Doing More with Less in a Volatile Funding Year
This summer made clear how fragile federal dollars can be. On June 30, the U.S. Department of Education froze $6.8 billion in federal funding K-12 grants, including Title I, II, III, and IV allocations that districts were counting on for the new school year (Politico). The sudden pause left states facing multimillion-dollar shortfalls with no warning (AP News).
Within weeks, the administration announced it would release a portion of the funding, including dollars tied to summer school and the 21st Century Community Learning Centers after-school program. But by then, many programs had already been forced to scale back or shut down mid-season (Chalkbeat).
Looking ahead to 2026, the policy signals are equally stark. House appropriators advanced a plan to cut Title I by roughly 26% and shrink the overall Education Department budget by about 15% (NAESP). Other proposals target the elimination or consolidation of Title II professional development, Title III English learner supports, Title IV-A enrichment programs, and 21st CCLC after-school funding. Analysts warn that Title III in particular could be zeroed out entirely, stripping nearly $890 million in supports for multilingual learners (Bellwether).
For district leaders, the takeaway is clear: federal dollars may shift, but they still represent one of the strongest levers available to expand student opportunities. This piece explores how districts can unlock a range of federal and state funds more strategically, and how to design programs that protect instruction even when budgets are uncertain.
Title I – Core Academic Support
Title I remains the backbone of federal funding, designed to raise achievement in reading and math for students in high-poverty schools. Districts have long used it for class size reduction, supplemental instruction, and intervention programming. But this year revealed just how fragile even the largest formula grant can be.
When the U.S. Department of Education froze $6.8 billion in grants on June 30, Title I dollars were part of the hold. Districts in California, Connecticut, and beyond suddenly found themselves without access to the very funds that keep tutoring, after-school programs, and intervention blocks afloat (Education Week). Even when money was later released, the disruption left school systems scrambling to adjust plans midstream.
Looking ahead, the picture is no clearer. The House’s FY26 appropriations proposal includes a 26% cut to Title I alongside a 15% overall reduction to the Department of Education budget (NAESP). For schools that rely on Title I to maintain staffing levels or run intervention programs, that means preparing now for scenarios where promised funding is delayed, reduced, or reshaped.
District Implications
Any programs built on Title I must now be tested against “what if” scenarios. Leaders should ask: What programs can be sustained if allocations arrive late? What happens if 25% of expected funds are cut? And how can we braid Title I with other streams to protect essential student supports?
What This Can Look Like With Elevate
Title I can fund Elevate’s Tier 1 LIVE instruction in credit-bearing Math, ELA, Science, and Social Studies, delivered by state-certified teachers. Districts can also use Title I for Supplemental LIVE small-group instruction, as well as after-school, or summer learning through Summer School LIVE.
These options provide consistent, standards-aligned instruction without expanding FTE payroll, while giving schools flexibility to stabilize classrooms or accelerate learning.
Title II – Professional Learning, Development, & Instructional Capacity
Title II was designed to strengthen the teacher workforce, supporting professional development, coaching, mentoring, and leadership pipelines. But today’s workforce looks different than it did even a few years ago, and that makes Title II more critical than ever.
Teacher attrition has accelerated, and many states have leaned on alternative certification pathways to fill vacancies. As a result, classrooms are increasingly staffed by newer teachers or those without full certification. In 2024, one in eight classrooms nationwide lacked a certified teacher, while the number of underqualified teachers climbed steadily year over year (Learning Policy Institute, EdWeek, TeacherShortages.com). This shift means professional learning and mentorship are not optional extras; they are essential to stabilizing instruction and helping new educators succeed.
Yet Title II funding has become one of the most vulnerable streams. It was caught up in the summer 2025 freeze, leaving districts unable to access dollars earmarked for coaching and PD at the very moment new teachers were arriving. Looking ahead, the proposed 2025–2026 federal budget goes further, eliminating Title II entirely and rolling its functions into broader block grants or cutting them outright (NAESP). Without a dedicated source for professional learning, the very programs designed to keep novice teachers from burning out could vanish.
District Implications
When budgets tighten, professional learning is often the first cut. But with more classrooms led by early-career or alternatively certified teachers, removing Title II would leave districts without the resources to provide the coaching and mentoring that keeps instruction consistent.
What This Can Look Like With Elevate
Title II supports Elevate’s LIVE Professional Learning programs, where seasoned Elevate teachers mentor and coach district staff. Options range from co-teaching partnerships to behind-the-scenes mentoring.
These models lighten the load on site-based instructional coaches while accelerating growth for new, alternatively certified, or international teachers, keeping students on track with consistent, high-quality instruction.
Title III – EL / Multilingual Learner Supports
Title III has long been the federal anchor for multilingual learner (ML) programs, funding supplemental services such as pull-outs, targeted English language development, after-school support, and professional learning for teachers. For many districts, it is the only dedicated stream for ensuring ML students have equitable access to grade-level content.
But that anchor is slipping. Earlier in 2025, the administration dismissed nearly the entire staff of the Office of English Language Acquisition (OELA), raising concerns about who would oversee compliance and provide technical support to districts (Bellwether). At the same time, the proposed 2025–2026 federal budget would eliminate Title III entirely, cutting almost $890 million in supports for MLs and leaving states to decide whether, and how, to fund these programs (NAESP).
This instability comes at a moment when the need for strong ML programming has never been greater. Multilingual learners are the fastest-growing student group in U.S. schools, with enrollment rising in nearly every state. Yet shortages of ESL-certified teachers mean many students are already being taught by educators without specialized training (Learning Policy Institute, EdWeek). Without Title III, the supports that help districts fill those gaps, like supplemental instruction and PD, could vanish.District implications:
District Implications
Losing Title III would not only strip away a dedicated funding stream but also dismantle the infrastructure that ensures compliance and accountability for ML supports. Districts will need to consider how to braid other funds, such as Title I or Title IV, to maintain services and avoid widening equity gaps.
What This Can Look Like With Elevate
Title III funds can support Elevate’s ELL LIVE programs, including:
- ELL Core: credit-bearing Math, ELA, Science, and Social Studies taught by ESL-certified teachers.
- Bilingual Core: Spanish-language core in states like Texas and Illinois, staffed by bilingual-certified teachers.
- ELD Pull-Outs: targeted English language development sessions to build fluency.
- Professional Learning: mentorship and PD for teachers working with multilingual learners, guided by Elevate’s Multilingual Learning Coordinators.
These options provide districts with compliance-ready, certified instruction and targeted supports for ML students, ensuring access and equity even if federal oversight and funding become less reliable.
Title IV, A– Student Support & Academic Enrichment
Title IV-A is one of the broadest and most flexible federal funding streams. Districts can use it to expand access to a well-rounded education, strengthen student health and safety, or improve the effective use of technology. In practice, that means it can fund everything from electives and arts programs to SEL, digital citizenship, and enrichment courses that small schools often struggle to provide on their own.
Too often, though, Title IV-A is treated narrowly, spent almost entirely on devices, connectivity, or security upgrades. While those uses are allowable, they leave on the table the very opportunities that can make the biggest difference for students: access to electives, enrichment, and project-based learning that build engagement and future readiness.
Now the program itself is under threat. The proposed 2025–2026 federal budget calls for the elimination of Title IV-A, consolidating or cutting many of its functions under broader state-controlled grants (NAESP). If that happens, enrichment and well-rounded education would be forced to compete with higher-profile priorities like technology or safety, likely shrinking access to the kinds of courses that spark curiosity and keep students connected to school.
District Implications
The risk is not only losing funding, but losing one of the few streams with true flexibility. Districts that have leveraged Title IV-A for enrichment, arts, and electives should capture data on outcomes now and prepare to braid with other funds if this line disappears.
What This Can Look Like With Elevate
Title IV-A can support Elevate’s Enrichment LIVE programs, which bring certified teachers into schools virtually to expand access to:
- World Languages for global readiness
- STEM and technology courses like coding and robotics
- Arts and humanities electives that deepen student engagement
- College, Career, and Technology courses such as financial literacy and SAT/ACT prep
These courses are designed to be project-based, SEL-aligned, and accessible across schools of all sizes. By using Title IV-A strategically, districts can expand equitable access to electives and enrichment now — and build a case for sustaining them if the funding landscape changes.
Title IV, B – 21st Century Community Learning Centers (21st CCLC)
The 21st Century Community Learning Centers program (21st CCLC) is the only dedicated federal stream for after-school and summer learning. It was created to keep students safe, supported, and engaged beyond the school day, funding everything from academic acceleration and homework help to enrichment and bridge programs.
When funds were put on hold July 1, districts had to cancel or curtail summer sessions midstream. For families, that meant students suddenly lost access to safe spaces and structured learning opportunities. For districts, it meant staff contracts and vendor agreements were disrupted overnight. Even when some funds were later released, the damage had already been done.
Looking forward, the proposed 2025–2026 federal budget would eliminate 21st CCLC entirely, cutting off one of the only funding streams specifically dedicated to after-school and summer learning (NAESP). Without this program, after-school and summer learning would be forced to compete for general funds, likely shrinking opportunities for students who rely most on extended learning to stay on track.
District Implications
Extended learning is not a luxury; for many students, it is where they get extra help, enrichment, or even a meal. If 21st CCLC disappears, districts will need to find new ways to sustain these programs, whether by braiding Title I, IV-A, and state grants, or by partnering with external providers that can scale.
What This Can Look Like With Elevate
21st CCLC funds can support Elevate’s after-school programs, Summer School LIVE, and Enrichment LIVE electives in areas like STEM, world languages, and college/career readiness. Delivered by certified teachers and designed for flexible scheduling, these programs give districts turnkey ways to sustain extended learning even when local staffing or budgets are limited.
IDEA – Special Education Funding
The Individuals with Disabilities Education Act (IDEA) provides federal support so districts can deliver the services required in students’ IEPs, including specialized instruction, paraprofessional support, therapies, and compliance oversight.
In March 2025, the administration announced a plan to move federal special education operations from the U.S. Department of Education to the Department of Health and Human Services, a shift that raised legal and logistical questions about authority, staffing, and timelines (K-12 Dive, Education Week). Advocacy groups and health policy reporters flagged concerns that the move could dilute expertise and complicate oversight for districts and families (KFF Health News).
Funding pressure adds to the uncertainty. IDEA originally envisioned the federal government covering up to 40% of the additional cost of special education, but the federal share has typically been far lower, often below 13% in recent years (NAESP, NEA).
At the same time, staffing shortages are widespread. In 2023–2024, more than half of districts and 80% of states reported shortages of special education teachers, a pattern researchers continued to document into 2025 (Education Next, Learning Policy Institute).
District Implications
If oversight responsibilities shift and federal support remains inconsistent with statutory intent, districts may face new compliance uncertainty while trying to meet IEP minutes and maintain service quality. Advocates and reporters have warned that special education supports could face heightened risk during this period of change (Education Week).
What This Can Look Like With Elevate
Elevate’s Special Ed LIVE programs align to IDEA’s purpose and help districts protect continuity of services without expanding payroll.
- Inclusive Learning Coordinator: partnership support for documentation, data sharing, and compliance readiness.
- Self-Contained Core: certified special educators provide credit-bearing Math, ELA, Science, and Social Studies in small groups.
- Resource Room: targeted pull-outs that reinforce core content.
- Specially Designed Instruction (SDI): 1:1 or small-group instruction tied to IEP goals, with progress monitoring each session.
Perkins (CTE) – Career & Technical Education
The Carl D. Perkins Career and Technical Education Act (Perkins V) is the principal federal vehicle for funding career pathway programs. Districts typically use Perkins dollars for equipment, course development, work-based learning, and expanding CTE access in high-demand fields.
Although many Title programs are under threat, Perkins funding has shown more stability in recent appropriations. In fact, the Senate Appropriations Committee’s FY26 bill maintains level funding for Perkins V grants and rejects proposed cuts to many education programs, signaling bipartisan recognition of the importance of CTE (Advance CTE).
At the same time, teacher supply is a significant barrier. Twenty-eight states reported CTE teacher shortages for the 2023–24 school year, citing challenges in attracting industry-experienced professionals to transition into education roles (Education Week). More broadly, national data show career & technical education is among the areas with the deepest teacher staffing shortages, alongside special education, language arts, and elementary education (Learning Policy Institute).
District Implications
Even as states push workforce readiness and career pathways, many districts struggle to staff or scale CTE offerings. Without alternative models, programs may remain limited to larger schools or regions with better access to specialized instructors.
What This Can Look Like With Elevate
Perkins funding can support Elevate’s Enrichment LIVE / CCT (College, Career, & Technology) course offerings, like computer science, financial literacy, entrepreneurial skills, and broader career pathways. These courses deliver certified instruction in-demand fields and can be scheduled during school day, after school, or summer programming formats.
This approach helps districts expand CTE access without adding permanent FTEs in shortage disciplines.
Braiding & Mitigation Strategies
When federal funding lines get disrupted, districts need to hedge risk by weaving multiple streams together. Braiding doesn’t mean mixing them indiscriminately. It means intentionally sequencing, layering, and pivoting so student support systems stay intact even when one source lags or shrinks.
What Districts Can Do
Districts cannot control when or how federal funds arrive, but they can control how prepared they are. The strategies below offer ways to build resilience into funding plans so student learning continues even when dollars are delayed.
Model delay scenarios.
Build 30-, 60-, and 90-day cash flow plans for each major Title program. Identify which services are essential to sustain, such as diverse learner core support, summer school, and Tier 1 instruction, and which can pause temporarily if funds arrive late.
Protect programs with proven outcomes.
In a constrained environment, prioritize interventions with the strongest evidence of student growth, like small group instruction or early literacy acceleration.
Map funding to function.
Maintain a clear alignment between streams and services. For example, Title I for academic recovery, Title III for EL supports, Title IV A for enrichment, 21st CCLC for after-school, IDEA for special education, and Perkins for CTE. That way, activity can shift between funds without losing compliance or coherence.
Build flexible scopes.
Negotiate contracts with vendors and partners that can scale up or down by site, student count, or hours. Include clauses that allow quick activation once funds are released.
Maintain a small reserve.
Many superintendents reported advancing local dollars to sustain critical services during the 2025 freeze, then replenishing once reimbursements arrived (AASA). Districts that build this into their planning can avoid program disruption when federal timing slips.
By adopting these practices, leaders can create a buffer against future shocks. Properly braided and flexible strategies ensure that even if grants are delayed or partially withheld, students continue receiving instruction and support while district operations remain steady.
From Uncertainty to Strategy: Protecting What Matters Most
Federal funding streams are in flux, from freezes that delay billions to proposals that slash or eliminate entire Title programs. But even under pressure, Title funds remain one of the few scalable levers districts can use to expand learning opportunities without expanding payroll.
The districts best positioned to weather uncertainty are those that braid resources intentionally and build in flexibility. By weaving multiple funding streams together, leaders can safeguard essential services and keep instruction consistent even when one source is reduced or delayed.
Elevate can be part of that strategy. With solutions that map directly to allowable uses of federal and state funds — from core instruction and enrichment to multilingual learner instruction, special education services, professional learning, and more— districts gain both resilience and flexibility. Elevate provides certified teachers and proven instructional models without adding permanent FTEs, giving leaders a clear path to protect instruction and keep students on track even in uncertain times.