Politicizing the Department of Education in the War Against DEI: Theorizing Implications for the Principal Preparation Landscape

This essay theorizes implications of mounting political efforts to dismantle the Department of Education (DoE) as part of the anti–Diversity, Equity, and Inclusion (DEI) movement, with particular attention to consequences for principal preparation programs. While overlooked, federal policies have played a critical albeit complex role in shaping the principal preparation landscape. This essay challenges prevailing narratives that characterize federal impact on preparation programs as minimal, offering a more nuanced account of how federal policies support the development of high-quality and equity-oriented school leaders. This essay identifies three primary areas of federal influence: prioritizing high-needs schools, encouraging the adoption of innovative and evidence-based practices, and facilitating national understanding of the principal preparation landscape. These dimensions are used to theorize consequences of defunding or dismantling the DoE for educational leadership preparation. In addition to implications for policymakers and lobbyists ahead of the impending congressional vote about the DoE’s future, implications are offered for future research and federal policies to improve and expand the scope of influence over preparation programs.