In the last month, many unexpected announcements and actions regarding the U.S. Department of Education and its role in schools nationwide have occurred. This has left many, including myself, feeling considerable uncertainty about the future of education in our country. This uncertainty is particularly concerning as Fulton County Schools (FCS) is currently finalizing its budget for FY 2026.
I am curious if Fulton County Schools (FCS) will account for the possibility of receiving zero federal dollars for programs under the Special Revenue Fund in the upcoming fiscal year. In the FY 2025 Budget, FCS stated, “Should the funding for most of these programs be eliminated, it is likely that the services would also be eliminated unless another funding source is identified.” However, that statement creates more questions than answers about the future of education in FCS.
Hopefully, we will receive those answers sooner rather than later because today is the FY 2026 Special Revenue Funds presentation. This allows me to inquire about the future of these programs from a budget perspective. I will share those insights with you afterward.
In the meantime, I want to share what motivated me to start this blog and my subsequent actions to educate myself on school financing and budgets.
On March 20, 2025, President Trump signed an Executive Order titled “Improving Education Outcomes by Empowering Parents, States, and Communities.” This order directs the Secretary of Education to 1) close the Department of Education to the fullest extent allowed under the law and 2) ensure strict compliance with “Federal law and Administration policy” for those receiving federal funding.
One of the most unsettling assertions in Section 2 (b) of this Executive Order is the idea that federal funding is contingent on adhering to federal law and aligning with administration policy. This means that a state education agency (SEA) or local education agency (LEA) could lose federal funding simply because a program or activity does not conform to administration policy. Consequently, a single program unfunded by the Department of Education could jeopardize an entire school or LEA’s funding from the Department of Education.
Reading this left me worried, particularly for my child who relies on services funded by these grants. I began to spiral into anxiety: What if the school could no longer provide him with the specialized support he needs? How can I ensure my child’s safety if the program is discontinued? Will the school attempt to sustain these programs, and if so, what kind of alternative funding will be needed?
At that moment, I decided the March 20th Executive Order would be my call to action. Instead of succumbing to anxiety, I focused on educating myself about the mandated programs overseen by the Department of Education in FCS. What I discovered was not the effectiveness of these programs but rather the alarming truth that our educators often feel powerless; decisions regarding programs and our children’s futures hinge on the funding available each year.
Delving into the FCS budget and associated documentation proved to be an eye-opening experience.
For FY 2025, FCS estimated revenue from all federal funds to total $166,797,802, with an estimated $79,474,820 coming from the Department of Education. This funding directly supports federally mandated programs in FCS, primarily the Elementary & Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), accounting for estimated revenues of $30,681,519 and $27,290,232, respectively. Notably, I learned that Department of Education grants affect the entire school district, as every school within FCS receives allocations from these federal grants. This led me to ponder, “If federal funding were to stop suddenly due to the March 20th Executive Order, what is FCS’ contingency plan for supporting students previously utilizing these federally funded programs?”
I had the opportunity to ask this question during a public meeting on March 26, 2025. Ironically, this was the FY 26 Federal Programs District S-CLIP Input Meeting, where all the right people were present. The answer I received was enlightening and left me feeling more confident that federal funding from the Department of Education would not abruptly cease. Despite the challenges that lay ahead, I had hope that FCS would continue delivering high-quality education and services to the children and communities it serves.
Then April 3rd happened.
The sudden shift from hope to worry made me realize that if the March 20th Executive Order didn’t impact my child directly, I likely wouldn’t care about the Department of Education or federal funding. This realization struck me: I had entrusted my child’s education to people who might see him merely as a number in the system. This made me wonder just how many parents and guardians are unaware of the countless decisions made by strangers every day regarding their children’s education?
That led me to create The Learning Ledger. Recognizing that funding significantly influences school district operations, I aim to share the financials of FCS to help parents and guardians understand the decisions being made. Through a deeper understanding of FCS, I hope to inspire parents and guardians to become empowered advocates for our children and community.
The Learning Ledger 
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