A proposed 100-page revision to federal grant rules has drawn significant opposition from education research organizations concerned about its potential impact on scholarly inquiry. The Office of Management and Budget introduced the changes on May 29 with the stated goal of improving accountability, transparency and oversight of taxpayer-funded grants issued by agencies including the Department of Education and National Science Foundation. The administration aims to implement the final rule by October 1.
Education researchers submitted formal objections by July 13, the deadline for public comment, raising several specific concerns about the proposal’s implications. A major point of contention involves restrictions on studies examining whether educational outcomes differ among student groups. The proposed rule would prohibit federal funding for research related to what the administration characterizes as “unlawful diversity, equity and inclusion” activities and would restrict funding for disparate impact studies that analyze whether seemingly neutral policies produce different results for different populations. Researchers argue this language is too broad and vague, potentially discouraging critical examination of racial achievement gaps, intervention effectiveness across student populations, and disciplinary policies that may affect certain groups differently. They also note conflicts with existing federal programs like Title I, which requires examination of student outcomes by various demographic categories.
Another significant concern involves increased political influence in grant decisions. The proposal would require agencies to consider alignment with federal priorities and undefined notions of “national interest,” with political appointees reviewing all grants before issuance. Researchers worry this reduces the role of independent scientific peer review based on quality and rigor. Additional objections target proposed preferences for low-overhead proposals disadvantaging major research universities, restrictions on conference attendance and publication costs, and undefined standards for “gold standard science” that could favor certain methodologies over others.
Education research groups also highlighted risks to ongoing studies, particularly longitudinal research requiring consistent data collection. They referenced consequences from a 2025 Department of Education decision to terminate dozens of studies, which resulted in 1,600 high school students with disabilities losing services. Concerns also extend to international research partnerships, which researchers argue could affect participation in comparative assessments like PISA and TIMSS. The three letters submitted by major education research organizations argue that the accumulated evidence behind movements like the science of reading demonstrates why long-term, patient research across multiple administrations produces foundational knowledge necessary for breakthroughs in improving student outcomes.
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