The United States Department of Education, established as a Cabinet-level agency in 1979 by Jimmy Cater to fulfill a campaign promise to the National Education Association, has a complex history that raises important questions about federal involvement in education and its consequences for American society. From its humble beginnings in 1867 to its current status, the department's evolution reflects broader debates about the role of government in shaping our educational landscape.
In 1867, Congress passed legislation to establish the first Department of Education under President Andrew Johnson's administration [1]. Initially conceived as a non-cabinet-level agency, its mission was to improve American education by disseminating information to local and state authorities. However, concerns about federal overreach quickly emerged. Congressional opposition argued that the department's academic approach was not cost-effective, leading to its demotion to an Office of Education within the Department of Interior in 1868[1].
This early skepticism about federal involvement in education reflects a consistent American belief: that education is best managed at the local and state levels, closer to the families and communities it serves.
Despite its reduced status, the education office persisted, albeit with limited influence, for over a century. It wasn't until the Carter administration in 1978 that a serious push for a Cabinet-level Department of Education emerged[1]. This move faced significant opposition, particularly from Republicans who viewed it as an unconstitutional expansion of federal power[6].
The department's elevation to Cabinet status in 1979 marked a turning point in federal education policy. This expansion of federal authority has led to a one-size-fits-all approach to education, stifling innovation and local control.
The Department of Education's growth in stature and influence over the past few decades has been accompanied by a significant increase in its budget, reaching approximately $79 billion by 2024[6]. This expansion has not led to commensurate improvements in educational outcomes. Instead, it has resulted in increased bureaucracy and federal overreach into areas traditionally managed by states and local communities.
The ideal role of the federal government in education should be limited. Student outcomes would be much stronger with even greater local control and a reduction in federal mandates and regulations.
We argue for a return to educational traditionalism, emphasizing core knowledge, skills, and values that have stood the test of time and helped us build this great Western Tradition. A return to localized authority allows for school choice, empower parents, and foster competition in education, leading to better student outcomes than top-down federal policies.
Citations:
[1] https://www.encyclopedia.com/education/encyclopedias-almanacs-transcripts-and-maps/us-department-education
[2] https://claremontreviewofbooks.com/the-making-of-an-educational-conservative/
[3] https://en.wikipedia.org/wiki/U.S._Department_of_Education
[4] https://www.insidehighered.com/news/faculty-issues/shared-governance/2024/07/23/curious-rise-conservative-or-civic-minded-uf
[5] https://www.ed.gov/about/ed-overview/an-overview-of-the-us-department-of-education--pg-1