The Institute of Education Sciences (IES) continues to navigate the fallout from significant disruptions, including last year’s cancellation of $900 million in contracts and significant staffing reductions (see previous FABBS article). Recent funding wins and congressional hearings have reaffirmed the agency’s critical importance.
The loss of expertise—most notably at the National Center for Education Statistics (NCES), where professional staffing was reduced from roughly 100 employees to just 11—remains a major bottleneck for awarding new grants. Throughout 2025, IES was funded under a continuing resolution (CR). Reportedly, the Office of Management and Budget (OMB) used the lack of specific line-item direction in the CR to refuse the release of fiscal year 2025 (FY25) funds.
IES is funded in two-year periods, meaning the agency has until September 30, 2026, to obligate FY25 resources. Funds will expire and return to the Department of the Treasury if they are not formally awarded by the deadline. There is some sense of optimism following the passage of the Consolidated Appropriations Act of 2026 earlier this month, which provided $790 million for IES in a deliberate rejection of the administration’s proposal to cut funding for the agency by 67 percent (see previous FABBS budget article). The accompanying Joint Explanatory Statement includes explicit funding lines for ‘Research’ and ‘Statistics,’ structurally providing a clear congressional mandate to direct OMB to release the new FY26 funds.
The FY26 appropriations package also includes two critical protections to address agency stability. Language now prohibits Department of Education (ED) funds from being moved to other federal agencies without explicit Congressional approval, ensuring resources stay within the agency. Lawmakers also directed ED to support the staffing levels necessary for IES and NCES to fulfill their statutory responsibilities, according to Senator Patty Murray’s (D-WA) office.
Dr. Betsy Wolf, a former IES research scientist, and Dr. Rob Olsen, George Washington University, have provided vital transparency by tracking terminated contracts and grants. Dr. Wolf has synthesized thousands of community responses to last October’s Request for Information (RFI) on IES restructuring (see FABBS article and comments). The field is also awaiting a report from Dr. Amber Northern, Senior Advisor to the Secretary of Education, who has been tasked with restructuring IES to align more closely with state and local needs. FABBS is monitoring IES closely, working with the broader scientific community to prepare appropriations letters and potentially report language for FY27.
The Science of Reading Hearing
The House Labor-HHS-Education Appropriations Committee held the Science of Reading hearing on February 10 where the importance of education research was a central theme. The hearing explored how federal funds can better support education research and childhood reading in America, spotlighting Alabama and Mississippi for their successful implementation of effective reading and early age-intervention programs. The committee heard from three experts in the field: Dr. Holly Lane, Director and Professor, University of Florida Literacy Institute (UFLI); Bonnie Short, Director, Alabama Reading Initiative; and Larry Saulsberry, Director of Teaching and Learning for Literacy, Huntsville City Schools.
In Ranking Member Rosa DeLauro’s (D-CT) opening statement, she underscored the importance of federal investment in education research and teacher preparation programs. DeLauro also commented on the necessity of bipartisan effort to contribute to the widespread implementation of the science of reading.
Dr. Lane’s opening remarks explained that the science of reading is not a fad but a framework rooted in cognitive and developmental psychology. She identified three core barriers to literacy: poor teacher preparation, a lack of expertise among leaders, and the low quality of instructional tools currently in schools.
Chair Robert Aderholt (R-AL) questioned how federal support can most effectively advance literacy success in schools. Dr. Holly and Short emphasized the need for federal investment in practices grounded in science, especially for educators teaching reading instruction. DeLauro pointed out the necessity of ensuring equitable opportunities for students and teachers nationwide. She encouraged members and constituents alike to examine programs that demonstrate success in guiding literacy instruction.
DeLauro asked questions about funding and its role in advancing scientific research. In response, Dr. Lane highlighted the importance of grants, such as the one received from IES in 2025, which enabled work on improving reading outcomes in juvenile correction centers. Consistent funding drives effective research and supports the development of important resources and programs such as “UFLI Foundations,” a phonics program used nationwide.
