Statement from Commissioner Infante-Green on the Transfer of Key U.S. Department of Education Offices
Published on Tuesday, November 18, 2025
PROVIDENCE, RI – Today, Rhode Island Commissioner of Elementary and Secondary Education Angélica Infante-Green issued the following statement in response to the U.S. Department of Education’s (ED) announcement that it intends to transfer several critical offices, including the Office of Elementary and Secondary Education, to other federal agencies as the Trump Administration continues its attempts to dismantle ED.
The following can be attributed to Commissioner Infante-Green:
“I am deeply concerned by the Trump Administration’s abrupt decision to move essential offices, including the Office of Elementary and Secondary Education, without explanation, collaboration, or a clear plan. Beyond administering crucial funds such as Titles I, II, III, and IV-A, the office provides critical expertise, technical assistance, and day-to-day support that directly impact the lives of children, families, and educators.
“This decision is the latest in a long pattern of sudden, chaotic decisions at the federal level that have created widespread anxiety and confusion locally, undermining the stability our students and educators need to thrive.
“Without a transparent timeline or clear details on how continuity of funds, technical assistance, and compliance oversight will be maintained, there is significant doubt that this transition will serve the best interests of children and schools. Beyond logistics, the federal government must recognize that lifelong educators approach student needs holistically, something fundamentally different from other agencies and other professions. These distinctions matter when shaping policy and delivering services.
“Teaching is a profession, one that requires deep expertise, preparation, and a coherent system of support. By parsing out core educational functions to multiple agencies with little understanding of how schools actually operate, we diminish the profession itself and compromise opportunities for students. Fragmenting responsibilities erodes the unified supports that educators rely on for literacy and math instruction, teacher preparation, multilingual learner services, special education, career and technical education, and language development. Instead of strengthening the teaching profession, these decisions chip away at the very foundation needed for students to succeed.
“While we do not yet know the full extent of the impact this sudden shift will have, our guiding principle must always be to do what benefits children, not political posturing. I am deeply disturbed by shortsighted decisions that fail to empower states and instead create new challenges. These changes were made without meaningful input from educators who work every day to help kids succeed. I urge federal leaders to reconsider and, above all, prioritize students.”
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