Vermont’s public education system is bracing for a major financial hit. The state is set to lose around $26 million in federal funding that had supported English language learners and adult education programmes. This funding was initially provided through emergency COVID-era relief efforts like the American Rescue Plan, and it helped expand resources for students from immigrant and refugee backgrounds, as well as adults trying to complete their education or learn English. With those funds now drying up, schools and community programmes are facing uncertainty over how to maintain services for these groups.

I’m writing about this topic because education for all—including English learners and adult students—is essential in a functioning, inclusive society. Vermont has seen a noticeable rise in new American families, and many rural schools have used these funds to create language support classes, hire translators, and offer adult learning initiatives. Without that money, schools in places like Winooski, Burlington, and Rutland are now under pressure. This issue matters because when funding disappears, the most vulnerable learners—often immigrants, refugees, and working adults—are the first to be affected. The impact is not just on students, but on families, communities, and the workforce that relies on basic education and language skills for employment and integration.

What Funding Is Being Lost and Why

The $26 million Vermont is set to lose came mainly from federal COVID-19 relief packages that included the Elementary and Secondary School Emergency Relief (ESSER) funds. These were temporary, with a clear expiration date. While Vermont put the money to good use—especially in supporting new immigrant populations and adult learners—it was never permanent.

Now, as the federal emergency period ends, states must either find a way to replace those funds from their own budgets or reduce programmes.

Who Will Be Affected Most

The funding loss will hit two major areas:

• English Language Learners (ELLs): Students who are not native English speakers and require extra support to succeed in regular classrooms. Vermont schools had expanded ELL staff and provided tailored resources with the federal funding.
• Adult Education Programmes: These include GED preparation, basic literacy and numeracy classes, and English as a Second Language (ESL) classes for adults. Many of these programmes were offered through community centres and public schools.

Cities with high immigrant or refugee populations like Winooski, Burlington, and parts of Chittenden County will feel the impact first. These communities saw a rise in English learners over the last few years and used the funds to meet those needs.

What Schools Are Saying

Administrators in affected districts have said they are trying to plan for a scaled-back version of these services. But the reality is that, without state-level intervention, many programmes will be reduced or cut entirely. For instance:

• Some schools may have to let go of bilingual teaching assistants or reduce the number of ESL classes
• Adult education centres may have to shut down evening learning classes for working adults
• Community outreach efforts aimed at helping immigrant families navigate the school system may shrink

School leaders are urging the state government to consider allocating emergency education funds in the next budget cycle to keep these essential programmes running.

What Can Be Done Next

There are a few possible paths forward:

• State-level funding intervention: Vermont could redirect some of its own budget to cover key services, at least temporarily
• Non-profit support: Local organisations and education nonprofits may step in to fund or partner with schools to keep services alive
• Federal advocacy: Lawmakers may lobby for continued targeted funding for states facing increased demands in ELL and adult education

But any of these measures will take time, planning, and political will.

Final Note

The end of COVID-era federal funding has put Vermont’s education system at a crossroads. Programmes that served some of the most vulnerable learners—English language students and adults seeking basic education—are now at risk. While this issue might seem local, it reflects a larger national conversation on how committed we are to supporting education beyond traditional classrooms. The question now is not just about money, but about whether Vermont, and the country as a whole, sees language support and adult learning as short-term needs or long-term priorities.