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What role should the federal government play in education?”
Before becoming an Indianapolis Public Schools board commissioner, I taught special education in a self-contained classroom supporting students with complex learning needs. My students faced challenges beyond academics, such as housing instability, food insecurity and involvement with the child welfare system, making it difficult to focus on learning.
Despite these obstacles, my students demonstrated incredible resilience with the right support. This was made possible through federal programs like Title I and IDEA, to ensure they had access to individualized instruction, wraparound services and the stability necessary to thrive in their education. Now, as an IPS board commissioner, I carry my experiences as a special educator into every policy discussion.
I recently represented IPS at the Council of the Great City Schools conference in Washington, D.C., where school leaders strategized on the future of urban education amid potential threats to the U.S. Department of Education. This event reinforced for me the critical role of federal support for school districts like IPS that serve diverse student populations.
The underfunding of IDEA obligates IPS to assume significant financial responsibility for special education services. Similarly, Title I funding, meant to support low-income students, is insufficient to meet growing needs but remains critical in funding initiatives such as literacy coaches who improve reading outcomes, especially for the I-READ3 assessment, which determines third-grade promotion.
One of my students, “Edward,” faced academic and social challenges, but with Title I support, he made significant progress. Through specialized instruction and wraparound services, he transitioned into the general education classroom for half the day the following year. This success highlights how consistent funding for both programs enables students to thrive academically, socially and within their school community.
The federal government must continue to play a role in supporting urban districts like IPS, not just through funding but by ensuring effective coordination between vital education programs like Title I and IDEA. These programs are crucial for meeting the needs of our most vulnerable students, and their success relies on seamless communication and collaboration between departments.
If funding were shifted to the state level, districts could still receive resources, but there is no guarantee that states would maintain policies that prioritize schools serving high populations of lower-income students or allocate adequate funds for English-language learners and special education. In IPS alone, the district spends nearly $19 million to meet the legal and moral obligation to students receiving a special education.
Without federal oversight, the risk of inconsistent or inequitable distribution of resources would increase, leaving districts like IPS struggling to serve their most vulnerable students.
Now, more than ever, the federal government must make strategic investments in education to ensure every child, regardless of background, has the opportunity to succeed. The future of our nation depends on it.•
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Impink is the District 4 commissioner for the Board of School Commissioners of the city of Indianapolis. Send comments to [email protected].
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