On March 20, President Donald Trump signed a controversial executive order requiring state education boards to certify that they would not use federal funds in any programs for diversity, equity, and inclusion (DEI) in their schools. Puerto Rico, though not a state, was included in the mandate, and its Republican Governor, Jenniffer González-Colón, was the first to certify willingness to comply with the order.
About a dozen states have officially refused, while a few have complied. April 24th is the deadline for districts to sign the agreement to end DEI programs or face a loss of federal funding. By this deadline, the state Departments of Education must collect certifications from all the school districts in their states and certify that no school is participating in DEI activities. The term “DEI” is used in the EO but not defined. It is neither spelled out nor fleshed out with examples of programs that should be discontinued.
What Makes Puerto Rico Different
Puerto Rico is in a different position from most school districts in the states. First, Puerto Rico has just one enormous school district, while states have many. Centralized planning for the territory of Puerto Rico is a far cry from centralized planning for states with about the same population, such as Arkansas, which has 250 school districts. As a practical matter, it may be more difficult for Arkansas to speak with a unified voice by the deadline than it was for Puerto Rico.
In Puerto Rico, with almost the entire population of educators and students being Hispanic, it is unclear how changes in DEI policy would impact the U.S. territory beyond ensuring that vital federal funding will continue. This point is important: 68% of Puerto Rico’s school funding comes from the federal government, compared with about 14% on average for states. Puerto Rico therefore has more to lose financially by refusing to comply. New Hampshire, which has made some steps toward compliance with the order, uses just 9% federal funding in its K-12 schools.
Unclear Practical Implications
The EO is not explicit on what changes need to be made, and schools in Puerto Rico can be expected to continue to teach Spanish language and Puerto Rican history classes. It could be that in Puerto Rico minimal tangible practical impacts of the EO are felt. Conversely, given the mass migration of Puerto Ricans to the 50 states in recent years, Puerto Rican students living outside of Puerto Rico could be more severely impacted if DEI programs to help them succeed are dropped.
Indiana was the first state to certify the DEI repudiation, right after Puerto Rico. The state is almost 84% white, with a Hispanic population of just under 9%. Similarly, Nebraska has 351 school districts and 30% non-white students in K-12 classrooms. Dismantling specialized programs supporting these smaller groups of students could be more complex in Indiana or Nebraska than in Puerto Rico.
Schools understandably bristle when the federal government dictates parameters around their teaching, particularly given public education is inherently state based today, with much authority given to localities as well. In Puerto Rico’s case, it may be that Governor González-Colón has prioritized school funding and taken the route that best protects the island’s critical U.S.-based resources.
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