by Dr. Gladys I. Cruz
District Superintendent, Questar III BOCES
Recent reporting about the federal budget process underscores something those of us in public education know all too well: national debates in Washington, DC have real consequences in our classrooms. As District Superintendent of Questar III BOCES, serving more than 28,000 students in 22 school districts in Columbia, Greene, and Rensselaer counties, I see the direct impact federal funding has on our students – and how harmful proposed cuts would be to our region.
This year, the stakes are unusually high. Competing FY26 funding proposals in Congress would take our schools in dramatically different directions. The House Appropriations Committee advanced a bill that slashes Title I by nearly $4 billion and eliminates foundational formula programs like Title II and Title III altogether. These are not abstract numbers.
In our local school districts, Title I supports a wide range of initiatives, including literacy coaches, classroom aides, reading/math specialists, tutoring programs, and evidence-based interventions. Title II makes it possible for districts to provide teacher training, strengthen recruitment and retention, and support new teachers. Title III ensures high-quality services for our multilingual learners – students who bring incredible strengths and deserve the tools to succeed.
A cut of this magnitude would require district leaders to make painful decisions. It could mean larger class sizes, reduced instructional time, fewer counselors, cuts to arts or science, technology, engineering, and math (STEM) programs, or the loss of summer programming, At a time when students are working hard to recover academically and emotionally from the disruptions of recent years, these types of reductions could undermine the progress that has been made.
Contrast this with the bipartisan proposal from the Senate, which takes a far more responsible approach: maintaining funding for core K-12 programs and directing the Administration to ensure these funds reach districts by July 1. This detail may seem technical, but its impact is enormous.
Last school year, districts across the country – including those locally – built budgets based on federal funds that have historically arrived every July. When that schedule was disrupted, school systems were left wondering if dollars that had been appropriated by Congress would ever materialize. No business, nonprofit, or local government could responsibly operate amid that level of instability – and neither can public schools. The Senate bill restores predictability, ensuring the decades-long Congressional schedule of funds being delivered on time by July 1.
Our community knows that student success is not accidental. It requires investment by teachers and staff, strong parental engagement, and financial resources for all our students.
Federal dollars make up a relatively small share of our local school districts’ budgets (less than 8 percent according to the National Center for Education Statistics), but they are often the most targeted, supporting students with the greatest needs. That’s why maintaining Title I, II, and III funding is not merely beneficial; it is essential.
This is not a partisan issue. It’s about ensuring that every child in every community has access to an excellent education and the opportunity to thrive and succeed.
I urge our elected officials in Congress to support the Senate’s bipartisan FY26 proposal and reject cuts that would harm students locally and across the country. Our children deserve a stable, well-funded education system so they can develop real skills for real life, enabling them to reach their full potential.
Congress has until January 30 to finalize FY26 funding or pass another continuing resolution. The decisions made in Washington will shape what is possible in classrooms here at home next fall. I encourage readers to contact their representatives in the U.S. House and Senate to share their views of the importance of maintaining consistent funding for public education.