Department of Education finalizes rule on literacy priority

On September 8, the  U.S. Department of Education (ED) issued Final Priorities and Definitions (Docket ID ED-2025-OS-0020) – Secretary’s Supplemental Priorities and Definitions on Evidence-Based Literacy, Education Choice and Returning Education to the States. These priorities can be used by the Department of Education when soliciting applicants for any future upcoming discretionary grant opportunities. However, this will not affect 21st Century Community Learning Center programs, which are formula grants. The Department of Education notes that the rule lists 3 priorities; however, in any competition, the Department may use some or all of the priorities depending on the grant opportunity.   

The final rule’s (pg. 88) 3 priorities are (1) Promoting Evidence-Based Literacy; (2) Expanding Educational Choice; and (3) Returning Education to the States

The Afterschool Alliance submitted comments to the rule on June 13,which included data and examples on how afterschool programs support well-rounded student literacy experiences and outcomes. Examples include the Read to Succeed Partnership with the Mississippi Children’s Museum and the Jackson Public School District which supports some of the excellent literacy progress in that state, and the Louisiana Department of Education “Louisiana Comeback” investments which offered targeted literacy support and afterschool programming.

While our recommendations were not adopted, the Department did respond to the comments with general agreement that “efforts to implement evidence-based literacy may occur outside of the school day” and where applicable, applicants could propose out of school-time interventions as part of the priority.

Priority 1 Public Comments and ED Discussion (Excerpt)

“Some commenters recommended highlighting approaches for providing evidence-based literacy outside of regular school time, with one commenter suggesting a new subpart focused on literacy-rich environments beyond the school day, including local community-based and faith-based afterschool and summer settings… The Department agrees that efforts to implement evidence-based literacy may occur outside of the regular school day. If it is within the authority of the program authorization where the priority is used, applicants may propose services that are provided outside of the regular school day as part of their projects.”

Priority 2 Public Comments and ED Discussion (Excerpt)

“One commenter recommended that the Department add an option for projects or proposals to expand access to high-quality afterschool and summer learning to the priority, noting that these programs are critical elements of the school choice landscape…. Thank you for these suggestions. We recognize the value of high-quality afterschool and summer learning programs, as well as proficiency-based language education. We want to focus Priority 2 on core choice options that can be integrated across a wide range of programs and note that after-school and summer learning programs can be included in applicant proposals”

The final rule also focuses on the need for high impact tutoring and workforce pathways for educators, promoting strategies such as work based learning and apprenticeship. It also mentions several related policies that the Department of Education will be working on, including:

• “proposing changes to Education Department General Administrative Regulations (EDGAR) to align with the definitions of evidence in this priority” which may mean only allowing moderate to strong evidence;
   
• plans for an upcoming notice defining “Patriotic Education” with a solicitation for public feedback, and;
   
• a Secretary’s Supplemental Priority on Career Pathways and Workforce Readiness.

Finally, based on comments, the rule has been further clarified to ensure a definition of literacy which included writing and oral language as well.

Overall, afterschool programs have a long history of supporting literacy, from comic book writing and drama clubs to poetry and student newspapers. We hope that as programs continue to serve students, innovate to meet their needs, and provide engaging opportunities to develop essential skills, they will also have additional means to partner with local, state and federal initiatives to build their capacity and share knowledge of what works. The openness to afterschool partnership in the discussion of these priorities may serve as one potential way to connect to new initiatives and provide a compliment to school-day learning through afterschool and summer, community based, student-driven literacy supports.

We will aim to notify the field of any federal funding opportunities that highlight this final discretionary priority for literacy support in our funding database.