Federal Funding Instability and its Impact on Sustainable Development Goals in U.S. Education

Executive Summary

A recent, temporary withholding of $6.8 billion in federal education funds by the Trump administration posed a significant threat to adult education and literacy programs across the United States, with profound implications for the nation’s progress toward several key Sustainable Development Goals (SDGs). The funds, which constitute 14 percent of federal funding for elementary and secondary education, were eventually released following bipartisan and legal pressure. However, the period of uncertainty created lasting damage, undermining efforts related to SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions). This report analyzes the incident’s impact, particularly on Iowa’s community college system, and frames it within the context of the global development agenda.

SDG 4: Jeopardizing Quality Education and Lifelong Learning

The funding freeze directly threatened the core tenets of SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The affected programs are critical for achieving Target 4.6, which focuses on ensuring that a substantial proportion of adults achieve literacy and numeracy.

Impact on Adult Education and Literacy Programs

The withheld funds, administered through the Adult Education and Family Literacy Act (AEFLA), are the primary financial support for programs that help adults achieve educational milestones outside the traditional K-12 system. In Iowa, over $3 million in AEFLA funding is distributed annually to community colleges for these essential services.

• High School Equivalency Diploma (HSED): These programs provide a pathway for adults who left high school to earn a credential, a mandatory first step for workforce entry or further education.
• English as a Second Language (ESL): With growing immigrant populations, these classes are vital for integrating non-native speakers into communities and the workforce. Demand for these programs consistently outstrips capacity.

Sarah Breems-Diekevers, an administrator at Northwest Iowa Community College (NCC), noted that federal funds make up nearly two-thirds of the budget for these programs. A permanent cut would mean they “will just cease to exist, honestly,” according to Emily Shields, executive director of Community Colleges for Iowa.

The Ripple Effect of Uncertainty

The abrupt pause in funding, though temporary, created significant long-term challenges that hinder the delivery of quality education.

1. Loss of Staff: The instability leads to high turnover among educators, who seek more secure employment. This is especially damaging in a field characterized by low pay and challenging work.
2. Deterioration of Student Trust: Uncertainty discourages participation from adult learners, who may have already overcome significant barriers to enroll. As former coordinator Rose Postma noted, “it doesn’t take much for students to not come to a program… and it’s really hard to get that momentum back.”
3. Administrative Disruption: Colleges were forced to divert time and energy toward creating contingency plans instead of preparing for the academic year, representing an inefficient use of resources dedicated to education.

SDG 8 & SDG 1: Barriers to Decent Work and Poverty Reduction

The disruption of adult education programs creates direct barriers to achieving SDG 8 (Decent Work and Economic Growth) and SDG 1 (No Poverty). These programs are a critical link for underemployed and unemployed individuals to access stable, productive employment.

The Role of Adult Education in Economic Empowerment

By providing foundational skills, HSED and ESL programs empower adults to join the workforce, advance in their careers, and improve their economic standing. As Emily Shields stated, “These are people who are unemployed or underemployed, and if we can get them core skills, language abilities and literacy, they can be more successful in the workplace.” The programs directly support economic growth by expanding the skilled labor pool, a particular concern in states like Iowa where businesses partner with colleges to offer ESL classes to employees.

Student Testimonials: Pathways to Opportunity

• Kaden Schutte, 18: Enrolled in an HSED program at NCC to pursue a commercial driver’s license, stated, “I need this diploma to help kick-start my life — it’s the first step.”
• David Rodriguez: An HSED graduate, credited the program with helping him “strengthen my confidence and reasoning skills” and “define my career goals” as he works to become a licensed veterinarian in the U.S.

These cases illustrate how educational access is a fundamental tool for poverty reduction and achieving full and productive employment for all.

SDG 10: Exacerbating Inequalities in Rural and Marginalized Communities

The funding instability disproportionately harms marginalized populations and deepens regional disparities, directly contradicting the aims of SDG 10 (Reduced Inequalities).

Disproportionate Rural Impact

According to Emily Shields, funding instability has a greater effect on rural areas. “That’s where they see more turnover in the instructors,” she explained. “If there’s an open instructor position right now, they are not filling it because of this — and that is disproportionately affecting rural areas.” This dynamic weakens the educational infrastructure available to non-urban populations, widening the inequality gap.

Serving Vulnerable Populations

Adult education programs are a lifeline for individuals who face systemic barriers to success, including immigrants and those for whom the traditional education system was not a fit. As Rose Postma observed, “For everyone who walks through the door of an adult education program, there have been significant challenges and barriers… without those programs, there is just not a way for those people to get that education.” By threatening these services, the funding pause risked further marginalizing already vulnerable groups, undermining efforts to promote social and economic inclusion as mandated by SDG 10.

SDG 16: A Challenge to Institutional Stability and Governance

The incident highlights a weakness in institutional reliability, a key concern of SDG 16 (Peace, Justice, and Strong Institutions), which calls for effective, accountable, and inclusive institutions at all levels.

The Federal Funding Freeze and Response

The abrupt withholding of congressionally appropriated funds was executed with little explanation, though the Office of Management and Budget later cited a need to prevent misuse for a “radical left-wing agenda.” This action was met with significant resistance:

• Bipartisan Political Pressure: Lawmakers from both parties advocated for the release of the funds.
• Legal Challenge: A coalition of 24 states and the District of Columbia filed a lawsuit against the administration, accusing it of violating the Impoundment Control Act of 1974, which limits a president’s power to unilaterally withhold funds appropriated by Congress.

This episode demonstrates how unpredictable governance can disrupt essential public services and undermine the rule of law. The subsequent release of funds affirmed the legal and political checks designed to ensure institutional accountability, but the initial action created a “period of real uncertainty” that damaged the very programs the institutions are meant to support.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education

   The article is fundamentally about education, specifically focusing on adult education and literacy programs. It discusses services that help adults obtain high school equivalency diplomas (GEDs) and improve English proficiency, which are crucial for lifelong learning opportunities. The text highlights the importance of these programs, the staff who run them, and the students who rely on them, directly aligning with the goal of ensuring inclusive and equitable quality education.

2. SDG 8: Decent Work and Economic Growth

   The article explicitly links the educational programs to employment outcomes. It states that obtaining a GED or improving English proficiency are “necessary steps for many adults hoping to join the workforce, advance in their jobs and improve their lives.” It also mentions that the programs are critical for the “unemployed or underemployed” to gain “core skills, language abilities and literacy” so they can be “more successful in the workplace.” This directly connects education to promoting sustained, inclusive, and sustainable economic growth and decent work for all.

3. SDG 10: Reduced Inequalities

   The issues discussed relate to reducing inequalities by providing opportunities for vulnerable populations. The programs serve adults who have “fall[en] through the cracks” of the traditional K-12 system, as well as immigrants and non-native English speakers who are a “vital part of our workforces.” The article also points out an inequality in impact, noting that funding instability “disproportionately affecting rural areas” due to higher instructor turnover. This focus on providing access to education for marginalized groups and addressing geographic disparities aligns with SDG 10.

4. SDG 16: Peace, Justice and Strong Institutions

   The article details a conflict between different levels of government and highlights issues with institutional accountability. The “abrupt withholding of $6.8 billion in funds” by the executive branch “with little explanation” demonstrates a lack of transparent and accountable governance. The subsequent legal challenge by a “coalition of 24 states and the District of Columbia” and “bipartisan pressure from lawmakers” reflect efforts to enforce accountability and ensure institutions are responsive, which is a core principle of SDG 16.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4: Quality Education

  • Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

    The article directly supports this target by describing programs that provide high school equivalency diplomas and English proficiency, which are presented as essential skills for joining the workforce. Students like Kaden Schutte, who is simultaneously enrolled in HSED and a commercial driver’s license program, exemplify the link between these foundational programs and specific vocational skills for employment.

  • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable.

    The programs are described as a “lifeline” for those for whom the K-12 system “does not work.” They serve vulnerable adults, including those who left high school due to “life issues,” and immigrants. The article emphasizes that “no one walks in that door easily,” highlighting the significant barriers these students face, which the programs aim to overcome, thus ensuring equal access.

  • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

    This is the central theme of the article. The entire discussion revolves around “adult education and literacy programs,” including English as a Second Language (ESL) classes and High School Equivalency Diploma (HSED) courses. The goal is to provide adults with fundamental literacy skills, as stated by a student: “I need this diploma to help kick-start my life — it’s the first step.”

• SDG 8: Decent Work and Economic Growth

  • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training (NEET).

    Although the target date has passed, the principle is central to the article. It features students aged 18 and 19 who had left high school and were not in education or training. The programs provide them with a pathway back into education and subsequently into the workforce, directly addressing the issue of youth who are NEET.

• SDG 10: Reduced Inequalities

  • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age… origin… or other status.

    The programs are designed to empower and include adults who were left behind by the traditional education system and immigrants (“non-native speakers of English”). By providing them with diplomas and language skills, the programs facilitate their economic inclusion and ability to be “contributing members” of their communities.

• SDG 16: Peace, Justice and Strong Institutions

  • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

    The article critiques the lack of institutional accountability when the Trump administration withheld funds “with little explanation.” The subsequent reversal of this decision due to legal and political pressure underscores the importance of, and struggle for, accountable and transparent processes in government funding.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions several quantitative and qualitative indicators that can be used to measure progress:

• Participation and Completion Rates: The article provides specific numbers that serve as direct indicators for educational attainment.
  • “In Iowa, 1,661 students completed the High School Equivalency Diploma program in 2024.” (Indicator for Target 4.6)
  • “During the 2024-2025 academic year, 313 adults participated in NCC’s adult education and literacy programs.” (Indicator for Target 4.6)
  • The article mentions that Iowa has “very successful programs” with “very high” completion rates when compared to other states, implying that completion rate is a key performance indicator. (Indicator for Target 4.6)
• Demand for Services: The unmet need for educational services is highlighted as an indicator.
  • “Our colleges have wait lists and lines around the block for those [English language] programs — we can’t come close to meeting the demand.” (Indicator related to Target 4.6)
• Funding and Institutional Stability: The article uses funding figures to illustrate the scale of the programs and the impact of institutional decisions.
  • “$6.8 billion in federal education funding” was withheld, representing “14 percent of all federal funding for elementary and secondary education.” (Indicator for Target 16.6)
  • “More than $3 million in AEFLA funding is distributed to Iowa’s community colleges” annually. (Indicator of program funding)
  • “Federal funds make up nearly two-thirds of the budget for NCC’s Adult Education and Literacy programs.” (Indicator of reliance on stable federal funding)
• Impact on Staffing: Staff turnover is used as an indicator of program instability, particularly in certain areas.
  • “Funding instability affects rural areas more than urban areas because that’s where they see more turnover in the instructors.” (Indicator for Target 10.2)
• Student Outcomes: Anecdotal evidence points to improved employment prospects as a key outcome.
  • The story of David Rodriguez, who graduated and is now pursuing a license to be a veterinarian in the U.S., serves as a qualitative indicator of the program’s success in improving career goals and job prospects. (Indicator for Target 4.4)

4. Table of SDGs, Targets, and Indicators

Source: nwestiowa.com