Category: News in the Field

USDE Prioritizes AI in Awarding Grants, New Rule Goes into Effect on May 13th (April 14, 2026)

As reported by K-12 Dive, a final rule issued by the U.S. Department of Education (USDE) on April 13, 2026 will continue to push for artificial intelligence use in classrooms through newly finalized priorities and definitions for school districts and colleges applying for any of the agency’s discretionary grant programs. The rule claims it will support projects that aim to expand the understanding of AI or the appropriate and ethical use of AI in education and within its parameters proposals that call for integrating AI literacy skills into teaching and learning practices that improve student outcomes will be given more weight. 

Under the new rule, which takes effect May 13, other AI grant priorities for K-12 include proposals to:
-Expand age-appropriate AI and computer science education offerings in schools.
-Embed AI and computer science lessons into teacher preparation programs.
-Provide professional development for educators to integrate AI into their subject areas.
-Offer dual-enrollment credit opportunities for high schoolers to earn college credits or industry credentials in AI.
-Use AI to support K-12 services, including early intervention and special education, for students with disabilities and their families.
-Integrate AI-driven tools into classrooms for personalized learning and to improve student outcomes. For example, this could be through adaptive learning technology, virtual teaching assistants, tutoring or data analytics tools on student progress.
-Use AI to reduce time-consuming administrative tasks.
-Use AI for high-quality instructional resources, high-impact tutoring, or exploring college and career pathways.
-Implement AI tools to improve program outcomes.  

Some education technology leaders called for major changes to the proposed rule when issued last July, such as creating a separate additional funding stream for AI education initiatives. Although the USDE acknowledged those requests, it didn’t act on them when issuing the final rule.

For more from K-12 Dive, click here.

PDE Investments in Migrant Education Helps Thousands of Students Each Year (April 13, 2026)

On April 9. 2026, PA Secretary of Education Dr. Carrie Rowe highlighted how, over the past three years, the Shapiro Administration has provided $3 million to help migratory learners across the Commonwealth access critical services like specialized after-school tutoring, summer programs, and in-home In fact, during the 2024-25 school year, Pennsylvania’s Migrant Education Program (PA-MEP) served nearly 7,000 children and youth, many of whom spoke Spanish as their primary language. That year, nearly 92 percent of 12th grade PA-MEP students graduated, and more than 60 percent of graduates planned to attend college.

PA-MEP assists local school districts in improving and coordinating the education of children of agricultural workers who have had their schooling interrupted. The program helps migratory children access the same opportunities as their peers who face fewer barriers by coordinating and supporting services that help their progress in school. PA-MEP aims to ensure that all migrant students achieve challenging academic standards, graduate with a high school diploma or obtain a General Education Diploma (GED), and are prepared for responsible citizenship, lifelong learning, and gainful employment. The U.S Supreme Court in Plyer v. Doe (1982) recognized that every child of school age is entitled to a public school education, regardless of actual or perceived immigration status. An essential part of this right is a safe and welcoming learning environment in which all children in the Commonwealth have equal access to a basic public elementary and secondary education.

Since its inception in 1966, the program has served more than 350,000 students from birth to age 22. PA-MEP was initiated after Pennsylvania farmers and growers requested state action to ensure safe childcare and education for children of agricultural workers. Pennsylvania is the only state with its own state funding for migrant education, which supplements federal funds allocated by the U.S. Department of Education.

Pennsylvania’s agriculture industry has a total economic impact of $132.5 billion annually, contributing $1 out of every $16 in the state’s gross domestic product, and supporting more than 600,000 jobs providing $32.8 billion in wages. The Commonwealth ranks first in the nation for mushroom production, and other top commodities include milk, chicken eggs, and broiler production.

Trump Admin. FY 2027 Budget Proposal would Cut $8.5B from Targeted K-12 Programs (April 6, 2026)

On April 3, 2026, the White House released its fiscal year 2027 (FY 2027) budget proposal, which includes $8.5 billion in eliminations and consolidations for selected K-12 programs. It would also legislate the transfer of some responsibilities out of the U.S. Department of Education (USDE).

“The Budget puts the Department of Education (USDE), which has failed the Nation’s children, teachers, and families, on a path to elimination,” the budget proposal said.

As reported by K-12 Dive, the proposed budget requests $76.5 billion for the USDE for FY 2027, compared to an FY 2026 funding level of $79 billion. It would maintain Title I at $18.4 billion and increase special education funding by $539 million, but — similar to the president’s FY 2026 request — it calls for the elimination of some existing grants while consolidating others into single funding streams for states to distribute at their own discretion. It would also eliminate funding for English Language Acquisition.

For example, it proposes consolidating 17 K-12 grant funding streams worth $6.5 billion into a single grant, which the administration said would allow states to spend “based on their needs without Federal prescription.” 

It would cut 12 other programs, totaling $2.1 billion, including: 
-All $70 million for Teacher Quality Partnership grants, often used to diversify the teacher workforce.
-All $7 million for Equity Assistance Centers, established as part of desegregation efforts.
-All $890 million for English Language Acquisition, which helped districts support English language learners and which the budget said would “encourage bilingualism.” 
-All $50 million for the Comprehensive Centers program, which is authorized under ESEA and provides assistance to states and districts on improving instruction and closing achievement gaps.
-A $428 million cut to Migrant Education and Special Programs for Migrant Students, which supports immigrant students.

Many of the proposed cuts and consolidations are similar to those contained in the president’s budget request for FY 2026, much of which Congress ultimately scrapped. 

The proposal would also solidify into legislation the USDE’s efforts to shift career and technical education (CTE) programs and responsibilities to the U.S. Department of Labor. (DOL). While the USDE has already entered an interagency agreement that would do so, the budget request would officially move those programs under the DOL.

For more details from K-12 Dive, click here.

PDE Answers the Question: What is Structured Literacy? (April 1, 2026)

Structured literacy is a research‑based approach to teaching reading that aligns with the science of reading. It emphasizes clear, intentional instruction in the essential components of literacy. Structured literacy instruction is:
-Explicit – Skills are directly taught with clear explanations, modeling, guided practice, and immediate feedback.
–Systematic – Concepts are introduced in a logical sequence, moving from simple to more complex.
-Cumulative – New learning builds on previously taught skills, with regular review to ensure mastery and retention.
–Diagnostic and responsive – Instruction is informed by ongoing assessment. When needed, additional diagnostic tools are used to identify specific skill gaps, and instruction is adjusted accordingly.

Structured literacy ensures that every student has access to the foundational skills and tools needed to make meaning from print and confidently engage in all learning opportunities that literacy unlocks.

PDE’s Structured Literacy landing page provides a comprehensive collection of resources related to Pennsylvania’s literacy legislation, including Act 55 of 2022, Act 135 of 2024, and Act 47 of 2025, such as:

  • Evidence-Based Reading Professional Development List
  • Evidence-Based Reading Curriculum Materials List
  • Evidence-Based Reading Intervention and Supplementary Materials List
  • Implementation Guidance
  • Frequently Asked Questions (FAQs)
  • Reading Leadership Council resources
  • Structured Literacy eBook
  • Structured Literacy Program Framework Guidelines
  • Pennsylvania State Literacy Plan Toolkit

These resources—and many others—support LEAs, educators, and families in understanding and implementing structured literacy across Pennsylvania.

ASCA Data: PA Student-Counselor Ratio Better than National Average, but Still Not Meeting Recommended Level (March 28, 2026)

In the United States, 132,270 counselors served about 49.3 million students last school year. According to figures released by the American School Counselor Association (ASCA), the national student-to-school counselor ratio improved by 1% to 372-to-1 in the 2024-25 school year, an improvement over 2023-24 when it was 376-to-1. That ratio means about 529,000 more students had access to a school counselor.

In addition, for the first time, the high school student-counselor range of 195 to 224 students for every one counselor has met the ASCA recommended ratio of 250-to-1. However, elementary and middle schools still do not meet the recommended student-counselor ratios, with a range of 571 to 694 students for every counselor. Pennsylvania’s student-counselor rate in 2024-25 was 317 to 1.

These figures are based on data from the 35 states that report counselor count figures for elementary and middle schools separately from high schools.

View the ASCA chart by clicking here.

Source: K-12 Dive