IV 
119TH CONGRESS 
1ST SESSION 
H. RES. 94 
Expressing support for the Nation’s local public K–12 schools and condemning 
any actions that would defund public education or weaken or dismantle 
the Department of Education. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 4, 2025 
Ms. BONAMICI (for herself, Mrs. MCIVER, Ms. TLAIB, Ms. LEE of Pennsyl-
vania, Ms. SCHAKOWSKY, Mr. GRIJALVA, Mrs. DINGELL, Ms. BARRAGA´N, 
Ms. SIMON, Mr. DOGGETT, Mrs. CHERFILUS-MCCORMICK, Mr. JOHNSON 
of Georgia, Mr. BOYLE of Pennsylvania, Mrs. RAMIREZ, Ms. SEWELL, 
Mr. THOMPSON of Mississippi, Mrs. TRAHAN, Mr. GOLDMAN of New 
York, Ms. SCANLON, Ms. TITUS, Ms. DEAN of Pennsylvania, Mr. FIELDS, 
Mr. POCAN, Mr. PETERS, Mr. KENNEDY of New York, Mr. VARGAS, Ms. 
WILLIAMS of Georgia, Ms. JOHNSON of Texas, Mr. TAKANO, Ms. WILSON 
of Florida, Ms. CASTOR of Florida, Ms. ANSARI, Mr. COURTNEY, Ms. 
SA´NCHEZ, Ms. BUDZINSKI, Mr. MULLIN, Ms. ESCOBAR, Mr. THANEDAR, 
Mr. RASKIN, Ms. PINGREE, Mr. MOULTON, Mrs. MCBATH, Mr. DELUZIO, 
Mr. NADLER, Mr. OLSZEWSKI, Mr. SOTO, Mr. CONNOLLY, Ms. 
STANSBURY, Mr. CASAR, Mr. MCGOVERN, Ms. VELA´ZQUEZ, Ms. ROSS, 
Ms. KAPTUR, Mr. GREEN of Texas, Mrs. FLETCHER, Ms. DEXTER, Ms. 
BYNUM, Mr. STANTON, Ms. SALINAS, Ms. HOYLE of Oregon, Ms. CRAIG, 
Mr. MANNION, Ms. STEVENS, Ms. MCDONALD RIVET, Mrs. HAYES, and 
Ms. MCCOLLUM) submitted the following resolution; which was referred 
to the Committee on Education and Workforce 
RESOLUTION 
Expressing support for the Nation’s local public K–12 
schools and condemning any actions that would defund 
public education or weaken or dismantle the Department 
of Education. 
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•HRES 94 IH 
Whereas the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6301 et seq.) defines free public edu-
cation as education that is ‘‘provided at public expense, 
under public supervision and direction, and without tui-
tion charge’’ and ‘‘provided as elementary or secondary 
education in the applicable State or to preschool chil-
dren’’; 
Whereas publicly funded local K–12 schools serve millions of 
students and families and provide economic opportunity 
for all, including in rural and geographically isolated 
areas; 
Whereas, approximately 90 percent of students in the United 
States in prekindergarten through 12th grade and about 
95 percent of students with disabilities attend a public 
school; 
Whereas State and local funding for public K–12 schools var-
ies significantly within States and across the United 
States, creating additional need among schools in under- 
resourced communities; 
Whereas the role of the Federal Government in public edu-
cation has historically been to level the playing field by 
creating equity of opportunity for all students, regardless 
of their background, ability, or ZIP Code in which they 
are educated; 
Whereas Federal funding plays a critical role in narrowing 
funding gaps for disadvantaged students, providing inte-
grated and wraparound supports for students and fami-
lies, helping students meet challenging State academic 
standards, and increasing the chances of success in edu-
cation and the workforce; 
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•HRES 94 IH 
Whereas 2025 marks the 60th anniversary of the Elementary 
and Secondary Education Act of 1965 (ESEA) and the 
50th anniversary of the Education for All Handicapped 
Children Act, now known as the Individuals with Disabil-
ities Education Act (IDEA) (20 U.S.C. 1400 et seq.); 
Whereas the Department of Education Organization Act (20 
U.S.C. 3401 et seq.), enacted in 1979, declares ‘‘that the 
establishment of a Department of Education is in the 
public interest, will promote the general welfare of the 
United States, will help ensure that education issues re-
ceive proper treatment at the Federal level, and will en-
able the Federal Government to coordinate its education 
activities more effectively’’; 
Whereas the Department of Education serves approximately 
100,000 public K–12 schools across the country, which 
collectively educate more than 49,000,000 students; 
Whereas reading and mathematics scores and college degree 
attainment have substantially increased since the Depart-
ment of Education was established; 
Whereas the Department of Education is also a civil rights 
agency responsible for protecting students from discrimi-
nation and advancing educational equity and its Office 
for Civil Rights enforces Federal laws prohibiting dis-
crimination and harassment, including investigating 
record numbers of incidents of discrimination and hate in 
recent years despite employing only about half of the 
staff the Office had when it was originally established; 
Whereas the Department of Education administers IDEA 
grants to help public schools serve more than 7,500,000 
students with disabilities, a substantial financial commit-
ment that cannot reasonably be assumed by State or 
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•HRES 94 IH 
local governments, and provides monitoring and oversight 
to hold States accountable for providing a free appro-
priate public education for students with disabilities; 
Whereas the Department of Education provides supple-
mentary funding through ESEA title I–A grants to more 
than 51,000 public schools serving concentrated popu-
lations of students from low-income families in rural, 
suburban, and urban communities; 
Whereas the Department of Education provides funding 
through ESEA title IV–F to support full-service commu-
nity schools, which partner with local stakeholders, par-
ents, and families to provide common sense, locally driven 
solutions to the challenges students and families face; 
Whereas the Department of Education provides vital support 
to thousands of rural school districts through the Rural 
Education Achievement program under ESEA title V–B, 
which funds both the Small, Rural School Achievement 
grant program and the Rural and Low-Income School 
grant program; 
Whereas the Department of Education directly invests in the 
quality and effectiveness of nearly 90 percent of teachers 
and approximately 20 percent of school leaders nation-
wide through ESEA title II–A professional development 
grants, ultimately improving retention rates, addressing 
the nationwide educator shortage, and improving student 
achievement; 
Whereas the Department of Education provides supple-
mentary funding to help more than 5,000,000 English- 
language learners achieve language proficiency and meet 
State academic standards through ESEA title III–A 
grants; 
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Whereas the Department of Education provides supple-
mentary funding to help tens of thousands of public 
schools provide well-rounded education, technology sup-
port, and school safety measures through ESEA title IV– 
A, IV–B, and IV–F grants; 
Whereas the Department of Education provides grants under 
ESEA title IV–E to support the work of Statewide Fam-
ily Engagement Centers, which provide parent education 
initiatives, family engagement programs, and family- 
school partnerships; 
Whereas the Department of Education supports the edu-
cation of Indian, Native Hawaiian, and Alaska Native 
children, consistent with the historic trust responsibility, 
through ESEA title VI grants; 
Whereas the Department of Education provides funds to 
strengthen and support career and technical education 
programs for more than 8,200,000 secondary students 
across the country through title I of the Carl D. Perkins 
Career and Technical Education Act (20 U.S.C. 2321 et 
seq.); 
Whereas the Department of Education provides necessary 
oversight so students have access to targeted interven-
tions and services; 
Whereas the Department of Education protects students, 
families, and staff from discrimination based on race, 
color, or national origin under title VI of the Civil Rights 
Act of 1964 (42 U.S.C. 2000d et seq.), based on sex 
under title IX of the Education Amendments of 1972 (20 
U.S.C. 1681 et seq.), and based on disability under sec-
tion 504 of the Rehabilitation Act of 1973 (29 U.S.C. 
794) and the Americans with Disabilities Act of 1990 (42 
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U.S.C. 12101 et seq.) so all individuals can access equal 
educational and employment opportunities; 
Whereas the Department of Education invests in research to 
understand and disseminate information about the inter-
ventions and practices that are most effective at pro-
viding excellent educational opportunities for all students; 
Whereas the Department of Education employs the smallest 
staff of any Department, with the lowest overall staff-to- 
budget ratio of all 15 Departments; 
Whereas dismantling or relocating any major offices within 
the Department of Education may substantially disrupt 
program administration and create a delay or loss of vi-
tally important supports for students and funding for 
public schools across the Nation; and 
Whereas, without Federal investment, State and local edu-
cational agencies would be forced to enact drastic funding 
cuts that would disproportionately affect students from 
rural areas, low-income families, students of color, and 
students with disabilities, as well as harm American com-
petition in the global economy: Now, therefore, be it 
Resolved, That the House of Representatives— 
(1) strongly supports Federal investment in 
public K–12 schools and the students and families 
served by these schools; 
(2) affirms that the Department of Education 
plays a vital role in the Nation’s system of public 
education; 
(3) affirms that the Federal Government’s in-
vestment is important to the success of students in 
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public schools, and investment in public education 
should not be diverted, including through the use of 
vouchers, to privately run K–12 schools; and 
(4) rejects any claim that the executive branch 
has the legal authority to, or would serve the Nation 
by— 
(A) dismantling or relocating major offices 
within the Department of Education; 
(B) dismantling or relocating the Depart-
ment of Education; or 
(C) reducing Federal funding for public 
education, blocking the granting of major Fed-
eral grant programs for education, or transfer-
ring funding burdens for education to State and 
local governments. 
Æ 
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