National Academy of Education v. Department of Education

CourtDistrict Court, District of Columbia
DecidedJune 3, 2025
DocketCivil Action No. 2025-1266
StatusPublished

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Bluebook
National Academy of Education v. Department of Education, (D.D.C. 2025).

Opinion

UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA

ASSOCIATION FOR EDUCATION FINANCE AND POLICY, INC., et al.,

Plaintiffs, Case No. 1:25-cv-00999 (TNM) v.

LINDA MCMAHON, in her official capacity as Secretary of Education, et al.,

Defendants.

NATIONAL ACADEMY OF EDUCATION, et al.,

Plaintiffs, Case No. 1:25-cv-01266 (TNM) v.

DEPARTMENT OF EDUCATION, et al.,

MEMORANDUM OPINION

Winds of political change have swept through the administrative state in recent months.

In their aftermath, the Institute of Education Sciences—part of the Department of Education—

has been fundamentally transformed. This upheaval is understandably jarring for those who rely

on studies and data produced by the Institute. Education advocacy groups that use the Institute’s

data filed two suits under the Administrative Procedure Act (“APA”). They want a preliminary

injunction to stop the sudden changes and restore things to how they used to be.

But the APA was never meant to be a bureaucratic windbreak insulating agencies from

political gales. It cannot comprehensively undo multifaceted agency transformations wrought by

political decisions. APA challenges must focus on specific agency actions and seek equally targeted remedies. But the challenges here bundle together broad lists of grievances and seek

wholesale modifications to agency operations writ large. It is not this Court’s place to breathe

life back into wide swathes of the Institute’s cancelled programs and then monitor the agency’s

day-to-day statutory compliance; essentially what Plaintiffs seek. Such widespread modification

to agency operations must come instead from “the offices of the Department or the halls of

Congress, where programmatic improvements are normally made.” Lujan v. Nat’l Wildlife

Fed’n, 497 U.S. 871, 891 (1990). Thus, the Court will deny both preliminary injunction

motions. 1

I.

Over the last two centuries, the federal government has built up a robust framework for

conducting education-related research. Assoc. Compl., ECF No. 1, ¶ 1. The earliest traces of

these programs date back to the 1860s, but 2002 was a watershed year for education research.

See id. That year, Congress enacted the Education Sciences Reform Act (“ESRA”), codified at

20 U.S.C. §§ 9501–84, which improved the collection, analysis, and dissemination of education

data. Id. Among other things, the Act established the Institute. Acad. Compl., ECF No. 1, ¶ 1.

The Institute includes four research centers: the National Center for Education Research

(“Research Center”), the National Center for Education Statistics (“Statistics Center”), the

National Center for Education Evaluation and Regional Assistance (“Evaluation Center”), and

the National Center for Special Education Research (“Special Education Research Center”). See

1 The Court collectively refers to Plaintiffs in the first case as “the Association” and Plaintiffs in the second case as “the Academy.” The Court also uses the abbreviations “Assoc.” (Case No. 25-cv-999) and “Acad.” (Case No. 25-cv-1266) in record citations to distinguish between the two sets of filings. Citations are to CM/ECF pagination where possible.

2 20 U.S.C. §§ 9531–67. These centers have different structures, missions, and statutory

mandates.

The Institute has flexibility on how to carry out its statutory missions. It can generally do

so “directly or through grants, contracts, or cooperative agreements.” 20 U.S.C. § 9512.

Traditionally, it has relied heavily on contracts and contractors. See, e.g., Jeffrey Mervis,

Canceling Data Collections Could Imperil Efforts to Improve U.S. Education, Science (Feb. 12,

2025), Ex. 9, Acad. ECF No. 14-11, at 3 (The Statistics Center “has fewer than 100 employees,

and more than 1000 contractors.”). It is also required to use contracts “to establish a networked

system of 10 regional educational laboratories.” 20 U.S.C. § 9564(a). These laboratories

provide “training . . . and technical assistance” to state and local education agencies and school

boards. Id. § 9564(f)(1). They also “develop[e] and widely disseminat[e]” research and reports

to help improve academic achievement. Id. § 9564(f)(2).

The data collected and disbursed by the Institute’s subcomponents provides a high-

resolution picture of the American education system. The federal government has many uses for

this data, but it is not the only beneficiary of the Institute’s work. The material is also an

informational treasure trove for nonprofit organizations and individual researchers. This is by

design. Part of the Institute’s mission is to “provide parents, educators, students, researchers,

policymakers, and the general public with reliable information” and data about education issues.

20 U.S.C. § 9511(b)(1). In furtherance of this mission, the Institute is statutorily required to

make its research and data publicly available. 20 U.S.C. § 9574 (“Subject to [confidentiality

provisions], data collected by the Institute . . . shall be made available to the public.”). The

statutes for many of the individual centers echo the importance of public access, mandating

3 varying levels of data disclosure. See, e.g., 20 U.S.C. § 9533(a)(7) (Research Center); id.

§ 9546(e)(2) (Statistics Center); id. §§ 9562(a)(2), (3) (Evaluation Center).

The number of studies and reports produced by the Institute is breathtaking, and many are

carried out by the Statistics Center through contracts. See Assoc. Mot. Prelim. Inj., ECF No. 6-1,

at 21–23. It is unnecessary to construct a comprehensive list, but describing some will set the

stage for Plaintiffs’ concerns.

First, there is the National Postsecondary Student Aid Study. See Assoc. Compl. ¶ 33.

The Statistics Center oversees this study, which is designed to fulfill a statutory requirement to

research how students are funding their educations and how the cost of attendance and ensuing

debt impacts them. See 20 U.S.C. § 1015a(k); Assoc. Mot. Prelim. Inj. at 22. The Statistics

Center also oversees a National Assessment of Educational Progress, a statutorily required long-

term academic achievement trend assessment. See 20 U.S.C. § 9622; Acad. Compl. ¶ 42.

Next is the Integrated Postsecondary Education Data System, a database administered by

the Statistics Center. Acad. Compl. ¶ 34 & n.10. This system helps the Statistics Center “meet

its mandate to report full and complete statistics on the condition of postsecondary education in

the United States.” National Center for Education Statistics, NCES Handbook of Survey

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