact this program would have on my path moving forward,” says Medeiros. “Learning about the history of transplantation and the remarkable progress in the field has been incredibly inspiring. But what has impacted me most are the powerful stories shared by donor families and recipients. Hearing their firsthand experiences, marked by resilience, generosity, and courage, has been the greatest privilege.”

    Medeiros concludes, “While a career in transplant surgery is something I am now strongly considering, I know the insights and perspective I have gained from this program will stay with me no matter which specialty I ultimately pursue.”

    Their exciting summer program ends on July 24.

    Learn more about the Galen V. Henderson, MD Stimulate Equity, Education, and Diversity (SEED) Program.

    MIL OSI USA News

  • MIL-OSI Europe: Written question – Foreign investment in private education and its impact on public education in the European Union – E-002794/2025

    Source: European Parliament

    Question for written answer  E-002794/2025
    to the Commission
    Rule 144
    Nikos Pappas (The Left)

    Education is a fundamental public good, with the EU committed – through Regulation (EU) 2021/817 – to promoting quality and equality. It is crucial that recent developments in private education do not undermine these objectives.

    In recent years, there has been an increasing infiltration of foreign investment capital into private education in Member States such as Greece, Italy, Cyprus and the Netherlands. International investment groups are acquiring educational institutions, which raises questions about the impact on public education, equal access and social cohesion. In some cases, inequalities are increasing and there is a risk of ‘two-tier education’.

    In view of the above:

    • 1.How does the Commission assess the increasing presence of foreign investment capital in private education in the Member States and the possible impact on public education?
    • 2.What measures does the Commission intend to put in place to ensure that the infiltration of foreign capital does not lead to inequalities in access to and quality of education provided?
    • 3.How does the Commission intend to support Member States in strengthening and upgrading public education so that it remains competitive and attractive for students and their families?

    Submitted: 9.7.2025

    Last updated: 14 July 2025

    MIL OSI Europe News

  • MIL-OSI USA: States sue to release $7B in federal education funding illegally withheld

    Source: Washington State News

    SEATTLE — Attorney General Nick Brown today announced his office has joined litigation against the U.S. Department of Education and the Office of Management and Budget for the government’s illegal withholding of $7 billion in formula grants allocated to the states.

    “Student success and wellbeing is a nonpartisan issue. It’s inexcusable that the federal government would choose to wreak havoc on local school systems like this as they prepare for the upcoming school year,” Brown said. “We’re fighting for every dollar our students are owed.”

    These grants support longstanding programs for K-12 students that the federal government is obligated by law to support financially, including programs for English learners and children of migratory workers; professional development for teachers, principals, and other school leaders; enhanced classroom instruction, improved school conditions, and the use of technology in the classroom; and community learning centers that offer students a range of academic and extracurricular enrichment.

    The federal government was to begin awarding these grants for the upcoming school year on July 1, but the day before that deadline, the states received a vague notice that the government was now “reviewing” this funding “given the change in Administrations.” This action violates a number of statutes by going against Congress’ explicit designs for these funds as well as the Education Department’s own regulations.

    In our state alone, the Office of the Superintendent of Public Instruction estimates nearly $137 million in these frozen funds were to go to K-12 schools for the upcoming academic year.

    “I thank the AG’s office for their willingness to step into this case,” State Superintendent Chris Reykdal said. “The AG represents their clients—state agencies, and at OSPI, we continue to share the harms to students, families, educators, and taxpayers stemming from this presidential administration. Diverting funds intended for students and educators that were approved by Congress and signed by President Trump himself, to build a reserve of funds to pay for tax cuts for billionaires, is immoral and illegal. We look forward to federal officials releasing all of the education funds intended for the 50 states and territories.”

    The funding freeze also severely limits the states’ adult education systems. Hundreds of thousands of learners in these states, including those learning English and those working toward a high school diploma, depend on services funded by the Workforce Innovation and Opportunity Act at community colleges, public schools, libraries, correctional education programs and other venues.

    The state Board for Community and Technical Colleges estimates more than $13 million in funds to support student learning is being withheld under the administration’s freeze.

    “The Department of Education’s last-minute decision to withhold the Basic Grant and the Integrated English Literacy and Civics Education grant means immediate impact to tens of thousands of students across Washington state as they work on their high school diploma or GED, learn English, math, and digital literacy skills, and train for jobs,” said Chris Bailey, interim executive director of the state Board for Community and Technical Colleges. “Adult basic education programs are critical for working adults as they learn and improve the skills they need to get good jobs, as well as for employers to hire the skilled workers they need.”

    The states’ complaint seeks to halt these illegal actions and force the federal government to provide these grants in accordance with the law.

    The litigation is led by California, Colorado, Massachusetts, and Rhode Island. Also joining are the attorneys general of Arizona, Connecticut, the District of Columbia, Hawaii, Illinois, Maine, Maryland, Michigan, Minnesota, Nevada, New Jersey, New Mexico, New York, North Carolina, Oregon, Vermont, and Wisconsin. The governors of Kentucky and Pennsylvania are also plaintiffs.

    The complaint can be found here.

    -30-

    Washington’s Attorney General serves the people and the state of Washington. As the state’s largest law firm, the Attorney General’s Office provides legal representation to every state agency, board, and commission in Washington. Additionally, the Office serves the people directly by enforcing consumer protection, civil rights, and environmental protection laws. The Office also prosecutes elder abuse, Medicaid fraud, and handles sexually violent predator cases in 38 of Washington’s 39 counties. Visit www.atg.wa.gov to learn more.

    Media Contact:

    Email: press@atg.wa.gov

    Phone: (360) 753-2727

    General contacts: Click here

    Media Resource Guide & Attorney General’s Office FAQ

    MIL OSI USA News

  • MIL-OSI USA: States sue to release $7B in federal education funding illegally withheld

    Source: Washington State News

    SEATTLE — Attorney General Nick Brown today announced his office has joined litigation against the U.S. Department of Education and the Office of Management and Budget for the government’s illegal withholding of $7 billion in formula grants allocated to the states.

    “Student success and wellbeing is a nonpartisan issue. It’s inexcusable that the federal government would choose to wreak havoc on local school systems like this as they prepare for the upcoming school year,” Brown said. “We’re fighting for every dollar our students are owed.”

    These grants support longstanding programs for K-12 students that the federal government is obligated by law to support financially, including programs for English learners and children of migratory workers; professional development for teachers, principals, and other school leaders; enhanced classroom instruction, improved school conditions, and the use of technology in the classroom; and community learning centers that offer students a range of academic and extracurricular enrichment.

    The federal government was to begin awarding these grants for the upcoming school year on July 1, but the day before that deadline, the states received a vague notice that the government was now “reviewing” this funding “given the change in Administrations.” This action violates a number of statutes by going against Congress’ explicit designs for these funds as well as the Education Department’s own regulations.

    In our state alone, the Office of the Superintendent of Public Instruction estimates nearly $137 million in these frozen funds were to go to K-12 schools for the upcoming academic year.

    “I thank the AG’s office for their willingness to step into this case,” State Superintendent Chris Reykdal said. “The AG represents their clients—state agencies, and at OSPI, we continue to share the harms to students, families, educators, and taxpayers stemming from this presidential administration. Diverting funds intended for students and educators that were approved by Congress and signed by President Trump himself, to build a reserve of funds to pay for tax cuts for billionaires, is immoral and illegal. We look forward to federal officials releasing all of the education funds intended for the 50 states and territories.”

    The funding freeze also severely limits the states’ adult education systems. Hundreds of thousands of learners in these states, including those learning English and those working toward a high school diploma, depend on services funded by the Workforce Innovation and Opportunity Act at community colleges, public schools, libraries, correctional education programs and other venues.

    The state Board for Community and Technical Colleges estimates more than $13 million in funds to support student learning is being withheld under the administration’s freeze.

    “The Department of Education’s last-minute decision to withhold the Basic Grant and the Integrated English Literacy and Civics Education grant means immediate impact to tens of thousands of students across Washington state as they work on their high school diploma or GED, learn English, math, and digital literacy skills, and train for jobs,” said Chris Bailey, interim executive director of the state Board for Community and Technical Colleges. “Adult basic education programs are critical for working adults as they learn and improve the skills they need to get good jobs, as well as for employers to hire the skilled workers they need.”

    The states’ complaint seeks to halt these illegal actions and force the federal government to provide these grants in accordance with the law.

    The litigation is led by California, Colorado, Massachusetts, and Rhode Island. Also joining are the attorneys general of Arizona, Connecticut, the District of Columbia, Hawaii, Illinois, Maine, Maryland, Michigan, Minnesota, Nevada, New Jersey, New Mexico, New York, North Carolina, Oregon, Vermont, and Wisconsin. The governors of Kentucky and Pennsylvania are also plaintiffs.

    The complaint can be found here.

    -30-

    Washington’s Attorney General serves the people and the state of Washington. As the state’s largest law firm, the Attorney General’s Office provides legal representation to every state agency, board, and commission in Washington. Additionally, the Office serves the people directly by enforcing consumer protection, civil rights, and environmental protection laws. The Office also prosecutes elder abuse, Medicaid fraud, and handles sexually violent predator cases in 38 of Washington’s 39 counties. Visit www.atg.wa.gov to learn more.

    Media Contact:

    Email: press@atg.wa.gov

    Phone: (360) 753-2727

    General contacts: Click here

    Media Resource Guide & Attorney General’s Office FAQ

    MIL OSI USA News

  • MIL-OSI Submissions: School lunches, the French way: It’s not just about nutrition, but togetherness and ‘bon appetit’

    Source: The Conversation – Canada – By Rachel Engler-Stringer, Professor, Department of Community Health and Epidemiology, University of Saskatchewan

    This spring, as part of a sabbatical project, I had the privilege of visiting school food programs and meeting with school food researchers in six cities in France, England and Scotland.

    I got to eat school lunches, visit central kitchens in two cities where meals are prepared for thousands of children, visit school kitchens and discuss school food with the countries’ leading experts.

    This visit intersects with my research with colleagues on promising food programs across Canada. This research offers insights for consideration as regions navigate the federal government’s first National School Food Program and National School Food Policy.

    Government announcements about the program and policy were followed by negotiations with the provinces and territories, all of which have since signed agreements for a portion of the funding.

    In most parts of Canada, officials are just beginning to plan for new approaches to school food (with a few exceptions especially in Atlantic Canada where school food programs have been transforming much more quickly).

    Based on my research about international food programs, here are four key things Canadians should pay attention to:

    1) In Canada we need to shift from thinking of school lunches as a safety net for kids living in poverty to thinking about them as benefiting the health and well-being of children and their families. In France, this shift in thinking is particularly clear.

    School lunches in France are about teaching children about food and culture and all kids are encouraged to eat together with an adult facilitator who teaches them about the components of the meal and creates a family-meal context at each table. By contrast, if you ask many parents in Canada what school meals are for, they will tell you they are for kids living in poverty to make sure they have food to eat at school.

    If Canada wants a national school food program that achieves the benefits of the best programs in the world in the areas of education, well-being and on the economy, we need to think of school meals as supporting young people to be the best students they can be.

    2) One important benefit of school food programs globally is to encourage picky eaters to try new foods due to the social pressure of all kids eating the same foods together. In three cities in France I visited, and one in England, school lunches look like home-cooked meals. One main dish with meat is served (and in England, a vegetarian alternative), and kids can choose if and how much of the side vegetables and fruit to take.

    In Canada, following a similar practice — one main and a vegetarian alternative when meat is served — might work well. But it’s also important that in developing a menu, the cultural diversity of Canadian school communities is reflected in the food on offer.

    In the other two locations in England and Scotland, kids choose from multiple main dishes — something that adds cost to the program and does less to encourage kids to try new foods, given one choice is always something basic like a cheese sandwich.

    Kids need to have some autonomy when it comes to eating, but school food programs should not be facilitating eating the same food every day. Nor should school food programs aspire to a model where broad choice is afforded from a large menu.

    3) With care, planning and sufficient resources, centralized kitchens can prepare thousands of servings of a main dish daily. The French central kitchens I visited prepare 6,000 to 10,000 servings a day of high-quality food following strict food safety protocols.

    I ate two simple yet delicious meals cooked in municipally owned central kitchens. In the three cities in France where I visited, they used central kitchens where main dishes were prepared and chilled to be delivered for heating at the school level. Central kitchens also delivered the salads and sides (like chopped veggies, bread, cheese and fruit) and dressings.

    In the small school kitchens, the salads were dressed, and the cheese and fruit were cut for service.

    The central kitchens were also used in at least one city to prepare food for daycares and for seniors who were home-bound — something to consider for Canadian cities.

    Centralizing kitchens can reduce costs and provide a way for high-quality food to be produced from basic ingredients without commercial kitchens in every school capable of preparing meals for hundreds of children at a time.

    4) When designed with requirements for purchasing foods from local farmers and other Canadian producers, school food programs can benefit the agricultural sector and multiply their benefits to communities beyond direct school food jobs. In France, for example, there are specific percentages to be purchased from local and sustainable sources. Percentage requirements for local and sustainable purchasing should be enacted now in Canada as its program establishes itself, perhaps beginning with 20 per cent and growing over time.

    I have many more reflections from my visits, both positive and negative, but the four I have discussed are important for Canada to learn from as it begins to design the National School Food Program to meet the needs of diverse communities from coast to coast to coast.

    Rachel Engler-Stringer receives funding from the Canadian Institutes for Health Research, the Social Sciences and Humanities Research Council of Canada, the Public Health Agency of Canada and received a University of Saskatchewan International Travel Award for program visits. She sits on the Steering Committee of the Coalition for Healthy School Food.

    ref. School lunches, the French way: It’s not just about nutrition, but togetherness and ‘bon appetit’ – https://theconversation.com/school-lunches-the-french-way-its-not-just-about-nutrition-but-togetherness-and-bon-appetit-259832

    MIL OSI

  • MIL-OSI Analysis: School lunches, the French way: It’s not just about nutrition, but togetherness and ‘bon appetit’

    Source: The Conversation – Canada – By Rachel Engler-Stringer, Professor, Department of Community Health and Epidemiology, University of Saskatchewan

    This spring, as part of a sabbatical project, I had the privilege of visiting school food programs and meeting with school food researchers in six cities in France, England and Scotland.

    I got to eat school lunches, visit central kitchens in two cities where meals are prepared for thousands of children, visit school kitchens and discuss school food with the countries’ leading experts.

    This visit intersects with my research with colleagues on promising food programs across Canada. This research offers insights for consideration as regions navigate the federal government’s first National School Food Program and National School Food Policy.

    Government announcements about the program and policy were followed by negotiations with the provinces and territories, all of which have since signed agreements for a portion of the funding.

    In most parts of Canada, officials are just beginning to plan for new approaches to school food (with a few exceptions especially in Atlantic Canada where school food programs have been transforming much more quickly).

    Based on my research about international food programs, here are four key things Canadians should pay attention to:

    1) In Canada we need to shift from thinking of school lunches as a safety net for kids living in poverty to thinking about them as benefiting the health and well-being of children and their families. In France, this shift in thinking is particularly clear.

    School lunches in France are about teaching children about food and culture and all kids are encouraged to eat together with an adult facilitator who teaches them about the components of the meal and creates a family-meal context at each table. By contrast, if you ask many parents in Canada what school meals are for, they will tell you they are for kids living in poverty to make sure they have food to eat at school.

    If Canada wants a national school food program that achieves the benefits of the best programs in the world in the areas of education, well-being and on the economy, we need to think of school meals as supporting young people to be the best students they can be.

    2) One important benefit of school food programs globally is to encourage picky eaters to try new foods due to the social pressure of all kids eating the same foods together. In three cities in France I visited, and one in England, school lunches look like home-cooked meals. One main dish with meat is served (and in England, a vegetarian alternative), and kids can choose if and how much of the side vegetables and fruit to take.

    In Canada, following a similar practice — one main and a vegetarian alternative when meat is served — might work well. But it’s also important that in developing a menu, the cultural diversity of Canadian school communities is reflected in the food on offer.

    In the other two locations in England and Scotland, kids choose from multiple main dishes — something that adds cost to the program and does less to encourage kids to try new foods, given one choice is always something basic like a cheese sandwich.

    Kids need to have some autonomy when it comes to eating, but school food programs should not be facilitating eating the same food every day. Nor should school food programs aspire to a model where broad choice is afforded from a large menu.

    3) With care, planning and sufficient resources, centralized kitchens can prepare thousands of servings of a main dish daily. The French central kitchens I visited prepare 6,000 to 10,000 servings a day of high-quality food following strict food safety protocols.

    I ate two simple yet delicious meals cooked in municipally owned central kitchens. In the three cities in France where I visited, they used central kitchens where main dishes were prepared and chilled to be delivered for heating at the school level. Central kitchens also delivered the salads and sides (like chopped veggies, bread, cheese and fruit) and dressings.

    In the small school kitchens, the salads were dressed, and the cheese and fruit were cut for service.

    The central kitchens were also used in at least one city to prepare food for daycares and for seniors who were home-bound — something to consider for Canadian cities.

    Centralizing kitchens can reduce costs and provide a way for high-quality food to be produced from basic ingredients without commercial kitchens in every school capable of preparing meals for hundreds of children at a time.

    4) When designed with requirements for purchasing foods from local farmers and other Canadian producers, school food programs can benefit the agricultural sector and multiply their benefits to communities beyond direct school food jobs. In France, for example, there are specific percentages to be purchased from local and sustainable sources. Percentage requirements for local and sustainable purchasing should be enacted now in Canada as its program establishes itself, perhaps beginning with 20 per cent and growing over time.

    I have many more reflections from my visits, both positive and negative, but the four I have discussed are important for Canada to learn from as it begins to design the National School Food Program to meet the needs of diverse communities from coast to coast to coast.

    Rachel Engler-Stringer receives funding from the Canadian Institutes for Health Research, the Social Sciences and Humanities Research Council of Canada, the Public Health Agency of Canada and received a University of Saskatchewan International Travel Award for program visits. She sits on the Steering Committee of the Coalition for Healthy School Food.

    ref. School lunches, the French way: It’s not just about nutrition, but togetherness and ‘bon appetit’ – https://theconversation.com/school-lunches-the-french-way-its-not-just-about-nutrition-but-togetherness-and-bon-appetit-259832

    MIL OSI Analysis

  • MIL-OSI USA: Frankel, Colleagues Call Out Illegal Freeze on Education Funds, Demand Immediate Action

    Source: United States House of Representatives – Congresswoman Lois Frankel (FL-21)

    Representative Lois Frankel (FL-22) joined 144 of her Congressional colleagues in sending a letter to Secretary of Education Linda McMahon and Office of Management and Budget Director Russ Vought, demanding the immediate release of nearly $7 billion in K-12 and adult education funding that the Trump Administration is illegally withholding from states and local school districts across the country. The lawmakers also requested answers regarding the Administration’s decision to withhold the funds and its failure to communicate with impacted communities.

    In Palm Beach County, $32 million in critical funding is at stake—including support for academic enrichment, adult education and literacy, afterschool and summer programs, and more. The Boys & Girls Clubs of Palm Beach County is also awaiting $9 million in funding essential to its operations. Trump’s freeze threatens services for tens of thousands of children and jeopardizes the jobs of over 500 local educators and afterschool program staff in our area.

    By law, these funds were required to be distributed by July 1. With the school year fast approaching, the Administration’s illegal delay is preventing school districts from planning and implementing vital programs—leaving vulnerable students at risk of falling behind academically and without safe, structured environments after school.

    In their letter, the lawmakers requested responses to the following questions:

    1. When will the Administration complete its review and release the funding Congress allocated for the upcoming school year?
    2. Has the Administration provided any support or guidance to state and local education agencies during this period of uncertainty?
    3. If a review of these funds was planned, why didn’t it begin earlier in the year? Was the delay or failure to release the funds related to staffing shortages at the Department of Education caused by the Administration’s own reductions in force?

    For full text of the letter, click here.

    MIL OSI USA News

  • MIL-OSI USA: AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Source: US State of Idaho

    Home Newsroom AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Op-Ed: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs
    by Attorney General Raúl Labrador
    This spring, an Idaho teacher displayed a sign in her classroom that read, “Everyone Is Welcome Here.” On its face, the message appears neutral — simple, positive words that seem apolitical. But the design reveals its true purpose: colorful letters above imagery designed to signal adherence to Diversity, Equity and Inclusion. The rainbow colors and progressive symbols accompanying these messages make their political purpose unmistakable. 
    These classroom displays reflect a broader ecosystem of political resistance groups launched in protest of the political rise of President Donald Trump. The “All Are Welcome Here” movement, founded in November 2016 by progressive activists in Minnesota, explicitly states its mission as supporting “a just, inclusive and equitable environment” while donating thousands of dollars to progressive causes, including the ACLU.  
    The organization openly declares: “To show our support for our transgender family, friends, and neighbors, we’re also donating 5% of our online sales will be to Transforming Families of Minnesota” — an organization dedicated to advancing transgender ideology among children and families. 
    Related movements like “Everyone is Welcome” similarly incorporate symbols from the “Intersex-Inclusive Pride Flag” and promote LGBTQ+ ideology through educational messaging. A simple visit to any of these organizations’ websites reveals their unmistakably political nature — complete with progressive activism, social justice messaging and ideological programming that extends far beyond genuine hospitality. When teachers display signs bearing the same name as these political organizations, what are parents supposed to think? 

    The situation in Idaho is not unique. What Trump’s administration recognized as dangerous enough to ban from federal agencies and K-12 schools through executive order has been quietly spreading through classrooms nationwide.  
    Across America, educators have transformed learning spaces into venues for DEI messaging disguised as inclusion. Idaho responded with legislation prohibiting political displays in public school classrooms — a law that passed overwhelmingly. The fundamental question is: Do parents or schools control children’s moral education? Idaho chose parents. 
    At its core, Diversity, Equity and Inclusion judge individuals by group identity rather than merit, divide people into oppressor and victim categories based on immutable characteristics, and prioritize equal outcomes over equal opportunity. For years, activists have systematically embedded this political messaging throughout school systems under the banner of “inclusion” and “equity.”  
    These seemingly neutral terms mask a comprehensive worldview that undermines parental authority over children’s moral development. As Florida Republican Governor Ron DeSantis accurately observed, “DEI stands for … Division, Exclusion and Indoctrination, and that has no part in our public institutions.” 

    MIL OSI USA News

  • MIL-OSI USA: AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Source: US State of Idaho

    Home Newsroom AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Op-Ed: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs
    by Attorney General Raúl Labrador
    This spring, an Idaho teacher displayed a sign in her classroom that read, “Everyone Is Welcome Here.” On its face, the message appears neutral — simple, positive words that seem apolitical. But the design reveals its true purpose: colorful letters above imagery designed to signal adherence to Diversity, Equity and Inclusion. The rainbow colors and progressive symbols accompanying these messages make their political purpose unmistakable. 
    These classroom displays reflect a broader ecosystem of political resistance groups launched in protest of the political rise of President Donald Trump. The “All Are Welcome Here” movement, founded in November 2016 by progressive activists in Minnesota, explicitly states its mission as supporting “a just, inclusive and equitable environment” while donating thousands of dollars to progressive causes, including the ACLU.  
    The organization openly declares: “To show our support for our transgender family, friends, and neighbors, we’re also donating 5% of our online sales will be to Transforming Families of Minnesota” — an organization dedicated to advancing transgender ideology among children and families. 
    Related movements like “Everyone is Welcome” similarly incorporate symbols from the “Intersex-Inclusive Pride Flag” and promote LGBTQ+ ideology through educational messaging. A simple visit to any of these organizations’ websites reveals their unmistakably political nature — complete with progressive activism, social justice messaging and ideological programming that extends far beyond genuine hospitality. When teachers display signs bearing the same name as these political organizations, what are parents supposed to think? 

    The situation in Idaho is not unique. What Trump’s administration recognized as dangerous enough to ban from federal agencies and K-12 schools through executive order has been quietly spreading through classrooms nationwide.  
    Across America, educators have transformed learning spaces into venues for DEI messaging disguised as inclusion. Idaho responded with legislation prohibiting political displays in public school classrooms — a law that passed overwhelmingly. The fundamental question is: Do parents or schools control children’s moral education? Idaho chose parents. 
    At its core, Diversity, Equity and Inclusion judge individuals by group identity rather than merit, divide people into oppressor and victim categories based on immutable characteristics, and prioritize equal outcomes over equal opportunity. For years, activists have systematically embedded this political messaging throughout school systems under the banner of “inclusion” and “equity.”  
    These seemingly neutral terms mask a comprehensive worldview that undermines parental authority over children’s moral development. As Florida Republican Governor Ron DeSantis accurately observed, “DEI stands for … Division, Exclusion and Indoctrination, and that has no part in our public institutions.” 

    MIL OSI USA News

  • MIL-OSI USA: AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Source: US State of Idaho

    Home Newsroom AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Op-Ed: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs
    by Attorney General Raúl Labrador
    This spring, an Idaho teacher displayed a sign in her classroom that read, “Everyone Is Welcome Here.” On its face, the message appears neutral — simple, positive words that seem apolitical. But the design reveals its true purpose: colorful letters above imagery designed to signal adherence to Diversity, Equity and Inclusion. The rainbow colors and progressive symbols accompanying these messages make their political purpose unmistakable. 
    These classroom displays reflect a broader ecosystem of political resistance groups launched in protest of the political rise of President Donald Trump. The “All Are Welcome Here” movement, founded in November 2016 by progressive activists in Minnesota, explicitly states its mission as supporting “a just, inclusive and equitable environment” while donating thousands of dollars to progressive causes, including the ACLU.  
    The organization openly declares: “To show our support for our transgender family, friends, and neighbors, we’re also donating 5% of our online sales will be to Transforming Families of Minnesota” — an organization dedicated to advancing transgender ideology among children and families. 
    Related movements like “Everyone is Welcome” similarly incorporate symbols from the “Intersex-Inclusive Pride Flag” and promote LGBTQ+ ideology through educational messaging. A simple visit to any of these organizations’ websites reveals their unmistakably political nature — complete with progressive activism, social justice messaging and ideological programming that extends far beyond genuine hospitality. When teachers display signs bearing the same name as these political organizations, what are parents supposed to think? 

    The situation in Idaho is not unique. What Trump’s administration recognized as dangerous enough to ban from federal agencies and K-12 schools through executive order has been quietly spreading through classrooms nationwide.  
    Across America, educators have transformed learning spaces into venues for DEI messaging disguised as inclusion. Idaho responded with legislation prohibiting political displays in public school classrooms — a law that passed overwhelmingly. The fundamental question is: Do parents or schools control children’s moral education? Idaho chose parents. 
    At its core, Diversity, Equity and Inclusion judge individuals by group identity rather than merit, divide people into oppressor and victim categories based on immutable characteristics, and prioritize equal outcomes over equal opportunity. For years, activists have systematically embedded this political messaging throughout school systems under the banner of “inclusion” and “equity.”  
    These seemingly neutral terms mask a comprehensive worldview that undermines parental authority over children’s moral development. As Florida Republican Governor Ron DeSantis accurately observed, “DEI stands for … Division, Exclusion and Indoctrination, and that has no part in our public institutions.” 

    MIL OSI USA News

  • MIL-OSI USA: AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Source: US State of Idaho

    Home Newsroom AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Op-Ed: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs
    by Attorney General Raúl Labrador
    This spring, an Idaho teacher displayed a sign in her classroom that read, “Everyone Is Welcome Here.” On its face, the message appears neutral — simple, positive words that seem apolitical. But the design reveals its true purpose: colorful letters above imagery designed to signal adherence to Diversity, Equity and Inclusion. The rainbow colors and progressive symbols accompanying these messages make their political purpose unmistakable. 
    These classroom displays reflect a broader ecosystem of political resistance groups launched in protest of the political rise of President Donald Trump. The “All Are Welcome Here” movement, founded in November 2016 by progressive activists in Minnesota, explicitly states its mission as supporting “a just, inclusive and equitable environment” while donating thousands of dollars to progressive causes, including the ACLU.  
    The organization openly declares: “To show our support for our transgender family, friends, and neighbors, we’re also donating 5% of our online sales will be to Transforming Families of Minnesota” — an organization dedicated to advancing transgender ideology among children and families. 
    Related movements like “Everyone is Welcome” similarly incorporate symbols from the “Intersex-Inclusive Pride Flag” and promote LGBTQ+ ideology through educational messaging. A simple visit to any of these organizations’ websites reveals their unmistakably political nature — complete with progressive activism, social justice messaging and ideological programming that extends far beyond genuine hospitality. When teachers display signs bearing the same name as these political organizations, what are parents supposed to think? 

    The situation in Idaho is not unique. What Trump’s administration recognized as dangerous enough to ban from federal agencies and K-12 schools through executive order has been quietly spreading through classrooms nationwide.  
    Across America, educators have transformed learning spaces into venues for DEI messaging disguised as inclusion. Idaho responded with legislation prohibiting political displays in public school classrooms — a law that passed overwhelmingly. The fundamental question is: Do parents or schools control children’s moral education? Idaho chose parents. 
    At its core, Diversity, Equity and Inclusion judge individuals by group identity rather than merit, divide people into oppressor and victim categories based on immutable characteristics, and prioritize equal outcomes over equal opportunity. For years, activists have systematically embedded this political messaging throughout school systems under the banner of “inclusion” and “equity.”  
    These seemingly neutral terms mask a comprehensive worldview that undermines parental authority over children’s moral development. As Florida Republican Governor Ron DeSantis accurately observed, “DEI stands for … Division, Exclusion and Indoctrination, and that has no part in our public institutions.” 

    MIL OSI USA News

  • MIL-OSI USA: AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Source: US State of Idaho

    Home Newsroom AG Labrador: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs — Fox News Op-Ed

    Op-Ed: One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs
    by Attorney General Raúl Labrador
    This spring, an Idaho teacher displayed a sign in her classroom that read, “Everyone Is Welcome Here.” On its face, the message appears neutral — simple, positive words that seem apolitical. But the design reveals its true purpose: colorful letters above imagery designed to signal adherence to Diversity, Equity and Inclusion. The rainbow colors and progressive symbols accompanying these messages make their political purpose unmistakable. 
    These classroom displays reflect a broader ecosystem of political resistance groups launched in protest of the political rise of President Donald Trump. The “All Are Welcome Here” movement, founded in November 2016 by progressive activists in Minnesota, explicitly states its mission as supporting “a just, inclusive and equitable environment” while donating thousands of dollars to progressive causes, including the ACLU.  
    The organization openly declares: “To show our support for our transgender family, friends, and neighbors, we’re also donating 5% of our online sales will be to Transforming Families of Minnesota” — an organization dedicated to advancing transgender ideology among children and families. 
    Related movements like “Everyone is Welcome” similarly incorporate symbols from the “Intersex-Inclusive Pride Flag” and promote LGBTQ+ ideology through educational messaging. A simple visit to any of these organizations’ websites reveals their unmistakably political nature — complete with progressive activism, social justice messaging and ideological programming that extends far beyond genuine hospitality. When teachers display signs bearing the same name as these political organizations, what are parents supposed to think? 

    The situation in Idaho is not unique. What Trump’s administration recognized as dangerous enough to ban from federal agencies and K-12 schools through executive order has been quietly spreading through classrooms nationwide.  
    Across America, educators have transformed learning spaces into venues for DEI messaging disguised as inclusion. Idaho responded with legislation prohibiting political displays in public school classrooms — a law that passed overwhelmingly. The fundamental question is: Do parents or schools control children’s moral education? Idaho chose parents. 
    At its core, Diversity, Equity and Inclusion judge individuals by group identity rather than merit, divide people into oppressor and victim categories based on immutable characteristics, and prioritize equal outcomes over equal opportunity. For years, activists have systematically embedded this political messaging throughout school systems under the banner of “inclusion” and “equity.”  
    These seemingly neutral terms mask a comprehensive worldview that undermines parental authority over children’s moral development. As Florida Republican Governor Ron DeSantis accurately observed, “DEI stands for … Division, Exclusion and Indoctrination, and that has no part in our public institutions.” 

    MIL OSI USA News

  • MIL-OSI Australia: CIT Woden prepares to welcome its first students

    Source: Northern Territory Police and Fire Services

    Redefining Woden as a vibrant, modern hub where people can live, work, and thrive.


    In Brief:

    • Construction is complete on the new CIT Woden Campus.
    • This article gives an exclusive sneak peek into what’s coming to the new campus.
    • Discover the key benefits and advantages of the new campus in this article.

    The brand-new CIT Woden Campus is now complete and set to welcome students on 21 July.

    Welcoming up to 6,500 students per year, the campus will deliver cutting-edge training in fields such as:

    • information technology
    • cyber security
    • business
    • hospitality
    • hairdressing
    • music
    • design and media.

    The project benefits

    • Capacity for up to 6,500 students annually.
    • Packed with smart technology to help them learn in new and better ways.
    • Green open spaces for students and the community to enjoy.
    • Better public transport links.
    • New youth foyer to support young people in need.

    The campus also invites students and the community to enjoy CIT student-run businesses, including:

    • a restaurant
    • a produce shop
    • a hair and beauty salon.

    Let’s take a sneak peek!

    The CIT Restaurant and Commercial Training Bar, as well as a Produce Shop/Apprentice Kitchen shop, are located on the ground floor.

    There is an additional kitchen and training bar on Level 1 adjacent to the multipurpose space. The kitchen areas are all glassed, providing visual activation throughout and allowing the public to see culinary students in action.

    The hair and beauty space includes areas for hairdressing, barbering, spray tanning, make-up, and beauty therapy, along with a reception area.

    It connects directly to the ground floor commercial hair salon, making it easy for clients, students, and teachers to move between the two levels.

    This spacious, open-plan area is designed to host a variety of events including media and music performances, exhibitions, graduations, open days, and hospitality training.

    It opens onto the Level 1 Terrace, which features bench seating with power outlets, native landscaping, and edible gardens.

    Screen and media areas include specialist graphic design computer labs, dedicated studios for photography, videos and music. Staff will also have workspaces for media, music and photography.

    Designing with Country has been a guiding principle for the CIT Woden Campus project.

    The large ‘oculus’ skylight provides a meaningful physical and visual connection with Sky Country from inside the building. It reflects a silhouette of a wedge tailed eagle or ‘Mulleun’, considered a totem animal for the local Ngunnawal people.

    The bleachers support gathering or social spaces throughout the day. They go from levels 1 all the way up to level 5 to meet the oculus skylight.

    CIT Woden is located next to the new public transport interchange being built on Callam Street. It will improve bus services, safety and enhance connectivity to the area.

    It will feature 18 bus stops, passenger-friendly shelters and enhanced lighting and signage.

    The transport interchange will also incorporate a light rail stop for the network’s future extension to Woden.

    Three public green spaces are available for students, staff, and the community to enjoy.

    A walking link between the new public transport interchange and the town centre, this corridor includes spaces for public seating, outdoor dining, and retail frontage

    Located at the north end of the campus is asunny breakout space for students, staff, local businesses and residents.It includes trees, gardens, and areas for dogs.

    Located at the western end of the campus is a gathering and ceremony space surrounded by a mix of native and non-native planting and seating with charging ports.

    For more information visit the Built for CBR website.

    Read more like this:


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    MIL OSI News

  • MIL-OSI USA: Attorney General James Sues Trump Administration for Illegally Freezing Billions in Education Funds

    Source: US State of New York

    EW YORK – New York Attorney General Letitia James and 22 other attorneys general, as well as the governors of Pennsylvania and Kentucky, today sued the Trump administration for illegally freezing nearly $7 billion dollars in critical education funding. On June 30, the U.S. Department of Education (ED) and the Office of Management and Budget (OMB) abruptly halted funds appropriated by Congress for six longstanding education programs, jeopardizing programs that provide after-school care for children of working parents, teach English to children who are non-native speakers, recruit and train teachers, expand STEM and arts curricula, and provide bullying and suicide prevention services in schools. The attorneys general are asking the court to stop the unconstitutional freeze, which has thrown schools nationwide into chaos, and compel the administration to release the billions of dollars in frozen funds that support some of the country’s most vulnerable children and their families.

    “The federal government cannot use our children’s classrooms to advance its assault on immigrant and working families,” said Attorney General James. “This illegal and unjustified funding freeze will be devastating for students and families nationwide, especially for those who rely on these programs for childcare or to learn English. Congress allocated these funds, and the law requires that they be delivered. We will not allow this administration to rewrite the rules to punish the communities it doesn’t like.”

    For decades, Congress has required the federal government to release this education funding to states by July 1 to ensure schools receive resources ahead of the new academic year. These funds are distributed through formula grants, meaning ED has a legal obligation to allocate them according to a set formula established by Congress. This year, however, just hours before the statutory deadline, the administration abruptly informed states that the funds would not be coming. ED announced a blanket freeze on six programs, including:

    • The Migrant Education Program, which was created by Congress in response to the 1960 documentary Harvest of Shame to support the education of migrant farm workers and their children.
       
    • Title II-A, which supports recruitment, training, and retention of effective teachers and school leaders, particularly in low-income and underserved communities.
       
    • Title III-A, which provides English learners and immigrant students with the tools they need to attain English proficiency and meet state academic standards.
       
    • Title IV-A, which supports student well-being and academic enrichment through services like school-based mental health care, violence, bullying, and suicide prevention, arts and STEM education, and college and career guidance.
       
    • Title IV-B, known as the 21st Century Community Learning Centers Program, which funds after-school and summer programs, tutoring, mentoring, and expanded literacy services.
       
    • Adult Education Grants, which help adults build literacy and job-readiness skills, including civics education for English learners.

    Together, these programs have provided vital educational support to millions of students and families nationwide for decades. Despite this history, the administration provided no legal justification for the freeze. On June 30, just hours before the funds were set to be distributed, ED sent states a vague, three-sentence email claiming that a “review” was underway to align funding with “the president’s priorities.” No details were provided on the duration or scope of the review. In the following days, OMB attempted to justify the freeze by claiming the funding had been used to “subsidize a radical leftwing agenda,” specifically accusing New York of using federal education funds to “promote illegal immigrant advocacy organizations,” which is patently false. OMB also raised objections to the use of funds for scholarships for immigrant students and lessons on LGBTQ+ topics.

    This sweeping funding freeze has already caused chaos for school systems. Essential summer school and after-school programs, which provide childcare for working families, have been canceled or are at risk. Professional development for teachers and support for English learners are being halted or scaled back. With the school year weeks away, districts have been left scrambling. Most critically, states have had no time to fill the massive fiscal hole left by the sudden cutoff. Budgets have been finalized, staff hired, and contracts signed based on a decades-long expectation that this funding would arrive on July 1. Now, many states and school districts face the prospect of breaking contracts and slashing programming they can no longer afford.

    In New York, more than $463 million in funding for the 2025-2026 school year has been frozen, 13 percent of the state’s total K-12 education funding. This includes more than $125 million for teacher training and development, $107 million to create safe and effective learning environments for New York students, $102 million for after-school and summer programs, $65 million to fund English learning and literacy initiatives, $10 million to support migrant students, and $52 million in adult literacy funding. The majority of this funding goes to 730 school districts across New York, which are now scrambling to address the budget shortfall.  

    Already, some summer programs have been shuttered, meaning thousands of children are missing out on academic and enrichment programming, as well as midday meals. With these programs closed, many New York families have abruptly lost their childcare for the summer, and if the funding is not released by September, the number of families suddenly left without childcare will grow exponentially. The New York State Education Department (NYSED) estimates at least 65,000 low-income New York students could lose access to afterschool or summer enrichment programs and 80,000 New Yorkers could be cut off from adult education and literacy services.

    In New York City, where 44 percent of public school students speak a language other than English at home, this freeze threatens essential English language instruction and literacy services. At the state level, the frozen funds cover the salaries and benefits of 67 full time employees. If the funding freeze continues, NYSED would be forced to conduct “large scale and unplanned layoffs,” which would have damaging reverberations across the state workforce, as well as disastrous impacts for local school districts.

    Attorney General James and the coalition argue that this funding freeze violates the Constitution and federal law. The administration offered no reasoned explanation for a drastic policy reversal and failed to consider the states’ reliance on long-established funding processes, in violation of the Administrative Procedure Act. The freeze also violates the Constitution’s spending clause and separation of powers principle, because the administration has disregarded Congress’ sole power of the purse and exceeded its authority by attempting to conduct a discretionary “review” of programs established, funded, and regulated by Congress. In addition, the Impoundment Control Act prohibits the executive branch from unilaterally refusing to spend appropriated funds unless specific procedures are followed. Those procedures were not followed here.

    The attorneys general highlight that this is not the first time the Trump administration has unlawfully attempted to block funds allocated by Congress. Federal courts across the country have repeatedly struck down similar overreaches targeting various educational and health initiatives. As those courts have affirmed, the president cannot defy the will of Congress.

    Attorney General James and the coalition are asking the court to declare the funding freeze illegal and permanently block the action. They will be seeking a preliminary injunction covering all plaintiff states and are asking for a writ of mandamus to compel the administration to distribute the funds that Congress appropriated for school systems.

    Joining Attorney General James in filing the lawsuit are the attorneys general of Arizona, California, Colorado, Connecticut, Delaware, Hawai’i, Illinois, Maine, Maryland, Massachusetts, Michigan, Minnesota, Nevada, New Jersey, New Mexico, North Carolina, Oregon, Rhode Island, Vermont, Washington, Wisconsin, and the District of Columbia, as well as the governors of Pennsylvania and Kentucky.

    MIL OSI USA News

  • MIL-OSI USA: Attorney General Bonta Sues Trump Administration for Freezing Billions in Education Grants Just Weeks Before School Year Start

    Source: US State of California

    In California, over $900 million in federal education funding is frozen, jeopardizing key programs for after school and summer learning, teacher preparation, and to support students learning English

    OAKLAND – California Attorney General Rob Bonta today sued the Trump Administration over its unconstitutional, unlawful, and arbitrary decision to freeze funding for six longstanding programs administered by the U.S. Department of Education just weeks before the school year in many parts of California is set to start. In California, an estimated $939 million in federal education funding is frozen. Without this funding, many educational programs will shutter – already, ongoing summer learning programs have been left unfunded. In filing today’s lawsuit, Attorney General Bonta co-leads a coalition of 23 attorneys general and two states together with the attorneys general of Colorado, Massachusetts, and Rhode Island. The attorneys general argue that the funding freeze violates federal funding statutes and regulations authorizing these critical programs and appropriating funds for them, violates federal statutes governing the federal budgeting process, including the Antideficiency Act and Impoundment Control Act, and violates the constitutional separation of powers doctrine and the Presentment Clause. They ask the court for declaratory and injunctive relief.

    “With no rhyme or reason, the Trump Administration abruptly froze billions of dollars in education funding just weeks before the start of the school year,” said Attorney General Bonta. “In doing so, it has threatened the existence of programs that provide critical after school and summer learning opportunities, that teach English to students, and that provide educational technology to our classrooms. Taken together with his other attacks on education, President Trump seems comfortable risking the academic success of a generation to further his own misguided political agenda. But as with so many of his other actions, this funding freeze is blatantly illegal, and we’re confident the court will agree.”

    For decades, California and other states have used funding under these programs to carry out a broad range of programs and services, including educational programs for migrant children and English learners; programs that promote effective classroom instruction, improve school conditions and the use of technology in the classroom; community learning centers that offer students a broad range of opportunities for academic and extracurricular enrichment; and adult education and workforce development efforts.

    Pursuant to federal statutory and regulatory requirements, each year the Department of Education makes around 25% of the funds for these programs available to states on or about July 1 in order to permit state and local educational agencies to plan their budgets for the academic year ahead. The plaintiff states have complied with the funding conditions set forth under the law and have state plans that the Department of Education has already approved. And the plaintiff states have received these funds, without incident, for decades, including as recently as last year. However, this year, on June 30, state agencies across the country received a notification announcing that the Department of Education would not be “obligating funds for” six formula funding programs on July 1.

    This funding freeze has immediately thrown into chaos plans for the upcoming academic year. Local education agencies have approved budgets, developed staffing plans, and signed contracts to provide vital educational services under these grants. Now, as a result of the Trump Administration’s actions, states find themselves without sufficient funding for these commitments, just weeks before the start of the 2025-2026 school year. Essential summer school and afterschool programs, which provide childcare to working parents of school age children, are already being impacted. The abrupt freeze is also wreaking havoc on key teacher training programs as well as programs that make school more accessible to children with special learning needs, such as English learners.

    But it is Congress, not the Executive Branch, that possesses the power of the purse. The Constitution does not afford the Executive Branch power to unilaterally refuse to spend appropriations that were passed by both houses of Congress and were signed into law. Yet that is exactly what the Trump Administration is attempting to do here. In today’s lawsuit, Attorney General Bonta and a coalition argue that the Trump Administration’s actions violate federal funding statutes and Appropriations Act, Apportionment, the Administrative Procedures Act and U.S. Constitution, including the separation of powers doctrine, equitable ultra vires, and the Presentment Clause. They asked the Court to declare the funding freeze unlawful – as courts have repeatedly done in other multistate cases – and block any attempts to withhold or delay this funding.

    Attorney General Bonta co-leads the coalition together with the attorneys general of Colorado, Massachusetts, and Rhode Island. He is also joined in filing the lawsuit by the attorneys general of Arizona, Connecticut, Delaware, the District of Columbia, Hawaii, Illinois, Maine, Maryland, Michigan, Minnesota, Nevada, New Jersey, New Mexico, New York, North Carolina, Oregon, Vermont, Washinton, and Wisconsin, as well as the states of Kentucky and Pennsylvania.

    A copy of the lawsuit is available here. A copy of the motion for a preliminary injunction is available here. 

    MIL OSI USA News

  • MIL-OSI USA: As School Year Nears, Merkley, Wyden, & Colleagues Demand Trump Admin End Blockade on Funding for Afterschool Programs, K-12 Schools Across America

    US Senate News:

    Source: United States Senator Ron Wyden (D-Ore)
    July 14, 2025
    Washington, D.C. – Oregon’s U.S. Senators Jeff Merkley and Ron Wyden announced they joined 30 colleagues in demanding President Trump’s Office of Management and Budget (OMB) Director Russ Vought and U.S. Secretary of Education Linda McMahon immediately release nearly $7 billion in funding for K-12 schools and adult literacy programs across America that the Trump Administration abruptly let states and school districts know it would indefinitely block.
    Oregon faces the potential loss of approximately $73 million in federal education as a result of the abrupt cutoff of education funds by the Trump Administration and may be forced to end afterschool programs, specialized literacy programs, educator training, and support for English language learners as a result of this misguided executive maneuver.
    “We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities,” wrote the 32 U.S. Senators in their letter. “These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque ‘programmatic review’ of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states.”
    The Trump Administration’s decision to withhold the funding has sent school districts nationwide scrambling to determine how they could fill the, in many cases, massive budget hole and whether they’ll have to lay off teachers or end after school programs in the coming weeks. School districts have made clear they will have to end afterschool programs, already told parents to prepare backup options, and adult literacy programs have already been forced to lay off staff.
    The lawmakers blasted the administration for its abrupt notice and illegal freeze of the funds, which has sent school districts and programs scrambling: “We are shocked by the continued lack of respect for states and local schools evidenced by this latest action by the administration.”
    They noted that blocking funding for before and after school programs, as well as summer learning programs, is already hurting families nationwide: “By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning.  These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.”
    Warning of how denying these funds will cause schools to lay off teachers and cut back on teacher training, they wrote: “This rash decision will only worsen school working conditions and teacher shortages.”
    The lawmakers also detailed how the move affects adult learners nationwide: “This pause could jeopardize services to more than 1.2 million adult learners working to develop foundational literacy and numeracy skills needed to enter and succeed in workforce training and health, financial, digital, and information literacy skills necessary for full participation in community and civic life. The withholding will have an even more significant impact on 12 states that rely on these funds for 70 to 75 percent of their adult education programs.”
    The Trump Administration has confirmed it is blocking funding for the following programs—all of which are programs President Trump has requested to eliminate in his budget request, raising serious concerns about this administration’s intentions to simply impound the funding:
    Supporting Effective Instruction State Grants (Title II-A), which support professional development and other activities to improve the effectiveness of teachers and school leaders, including reducing class size.
    21st Century Community Learning Centers (Title IV-B), which support high-quality before and after-school programs focused on providing academic enrichment opportunities for students.
    Student Support and Academic Enrichment Grants (Title IV-A), which provide flexible funding for school districts for a wide range of activities including supporting STEM education, accelerated learning courses, college and career counseling, school-based mental health services, and improving school technology, among many others.
    English Language Acquisition (Title III-A), which supports language instruction to help English language learners become proficient in English.
    Migrant Education (Title I-C), which supports the educational needs of migratory children, including children of migrant and seasonal farmworkers.
    Adult Basic and Literacy Education State Grants (including Integrated English Literacy and Civics Education State Grants), which support adult education and literacy programs to provide the basic skills to help prepare adults and out-of-school youth for success in the workforce.
    The letter was led by Senator Patty Murray (D-WA), Vice Chair of the Senate Appropriations Committee, Senator Bernie Sanders (I-VT), Ranking Member of the Senate Committee on Health, Education, Labor, and Pensions (HELP), and Senator Tammy Baldwin (D-WI), Ranking Member of the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies.
    In addition to Merkley and Wyden, the letter was also signed by Chuck Schumer (D-NY), Mazie Hirono (D-HI), Cory Booker (D-NJ), Lisa Blunt Rochester (D-MD), Jack Reed (D-RI), Richard Blumenthal (D-CT), John Fetterman (D-PA), Chris Coons (D-DE), Jeanne Shaheen (D-NH), John Hickenlooper (D-CO), Dick Durbin (D-IL), Martin Heinrich (D-NM), Chris Van Hollen (D-NM), Andy Kim (D-NJ), Maggie Hassan (D-NH), Ed Markey (D-MA), Elissa Slotkin (D-MI), Brian Schatz (D-HI), Alex Padilla (D-CA), Tina Smith (D-MN), Sheldon Whitehouse (D-RI), Elizabeth Warren (D-MA), Tim Kaine (D-VA), Maria Cantwell (D-WA), Gary Peters (D-MI), Angela Alsobrooks (D-MD), and Tammy Duckworth (D-IL).
    Full text of the letter follows:
    Dear Director Vought and Secretary McMahon:
    We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities. These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque “programmatic review” of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states. This delay not only undermines effective state and local planning for using these funds to address student needs consistent with federal education law, which often takes place months before these funds become available, but also flies in the face of the nation’s education laws which confers state and local educational agency discretion on permissible uses of federal formula grant funds.
    We are shocked by the continued lack of respect for states and local schools evidenced by this latest action by the administration. Late on June 30, 2025, the Department of Education (“Department”) informed states that it would not release fiscal year 2025 funds expected on July 1 before completing a “review” of six programs. The Department even noted ironically that it “remains committed to ensuring taxpayer resources are spent in accordance with the President’s priorities and the Department’s statutory responsibilities.” Apparently, the Department needs a refresher course on its statutory responsibilities.
    The Full-Year Continuing Appropriations law requires funds to be allocated under the terms and conditions of the fiscal year 2024 appropriations law. This includes a requirement that “$1,329,673,000 shall be for part B of title IV”, which is the authority for the Nita M. Lowey 21stCentury Community Learning Centers program. This authority requires the Secretary to allot funds to each state for subgrants for before, after, and summer school programming. The law further describes the allotment formula, authorized state and local activities, and other program requirements. By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning. These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.
    The Full-Year Continuing Appropriations law also requires the Department to use $890 million to carry out part A of title III of the Elementary and Secondary Education Act. The purpose of the program is to ensure English learners (ELs) and immigrant students have access to the resources they need to attain English language proficiency and reach the same challenging academic standards as their English-proficient peers, which will prepare them to fully participate in society and the workforce as they grow older. Part A of title III specifies the allotment formula, permissible uses of funds and other program requirements for this program serving more than 5 million EL students enrolled in the nation’s public schools. Yet, the administration’s review will disrupt school hiring decisions and cause real and immediate harm to EL students.
    The Department issued preliminary allocations to states on May 29, 2025, stating that “The Full Year Appropriations and Extension Act, 2025 provides $629,600,400 for formula grants to States to carry out adult education and literacy activities.” Just more than a month later, the Department issued its curt memo indicating that the funds would not go out on July 1, 2025, as just promised in the May preliminary allocations. This pause could jeopardize services to more than 1.2 million adult learners working to develop foundational literacy and numeracy skills needed to enter and succeed in workforce training and health, financial, digital, and information literacy skills necessary for full participation in community and civic life. The withholding will have an even more significant impact on 12 states that rely on these funds for 70 to 75 percent of their adult education programs.
    The withholding also extends to more than $2 billion for Supporting Effective Instruction State Grants. According to the Department’s latest report, more than half of these funds are used for professional development for teachers and other educators, and nearly one-third of school districts used the funds to recruit, hire, and retain effective educators.12 Nearly $1.4 billion is being withheld for Student Support and Academic Enrichment Grants and $375 million for Migrant Education programs. All these programs were funded in fiscal year 2024 and continued by the Full-Year Appropriations Act. This rash decision will only worsen school working conditions and teacher shortages.
    It is unacceptable that the administration is picking and choosing what parts of the appropriations law to follow, and you must immediately implement the entire law as Congress intended and as the oaths you swore require you to do. While the administration continues to deny federal funds to our states and local communities that they are expecting as the law requires, it has found time to move expeditiously to award funding to the Kennedy Center and acknowledged it is required to do so by the appropriations law. In its action here, the Department stated in a recent waiver proposal, “The waiver will allow the Department to issue a continuation award in FY 2025, as directed by Congress to the currently funded 84.351A AENP [Arts in Education National Program] project at an amount consistent with the amount awarded in FY 2024.” While it’s true the appropriations law requires such an action, it does so as well for billions in funding for state grants the Department recently informed states it will not release.
    The administration’s “programmatic review”—with no public information about what the review entails, what data the administration is examining, or a timeline for such review—appears to be an intentional delay that will result in school budget cuts in every State. In multiple statutes, Congress has prohibited the Federal government from directing or controlling state and local education decisions with these dollars. This programmatic review may be in violation of these longstanding and bipartisan prohibitions.
    We might be more inclined to believe the administration’s stated interest in ensuring federal funds were properly used if its actions to date didn’t tell a different story. The Department has impeded a review by the Office of Inspector General, which is charged with promoting the efficiency, effectiveness, and integrity of the Department’s programs and operations. Earlier this year, the administration terminated contracts for regional educational laboratories and grants required for comprehensive centers, which help states and districts use research and evidence in addressing local challenges of policy and practice. It has also halted evaluations of federal literacy programs, adult learning strategies, and strategies to help teens with disabilities transition from high school to college or work.
    We insist you immediately reverse your decision to illegally withhold federal education funding appropriated by Congress and provide the funds as the law requires. Such an action would represent a faithful execution of the law as required by the Constitution and a benefit to the tens of millions of students and adult learners that are intended to benefit from these federal education investments.
    Thank you for your attention to this matter.

    MIL OSI USA News

  • MIL-OSI USA: As School Year Nears, Merkley, Wyden, & Colleagues Demand Trump Admin End Blockade on Funding for Afterschool Programs, K-12 Schools Across America

    US Senate News:

    Source: United States Senator Ron Wyden (D-Ore)
    July 14, 2025
    Washington, D.C. – Oregon’s U.S. Senators Jeff Merkley and Ron Wyden announced they joined 30 colleagues in demanding President Trump’s Office of Management and Budget (OMB) Director Russ Vought and U.S. Secretary of Education Linda McMahon immediately release nearly $7 billion in funding for K-12 schools and adult literacy programs across America that the Trump Administration abruptly let states and school districts know it would indefinitely block.
    Oregon faces the potential loss of approximately $73 million in federal education as a result of the abrupt cutoff of education funds by the Trump Administration and may be forced to end afterschool programs, specialized literacy programs, educator training, and support for English language learners as a result of this misguided executive maneuver.
    “We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities,” wrote the 32 U.S. Senators in their letter. “These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque ‘programmatic review’ of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states.”
    The Trump Administration’s decision to withhold the funding has sent school districts nationwide scrambling to determine how they could fill the, in many cases, massive budget hole and whether they’ll have to lay off teachers or end after school programs in the coming weeks. School districts have made clear they will have to end afterschool programs, already told parents to prepare backup options, and adult literacy programs have already been forced to lay off staff.
    The lawmakers blasted the administration for its abrupt notice and illegal freeze of the funds, which has sent school districts and programs scrambling: “We are shocked by the continued lack of respect for states and local schools evidenced by this latest action by the administration.”
    They noted that blocking funding for before and after school programs, as well as summer learning programs, is already hurting families nationwide: “By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning.  These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.”
    Warning of how denying these funds will cause schools to lay off teachers and cut back on teacher training, they wrote: “This rash decision will only worsen school working conditions and teacher shortages.”
    The lawmakers also detailed how the move affects adult learners nationwide: “This pause could jeopardize services to more than 1.2 million adult learners working to develop foundational literacy and numeracy skills needed to enter and succeed in workforce training and health, financial, digital, and information literacy skills necessary for full participation in community and civic life. The withholding will have an even more significant impact on 12 states that rely on these funds for 70 to 75 percent of their adult education programs.”
    The Trump Administration has confirmed it is blocking funding for the following programs—all of which are programs President Trump has requested to eliminate in his budget request, raising serious concerns about this administration’s intentions to simply impound the funding:
    Supporting Effective Instruction State Grants (Title II-A), which support professional development and other activities to improve the effectiveness of teachers and school leaders, including reducing class size.
    21st Century Community Learning Centers (Title IV-B), which support high-quality before and after-school programs focused on providing academic enrichment opportunities for students.
    Student Support and Academic Enrichment Grants (Title IV-A), which provide flexible funding for school districts for a wide range of activities including supporting STEM education, accelerated learning courses, college and career counseling, school-based mental health services, and improving school technology, among many others.
    English Language Acquisition (Title III-A), which supports language instruction to help English language learners become proficient in English.
    Migrant Education (Title I-C), which supports the educational needs of migratory children, including children of migrant and seasonal farmworkers.
    Adult Basic and Literacy Education State Grants (including Integrated English Literacy and Civics Education State Grants), which support adult education and literacy programs to provide the basic skills to help prepare adults and out-of-school youth for success in the workforce.
    The letter was led by Senator Patty Murray (D-WA), Vice Chair of the Senate Appropriations Committee, Senator Bernie Sanders (I-VT), Ranking Member of the Senate Committee on Health, Education, Labor, and Pensions (HELP), and Senator Tammy Baldwin (D-WI), Ranking Member of the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies.
    In addition to Merkley and Wyden, the letter was also signed by Chuck Schumer (D-NY), Mazie Hirono (D-HI), Cory Booker (D-NJ), Lisa Blunt Rochester (D-MD), Jack Reed (D-RI), Richard Blumenthal (D-CT), John Fetterman (D-PA), Chris Coons (D-DE), Jeanne Shaheen (D-NH), John Hickenlooper (D-CO), Dick Durbin (D-IL), Martin Heinrich (D-NM), Chris Van Hollen (D-NM), Andy Kim (D-NJ), Maggie Hassan (D-NH), Ed Markey (D-MA), Elissa Slotkin (D-MI), Brian Schatz (D-HI), Alex Padilla (D-CA), Tina Smith (D-MN), Sheldon Whitehouse (D-RI), Elizabeth Warren (D-MA), Tim Kaine (D-VA), Maria Cantwell (D-WA), Gary Peters (D-MI), Angela Alsobrooks (D-MD), and Tammy Duckworth (D-IL).
    Full text of the letter follows:
    Dear Director Vought and Secretary McMahon:
    We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities. These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque “programmatic review” of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states. This delay not only undermines effective state and local planning for using these funds to address student needs consistent with federal education law, which often takes place months before these funds become available, but also flies in the face of the nation’s education laws which confers state and local educational agency discretion on permissible uses of federal formula grant funds.
    We are shocked by the continued lack of respect for states and local schools evidenced by this latest action by the administration. Late on June 30, 2025, the Department of Education (“Department”) informed states that it would not release fiscal year 2025 funds expected on July 1 before completing a “review” of six programs. The Department even noted ironically that it “remains committed to ensuring taxpayer resources are spent in accordance with the President’s priorities and the Department’s statutory responsibilities.” Apparently, the Department needs a refresher course on its statutory responsibilities.
    The Full-Year Continuing Appropriations law requires funds to be allocated under the terms and conditions of the fiscal year 2024 appropriations law. This includes a requirement that “$1,329,673,000 shall be for part B of title IV”, which is the authority for the Nita M. Lowey 21stCentury Community Learning Centers program. This authority requires the Secretary to allot funds to each state for subgrants for before, after, and summer school programming. The law further describes the allotment formula, authorized state and local activities, and other program requirements. By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning. These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.
    The Full-Year Continuing Appropriations law also requires the Department to use $890 million to carry out part A of title III of the Elementary and Secondary Education Act. The purpose of the program is to ensure English learners (ELs) and immigrant students have access to the resources they need to attain English language proficiency and reach the same challenging academic standards as their English-proficient peers, which will prepare them to fully participate in society and the workforce as they grow older. Part A of title III specifies the allotment formula, permissible uses of funds and other program requirements for this program serving more than 5 million EL students enrolled in the nation’s public schools. Yet, the administration’s review will disrupt school hiring decisions and cause real and immediate harm to EL students.
    The Department issued preliminary allocations to states on May 29, 2025, stating that “The Full Year Appropriations and Extension Act, 2025 provides $629,600,400 for formula grants to States to carry out adult education and literacy activities.” Just more than a month later, the Department issued its curt memo indicating that the funds would not go out on July 1, 2025, as just promised in the May preliminary allocations. This pause could jeopardize services to more than 1.2 million adult learners working to develop foundational literacy and numeracy skills needed to enter and succeed in workforce training and health, financial, digital, and information literacy skills necessary for full participation in community and civic life. The withholding will have an even more significant impact on 12 states that rely on these funds for 70 to 75 percent of their adult education programs.
    The withholding also extends to more than $2 billion for Supporting Effective Instruction State Grants. According to the Department’s latest report, more than half of these funds are used for professional development for teachers and other educators, and nearly one-third of school districts used the funds to recruit, hire, and retain effective educators.12 Nearly $1.4 billion is being withheld for Student Support and Academic Enrichment Grants and $375 million for Migrant Education programs. All these programs were funded in fiscal year 2024 and continued by the Full-Year Appropriations Act. This rash decision will only worsen school working conditions and teacher shortages.
    It is unacceptable that the administration is picking and choosing what parts of the appropriations law to follow, and you must immediately implement the entire law as Congress intended and as the oaths you swore require you to do. While the administration continues to deny federal funds to our states and local communities that they are expecting as the law requires, it has found time to move expeditiously to award funding to the Kennedy Center and acknowledged it is required to do so by the appropriations law. In its action here, the Department stated in a recent waiver proposal, “The waiver will allow the Department to issue a continuation award in FY 2025, as directed by Congress to the currently funded 84.351A AENP [Arts in Education National Program] project at an amount consistent with the amount awarded in FY 2024.” While it’s true the appropriations law requires such an action, it does so as well for billions in funding for state grants the Department recently informed states it will not release.
    The administration’s “programmatic review”—with no public information about what the review entails, what data the administration is examining, or a timeline for such review—appears to be an intentional delay that will result in school budget cuts in every State. In multiple statutes, Congress has prohibited the Federal government from directing or controlling state and local education decisions with these dollars. This programmatic review may be in violation of these longstanding and bipartisan prohibitions.
    We might be more inclined to believe the administration’s stated interest in ensuring federal funds were properly used if its actions to date didn’t tell a different story. The Department has impeded a review by the Office of Inspector General, which is charged with promoting the efficiency, effectiveness, and integrity of the Department’s programs and operations. Earlier this year, the administration terminated contracts for regional educational laboratories and grants required for comprehensive centers, which help states and districts use research and evidence in addressing local challenges of policy and practice. It has also halted evaluations of federal literacy programs, adult learning strategies, and strategies to help teens with disabilities transition from high school to college or work.
    We insist you immediately reverse your decision to illegally withhold federal education funding appropriated by Congress and provide the funds as the law requires. Such an action would represent a faithful execution of the law as required by the Constitution and a benefit to the tens of millions of students and adult learners that are intended to benefit from these federal education investments.
    Thank you for your attention to this matter.

    MIL OSI USA News

  • MIL-OSI USA: As School Year Nears, Merkley, Wyden, & Colleagues Demand Trump Admin End Blockade on Funding for Afterschool Programs, K-12 Schools Across America

    US Senate News:

    Source: United States Senator Ron Wyden (D-Ore)
    July 14, 2025
    Washington, D.C. – Oregon’s U.S. Senators Jeff Merkley and Ron Wyden announced they joined 30 colleagues in demanding President Trump’s Office of Management and Budget (OMB) Director Russ Vought and U.S. Secretary of Education Linda McMahon immediately release nearly $7 billion in funding for K-12 schools and adult literacy programs across America that the Trump Administration abruptly let states and school districts know it would indefinitely block.
    Oregon faces the potential loss of approximately $73 million in federal education as a result of the abrupt cutoff of education funds by the Trump Administration and may be forced to end afterschool programs, specialized literacy programs, educator training, and support for English language learners as a result of this misguided executive maneuver.
    “We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities,” wrote the 32 U.S. Senators in their letter. “These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque ‘programmatic review’ of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states.”
    The Trump Administration’s decision to withhold the funding has sent school districts nationwide scrambling to determine how they could fill the, in many cases, massive budget hole and whether they’ll have to lay off teachers or end after school programs in the coming weeks. School districts have made clear they will have to end afterschool programs, already told parents to prepare backup options, and adult literacy programs have already been forced to lay off staff.
    The lawmakers blasted the administration for its abrupt notice and illegal freeze of the funds, which has sent school districts and programs scrambling: “We are shocked by the continued lack of respect for states and local schools evidenced by this latest action by the administration.”
    They noted that blocking funding for before and after school programs, as well as summer learning programs, is already hurting families nationwide: “By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning.  These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.”
    Warning of how denying these funds will cause schools to lay off teachers and cut back on teacher training, they wrote: “This rash decision will only worsen school working conditions and teacher shortages.”
    The lawmakers also detailed how the move affects adult learners nationwide: “This pause could jeopardize services to more than 1.2 million adult learners working to develop foundational literacy and numeracy skills needed to enter and succeed in workforce training and health, financial, digital, and information literacy skills necessary for full participation in community and civic life. The withholding will have an even more significant impact on 12 states that rely on these funds for 70 to 75 percent of their adult education programs.”
    The Trump Administration has confirmed it is blocking funding for the following programs—all of which are programs President Trump has requested to eliminate in his budget request, raising serious concerns about this administration’s intentions to simply impound the funding:
    Supporting Effective Instruction State Grants (Title II-A), which support professional development and other activities to improve the effectiveness of teachers and school leaders, including reducing class size.
    21st Century Community Learning Centers (Title IV-B), which support high-quality before and after-school programs focused on providing academic enrichment opportunities for students.
    Student Support and Academic Enrichment Grants (Title IV-A), which provide flexible funding for school districts for a wide range of activities including supporting STEM education, accelerated learning courses, college and career counseling, school-based mental health services, and improving school technology, among many others.
    English Language Acquisition (Title III-A), which supports language instruction to help English language learners become proficient in English.
    Migrant Education (Title I-C), which supports the educational needs of migratory children, including children of migrant and seasonal farmworkers.
    Adult Basic and Literacy Education State Grants (including Integrated English Literacy and Civics Education State Grants), which support adult education and literacy programs to provide the basic skills to help prepare adults and out-of-school youth for success in the workforce.
    The letter was led by Senator Patty Murray (D-WA), Vice Chair of the Senate Appropriations Committee, Senator Bernie Sanders (I-VT), Ranking Member of the Senate Committee on Health, Education, Labor, and Pensions (HELP), and Senator Tammy Baldwin (D-WI), Ranking Member of the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies.
    In addition to Merkley and Wyden, the letter was also signed by Chuck Schumer (D-NY), Mazie Hirono (D-HI), Cory Booker (D-NJ), Lisa Blunt Rochester (D-MD), Jack Reed (D-RI), Richard Blumenthal (D-CT), John Fetterman (D-PA), Chris Coons (D-DE), Jeanne Shaheen (D-NH), John Hickenlooper (D-CO), Dick Durbin (D-IL), Martin Heinrich (D-NM), Chris Van Hollen (D-NM), Andy Kim (D-NJ), Maggie Hassan (D-NH), Ed Markey (D-MA), Elissa Slotkin (D-MI), Brian Schatz (D-HI), Alex Padilla (D-CA), Tina Smith (D-MN), Sheldon Whitehouse (D-RI), Elizabeth Warren (D-MA), Tim Kaine (D-VA), Maria Cantwell (D-WA), Gary Peters (D-MI), Angela Alsobrooks (D-MD), and Tammy Duckworth (D-IL).
    Full text of the letter follows:
    Dear Director Vought and Secretary McMahon:
    We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities. These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque “programmatic review” of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states. This delay not only undermines effective state and local planning for using these funds to address student needs consistent with federal education law, which often takes place months before these funds become available, but also flies in the face of the nation’s education laws which confers state and local educational agency discretion on permissible uses of federal formula grant funds.
    We are shocked by the continued lack of respect for states and local schools evidenced by this latest action by the administration. Late on June 30, 2025, the Department of Education (“Department”) informed states that it would not release fiscal year 2025 funds expected on July 1 before completing a “review” of six programs. The Department even noted ironically that it “remains committed to ensuring taxpayer resources are spent in accordance with the President’s priorities and the Department’s statutory responsibilities.” Apparently, the Department needs a refresher course on its statutory responsibilities.
    The Full-Year Continuing Appropriations law requires funds to be allocated under the terms and conditions of the fiscal year 2024 appropriations law. This includes a requirement that “$1,329,673,000 shall be for part B of title IV”, which is the authority for the Nita M. Lowey 21stCentury Community Learning Centers program. This authority requires the Secretary to allot funds to each state for subgrants for before, after, and summer school programming. The law further describes the allotment formula, authorized state and local activities, and other program requirements. By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning. These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.
    The Full-Year Continuing Appropriations law also requires the Department to use $890 million to carry out part A of title III of the Elementary and Secondary Education Act. The purpose of the program is to ensure English learners (ELs) and immigrant students have access to the resources they need to attain English language proficiency and reach the same challenging academic standards as their English-proficient peers, which will prepare them to fully participate in society and the workforce as they grow older. Part A of title III specifies the allotment formula, permissible uses of funds and other program requirements for this program serving more than 5 million EL students enrolled in the nation’s public schools. Yet, the administration’s review will disrupt school hiring decisions and cause real and immediate harm to EL students.
    The Department issued preliminary allocations to states on May 29, 2025, stating that “The Full Year Appropriations and Extension Act, 2025 provides $629,600,400 for formula grants to States to carry out adult education and literacy activities.” Just more than a month later, the Department issued its curt memo indicating that the funds would not go out on July 1, 2025, as just promised in the May preliminary allocations. This pause could jeopardize services to more than 1.2 million adult learners working to develop foundational literacy and numeracy skills needed to enter and succeed in workforce training and health, financial, digital, and information literacy skills necessary for full participation in community and civic life. The withholding will have an even more significant impact on 12 states that rely on these funds for 70 to 75 percent of their adult education programs.
    The withholding also extends to more than $2 billion for Supporting Effective Instruction State Grants. According to the Department’s latest report, more than half of these funds are used for professional development for teachers and other educators, and nearly one-third of school districts used the funds to recruit, hire, and retain effective educators.12 Nearly $1.4 billion is being withheld for Student Support and Academic Enrichment Grants and $375 million for Migrant Education programs. All these programs were funded in fiscal year 2024 and continued by the Full-Year Appropriations Act. This rash decision will only worsen school working conditions and teacher shortages.
    It is unacceptable that the administration is picking and choosing what parts of the appropriations law to follow, and you must immediately implement the entire law as Congress intended and as the oaths you swore require you to do. While the administration continues to deny federal funds to our states and local communities that they are expecting as the law requires, it has found time to move expeditiously to award funding to the Kennedy Center and acknowledged it is required to do so by the appropriations law. In its action here, the Department stated in a recent waiver proposal, “The waiver will allow the Department to issue a continuation award in FY 2025, as directed by Congress to the currently funded 84.351A AENP [Arts in Education National Program] project at an amount consistent with the amount awarded in FY 2024.” While it’s true the appropriations law requires such an action, it does so as well for billions in funding for state grants the Department recently informed states it will not release.
    The administration’s “programmatic review”—with no public information about what the review entails, what data the administration is examining, or a timeline for such review—appears to be an intentional delay that will result in school budget cuts in every State. In multiple statutes, Congress has prohibited the Federal government from directing or controlling state and local education decisions with these dollars. This programmatic review may be in violation of these longstanding and bipartisan prohibitions.
    We might be more inclined to believe the administration’s stated interest in ensuring federal funds were properly used if its actions to date didn’t tell a different story. The Department has impeded a review by the Office of Inspector General, which is charged with promoting the efficiency, effectiveness, and integrity of the Department’s programs and operations. Earlier this year, the administration terminated contracts for regional educational laboratories and grants required for comprehensive centers, which help states and districts use research and evidence in addressing local challenges of policy and practice. It has also halted evaluations of federal literacy programs, adult learning strategies, and strategies to help teens with disabilities transition from high school to college or work.
    We insist you immediately reverse your decision to illegally withhold federal education funding appropriated by Congress and provide the funds as the law requires. Such an action would represent a faithful execution of the law as required by the Constitution and a benefit to the tens of millions of students and adult learners that are intended to benefit from these federal education investments.
    Thank you for your attention to this matter.

    MIL OSI USA News

  • MIL-OSI USA: As School Year Nears, Merkley, Wyden, & Colleagues Demand Trump Admin End Blockade on Funding for Afterschool Programs, K-12 Schools Across America

    US Senate News:

    Source: United States Senator Ron Wyden (D-Ore)

    July 14, 2025

    Washington, D.C. – Oregon’s U.S. Senators Jeff Merkley and Ron Wyden announced they joined 30 colleagues in demanding President Trump’s Office of Management and Budget (OMB) Director Russ Vought and U.S. Secretary of Education Linda McMahon immediately release nearly $7 billion in funding for K-12 schools and adult literacy programs across America that the Trump Administration abruptly let states and school districts know it would indefinitely block.

    Oregon faces the potential loss of approximately $73 million in federal education as a result of the abrupt cutoff of education funds by the Trump Administration and may be forced to end afterschool programs, specialized literacy programs, educator training, and support for English language learners as a result of this misguided executive maneuver.

    “We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities,” wrote the 32 U.S. Senators in their letter. “These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque ‘programmatic review’ of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states.”

    The Trump Administration’s decision to withhold the funding has sent school districts nationwide scrambling to determine how they could fill the, in many cases, massive budget hole and whether they’ll have to lay off teachers or end after school programs in the coming weeks. School districts have made clear they will have to end afterschool programs, already told parents to prepare backup options, and adult literacy programs have already been forced to lay off staff.

    The lawmakers blasted the administration for its abrupt notice and illegal freeze of the funds, which has sent school districts and programs scrambling: “We are shocked by the continued lack of respect for states and local schools evidenced by this latest action by the administration.”

    They noted that blocking funding for before and after school programs, as well as summer learning programs, is already hurting families nationwide: “By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning.  These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.”

    Warning of how denying these funds will cause schools to lay off teachers and cut back on teacher training, they wrote: “This rash decision will only worsen school working conditions and teacher shortages.”

    The lawmakers also detailed how the move affects adult learners nationwide: “This pause could jeopardize services to more than 1.2 million adult learners working to develop foundational literacy and numeracy skills needed to enter and succeed in workforce training and health, financial, digital, and information literacy skills necessary for full participation in community and civic life. The withholding will have an even more significant impact on 12 states that rely on these funds for 70 to 75 percent of their adult education programs.”

    The Trump Administration has confirmed it is blocking funding for the following programs—all of which are programs President Trump has requested to eliminate in his budget request, raising serious concerns about this administration’s intentions to simply impound the funding:

    1. Supporting Effective Instruction State Grants (Title II-A), which support professional development and other activities to improve the effectiveness of teachers and school leaders, including reducing class size.
    2. 21st Century Community Learning Centers (Title IV-B), which support high-quality before and after-school programs focused on providing academic enrichment opportunities for students.
    3. Student Support and Academic Enrichment Grants (Title IV-A), which provide flexible funding for school districts for a wide range of activities including supporting STEM education, accelerated learning courses, college and career counseling, school-based mental health services, and improving school technology, among many others.
    4. English Language Acquisition (Title III-A), which supports language instruction to help English language learners become proficient in English.
    5. Migrant Education (Title I-C), which supports the educational needs of migratory children, including children of migrant and seasonal farmworkers.
    6. Adult Basic and Literacy Education State Grants (including Integrated English Literacy and Civics Education State Grants), which support adult education and literacy programs to provide the basic skills to help prepare adults and out-of-school youth for success in the workforce.

    The letter was led by Senator Patty Murray (D-WA), Vice Chair of the Senate Appropriations Committee, Senator Bernie Sanders (I-VT), Ranking Member of the Senate Committee on Health, Education, Labor, and Pensions (HELP), and Senator Tammy Baldwin (D-WI), Ranking Member of the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies.

    In addition to Merkley and Wyden, the letter was also signed by Chuck Schumer (D-NY), Mazie Hirono (D-HI), Cory Booker (D-NJ), Lisa Blunt Rochester (D-MD), Jack Reed (D-RI), Richard Blumenthal (D-CT), John Fetterman (D-PA), Chris Coons (D-DE), Jeanne Shaheen (D-NH), John Hickenlooper (D-CO), Dick Durbin (D-IL), Martin Heinrich (D-NM), Chris Van Hollen (D-NM), Andy Kim (D-NJ), Maggie Hassan (D-NH), Ed Markey (D-MA), Elissa Slotkin (D-MI), Brian Schatz (D-HI), Alex Padilla (D-CA), Tina Smith (D-MN), Sheldon Whitehouse (D-RI), Elizabeth Warren (D-MA), Tim Kaine (D-VA), Maria Cantwell (D-WA), Gary Peters (D-MI), Angela Alsobrooks (D-MD), and Tammy Duckworth (D-IL).

    Full text of the letter follows:

    Dear Director Vought and Secretary McMahon:

    We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities. These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque “programmatic review” of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states. This delay not only undermines effective state and local planning for using these funds to address student needs consistent with federal education law, which often takes place months before these funds become available, but also flies in the face of the nation’s education laws which confers state and local educational agency discretion on permissible uses of federal formula grant funds.

    We are shocked by the continued lack of respect for states and local schools evidenced by this latest action by the administration. Late on June 30, 2025, the Department of Education (“Department”) informed states that it would not release fiscal year 2025 funds expected on July 1 before completing a “review” of six programs. The Department even noted ironically that it “remains committed to ensuring taxpayer resources are spent in accordance with the President’s priorities and the Department’s statutory responsibilities.” Apparently, the Department needs a refresher course on its statutory responsibilities.

    The Full-Year Continuing Appropriations law requires funds to be allocated under the terms and conditions of the fiscal year 2024 appropriations law. This includes a requirement that “$1,329,673,000 shall be for part B of title IV”, which is the authority for the Nita M. Lowey 21stCentury Community Learning Centers program. This authority requires the Secretary to allot funds to each state for subgrants for before, after, and summer school programming. The law further describes the allotment formula, authorized state and local activities, and other program requirements. By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning. These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.

    The Full-Year Continuing Appropriations law also requires the Department to use $890 million to carry out part A of title III of the Elementary and Secondary Education Act. The purpose of the program is to ensure English learners (ELs) and immigrant students have access to the resources they need to attain English language proficiency and reach the same challenging academic standards as their English-proficient peers, which will prepare them to fully participate in society and the workforce as they grow older. Part A of title III specifies the allotment formula, permissible uses of funds and other program requirements for this program serving more than 5 million EL students enrolled in the nation’s public schools. Yet, the administration’s review will disrupt school hiring decisions and cause real and immediate harm to EL students.

    The Department issued preliminary allocations to states on May 29, 2025, stating that “The Full Year Appropriations and Extension Act, 2025 provides $629,600,400 for formula grants to States to carry out adult education and literacy activities.” Just more than a month later, the Department issued its curt memo indicating that the funds would not go out on July 1, 2025, as just promised in the May preliminary allocations. This pause could jeopardize services to more than 1.2 million adult learners working to develop foundational literacy and numeracy skills needed to enter and succeed in workforce training and health, financial, digital, and information literacy skills necessary for full participation in community and civic life. The withholding will have an even more significant impact on 12 states that rely on these funds for 70 to 75 percent of their adult education programs.

    The withholding also extends to more than $2 billion for Supporting Effective Instruction State Grants. According to the Department’s latest report, more than half of these funds are used for professional development for teachers and other educators, and nearly one-third of school districts used the funds to recruit, hire, and retain effective educators.12 Nearly $1.4 billion is being withheld for Student Support and Academic Enrichment Grants and $375 million for Migrant Education programs. All these programs were funded in fiscal year 2024 and continued by the Full-Year Appropriations Act. This rash decision will only worsen school working conditions and teacher shortages.

    It is unacceptable that the administration is picking and choosing what parts of the appropriations law to follow, and you must immediately implement the entire law as Congress intended and as the oaths you swore require you to do. While the administration continues to deny federal funds to our states and local communities that they are expecting as the law requires, it has found time to move expeditiously to award funding to the Kennedy Center and acknowledged it is required to do so by the appropriations law. In its action here, the Department stated in a recent waiver proposal, “The waiver will allow the Department to issue a continuation award in FY 2025, as directed by Congress to the currently funded 84.351A AENP [Arts in Education National Program] project at an amount consistent with the amount awarded in FY 2024.” While it’s true the appropriations law requires such an action, it does so as well for billions in funding for state grants the Department recently informed states it will not release.

    The administration’s “programmatic review”—with no public information about what the review entails, what data the administration is examining, or a timeline for such review—appears to be an intentional delay that will result in school budget cuts in every State. In multiple statutes, Congress has prohibited the Federal government from directing or controlling state and local education decisions with these dollars. This programmatic review may be in violation of these longstanding and bipartisan prohibitions.

    We might be more inclined to believe the administration’s stated interest in ensuring federal funds were properly used if its actions to date didn’t tell a different story. The Department has impeded a review by the Office of Inspector General, which is charged with promoting the efficiency, effectiveness, and integrity of the Department’s programs and operations. Earlier this year, the administration terminated contracts for regional educational laboratories and grants required for comprehensive centers, which help states and districts use research and evidence in addressing local challenges of policy and practice. It has also halted evaluations of federal literacy programs, adult learning strategies, and strategies to help teens with disabilities transition from high school to college or work.

    We insist you immediately reverse your decision to illegally withhold federal education funding appropriated by Congress and provide the funds as the law requires. Such an action would represent a faithful execution of the law as required by the Constitution and a benefit to the tens of millions of students and adult learners that are intended to benefit from these federal education investments.

    Thank you for your attention to this matter.

    MIL OSI USA News

  • MIL-OSI USA: Baldwin Demands Vought, McMahon Stop Blocking $7 Billion for Afterschool Programs, K-12 Schools Across America

    US Senate News:

    Source: United States Senator for Wisconsin Tammy Baldwin
    WASHINGTON, D.C. – U.S. Senator Tammy Baldwin (D-WI) led 31 of her Senate colleagues in demanding the Office of Management and Budget (OMB) Director Russ Vought and Education Secretary Linda McMahon immediately release the nearly $7 billion the Trump administration is withholding from schools, parents, and students. In Wisconsin, $80 million is being withheld from local schools for programs that support educator training, school technology, after-school programs for children in high-poverty schools, those learning English as a second language, and adult literacy programs.
    The Trump administration’s decision to withhold the funding has sent school districts nationwide scrambling to determine how they could fill the, in many cases, massive budget hole and whether they’ll have to lay off teachers or end after school programs in the coming weeks. School districts have made clear they will have to end afterschool programs, already told parents to prepare backup options, and adult literacy programs have already been forced to lay off staff.
    “We are writing to demand an immediate end to the illegal withholding of nearly $7 billion in federal education formula grant funds our states and communities are expecting for the coming school year, which is set to begin in just a few weeks in some communities,” wrote the Senators. “These funds were made available by the bipartisan Full-Year Continuing Appropriations and Extensions Act, 2025, signed into law on March 15, 2025. Yet, instead of supporting the tens of millions of students and adult learners intended to benefit from these investments, the administration has chosen to continue an unprecedented and opaque ‘programmatic review’ of these formula grant funds past the July 1, 2025, date these funds became available for allotment to states.”
    The lawmakers blasted the administration for its abrupt notice and illegal freeze of the funds, which has sent school districts and programs nationwide scrambling. They also noted that blocking funding for before and after school programs, as well as summer learning programs, is already hurting families nationwide.
    “By withholding these funds from states, the Department will impact programs for nearly 1.4 million students served by 10,000 summer and before and afterschool programs around the nation, which the Department’s latest performance report showed supported significant improvements in student attendance, grades, and teacher reports of student engagement in learning,” wrote the Senators. “These centers also help working parents by providing a safe and productive place for their children to be after the school day ends and during the summer months. It is beyond comprehension why the administration would want to jeopardize these outcomes.”
    The Trump administration has confirmed it is blocking funding for the following programs—all of which are programs President Trump has requested to eliminate in his budget request, raising serious concerns about this administration’s intentions to simply impound the funding:
    Supporting Effective Instruction State Grants (Title II-A), which support professional development and other activities to improve the effectiveness of teachers and school leaders, including reducing class size.
    21st Century Community Learning Centers (Title IV-B), which support high-quality before and after-school programs focused on providing academic enrichment opportunities for students.
    Student Support and Academic Enrichment Grants (Title IV-A), which provide flexible funding for school districts for a wide range of activities including supporting STEM education, accelerated learning courses, college and career counseling, school-based mental health services, and improving school technology, among many others.
    English Language Acquisition (Title III-A), which supports language instruction to help English language learners become proficient in English.
    Migrant Education (Title I-C), which supports the educational needs of migratory children, including children of migrant and seasonal farmworkers.
    Adult Basic and Literacy Education State Grants (including Integrated English Literacy and Civics Education State Grants), which support adult education and literacy programs to provide the basic skills to help prepare adults and out-of-school youth for success in the workforce.
    Full text of the letter is available here.
    Senators Baldwin, Patty Murray (D-WA) and Bernie Sanders (I-VT) led 29 of their Senate colleagues in penning the letter.

    MIL OSI USA News