Education Secretary Linda McMahon’s Vision for National Testing and Department Reforms
At the recent ASU+GSV Summit in San Diego, U.S. Education Secretary Linda McMahon addressed key issues surrounding national student testing and the ongoing transformation of the Education Department. Her remarks came amidst significant reshaping within the department, which has seen its workforce reduced by 50% since she assumed office in March.
Support for National Testing
McMahon expressed her endorsement for the National Assessment of Educational Progress (NAEP), often referred to as the nation’s report card. She emphasized the importance of maintaining standardized testing as a valuable tool for evaluating academic achievement across states, suggesting, “if we don’t, states can … be a little manipulative with their own results and their own testing.” This commitment contrasts with recent decisions by the Trump administration, including personnel changes and the cancellation of long-term assessments.
Department Reforms and Budgetary Changes
McMahon defended her strategy of reducing the size of the Education Department, arguing that despite extensive funding, the American public school system has not improved. “We’ve just gotten to a point that we just can’t keep going along doing what we’re doing,” she stated. By streamlining operations, she believes more resources can be allocated to state-level education systems.
However, when questioned about safeguards to ensure proper fund allocation, McMahon did not provide specific strategies, raising concerns about a lack of federal oversight historically aimed at addressing educational inequities.
Controversial Stance on Diversity Programs
During the interview, McMahon avoided addressing how educational institutions should promote diversity amid criticisms of diversity, equity, and inclusion (DEI) initiatives. The Education Department has called for the elimination of DEI programs, viewing them as discriminatory.
Phyllis Lockett, who moderated the session, noted the persistent achievement gap impacting Black, brown, and low-income students, questioning the rationale behind the department’s stance on DEI efforts. In her response, McMahon focused on her opposition to all forms of discrimination, stating, “I think discrimination is the bad thing.” Yet, she did not clarify the future of DEI programs within federal policy.
Federal Support and Historical Context
Amidst criticisms regarding the dismantling of the Education Department, McMahon highlighted the administration’s commitment to ensuring equal educational access. She reiterated President Trump’s dedication to providing every child with access to quality education, rejecting the notion that the administration’s actions equate to an abandonment of educational responsibilities.
Regarding historically Black colleges and universities (HBCUs), McMahon committed to supporting these institutions, clarifying that HBCUs do not exclusively enroll Black students, thus contributing to broader educational diversity.
Future of Education Research
As the Education Department undergoes significant staff reductions—particularly within its research unit—McMahon indicated that the Institute of Education Sciences (IES) would benefit from revitalization. She welcomed input from education technology experts to enhance the department’s research capabilities, recognizing the changing landscape of educational needs. “There is a lot to look at with IES,” she remarked, suggesting a need to reassess research priorities to better align with current educational challenges.