The Department of Education Finalizes New 'Patriotic Education' Grant Priority

You might care about this because the U.S. Department of Education has finalized a new priority called 'Promoting Patriotic Education.' This means that when the Department offers certain discretionary grant programs, it can choose to use this priority to guide who receives funding. This new priority will be effective starting June 22, 2026. This is part of a larger set of supplemental priorities the Department has introduced over time, covering various areas like literacy, educational choice, and artificial intelligence in education. The Department first proposed this priority in September 2025 and received over 5,000 comments from the public. These comments showed a wide range of opinions. Many people supported strengthening civics education and teaching history from primary sources. They believed this could foster national pride and address concerns about history instruction that they felt was overly critical. Supporters also thought it was good to consider Western civilization and American founding principles. However, many other commenters opposed the priority. They worried about the federal government controlling what is taught in schools and believed this priority could dictate curriculum. They raised concerns about 'federal overreach' and the idea of a 'government approved' version of history. Some commenters also argued that the Department should focus on other fundamental issues in education, like funding, school safety, special education, or basic literacy. In response, the Department clarified its position. It stated that this priority does not mandate or control curriculum for any state, school district, or school. It only provides a focus for specific discretionary grant applications. The Department also explained that this priority is not an economically significant rule and would not require schools to change their existing curriculum. It emphasized that grant applications will still follow existing regulations and statutory requirements. The Department also noted that other priorities address different educational needs, so this particular priority is focused solely on patriotic education. Transparency regarding funded grants will continue through existing program websites. The goal is to support projects that study the American founding, constitutional principles, and American political development using primary sources. This final priority is particularly interesting because it highlights an ongoing national discussion about how American history and civics should be taught. The fact that the Department received over 5,000 public comments, with strong opinions on both sides, shows just how sensitive and important this topic is to many Americans. The Department's intention to support 'Promoting Patriotic Education' through discretionary grants reflects a desire to emphasize national pride and the study of American founding principles, often through primary sources. This approach seeks to ensure students understand the origins and development of the nation from its foundational texts. However, the significant opposition raises important questions about the balance of power in education. Critics are concerned about federal influence in curriculum matters, even if it is through optional grants. They worry that linking funding to specific educational priorities, like patriotic education, could indirectly pressure schools and states to adopt certain viewpoints or teaching methods. The Department's clear statement that it does not mandate curriculum is a key point here, aiming to reassure those concerned about federal overreach. This document underscores the tension between federal educational goals and the traditional role of states and local communities in shaping what students learn. The focus on what the founders 'thought, said, and did' using primary sources is presented by the Department as a way to encourage critical thinking, analysis, and debate, rather than simply telling students what to think. This makes the document a noteworthy example of current debates in American education policy. Many different groups will find this legal document highly relevant. Teachers and educators, especially those who teach civics, history, and social studies, should pay close attention. This priority could open up new funding opportunities for projects related to patriotic education, civics, and the use of primary sources in the classroom. School administrators and school boards will also be interested, as they are responsible for their district's curriculum and seeking out grant opportunities. Parents are another key group, particularly those who are concerned about how history and civics are taught in schools. Some parents may welcome a focus on patriotic education and American founding principles, while others might be concerned about the federal government's influence on local curricula. Organizations that develop educational materials or provide professional development for teachers may also find this priority relevant, as it could shape the types of resources and training that are in demand. Grant writers and researchers looking for federal funding will need to understand this priority if they plan to apply for Department of Education grants that choose to use it. Finally, anyone involved in education policy, from local community advocates to national organizations, will find this document important for understanding current trends and directions in federal education initiatives.