Teachers Reject Trump’s Education Agenda as Educator Optimism Plummets, Survey Finds

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Teachers Reject Trump’s Education Agenda as Educator Optimism Plummets, Survey Finds

On the heels of Trump’s proposed historic education funding cuts, Educators for Excellence’s 8th annual “Voices from the Classroom” survey shows teachers across political lines oppose his education-related actions and harbor deep concerns about his impact on K-12 education

May 6, 2025 (New York, New York)—Educators for Excellence (E4E) released new survey results today that reveal mounting concern among teachers in response to the Trump administration’s actions in its first 100 days and its proposed billions of dollars in cuts to federal education funding. Now in its eighth year, Voices from the Classroom is a nationally representative survey that captures educators’ perspectives on the state of public education.

Only 29% of teachers feel optimistic about the Trump administration’s impact on education—a nearly 20-point drop since January. Additionally, 70% of educators oppose efforts to dismantle the U.S. Department of Education. Teachers—including those who identify as Republican—also support existing policies and programs that President Trump has repeatedly attacked: 92% support federal funding for Title I and the Individuals with Disabilities Education Act (IDEA), 88% support the use of culturally relevant teaching materials, and 84% favor protections for students against discrimination based on gender and sexual identity.

“The message from teachers is clear: Trump’s education agenda, including the billions of dollars in cuts he proposed last week, will not move American K-12 public education forward,” said Evan Stone, co-founder and CEO of Educators for Excellence. “Teachers stand defiantly in opposition to President Trump’s actions not because of his political ideology, but because his words and policies harm students, teachers, and the future of public education.”

In direct response to these findings, Connecticut Congresswoman Jahana Hayes, partnering with Educators for Excellence, introduced a resolution this week affirming the importance of aligning education policy with teacher perspectives. The resolution calls on federal, state, and local leaders to ensure that teacher voices shape the future of public education.

“The insights from the latest Educators for Excellence survey underscore a fundamental truth — for education policies to be effective, Congress must be informed by practicing educators,” said Congresswoman Jahana Hayes. “This week, I introduced the Teacher Appreciation Week resolution, which calls on elected leaders to actively engage with educators, recognizing their hard work and valuing their perspectives in policy discussions. By prioritizing teacher voice, as this resolution advocates, we can create a more supportive and effective educational system that truly serves the needs of our students and elevates the teaching profession.”

Drawing from a representative sample of 1,000 teachers—plus oversamples of 300 teachers of color and 300 Gen Z teachers—Voices from the Classroom lays out a path to improve public education through strategies like innovative staffing models, high-quality instructional materials, and artificial intelligence. Legislators can use these insights to do precisely what Congresswoman Hayes is calling for. 

• Innovative staffing: Interest in innovative teaching models continues to grow, with nearly three-quarters of teachers favoring approaches like team-teaching and differentiated roles. 
• Instructional materials: As districts nationwide adopt high-quality instructional materials (HQIM), teachers report increasingly positive perceptions about them. Eighty-five percent report receiving effective implementation support and 81% report their instructional practices have shifted. Many, though, still seek external resources to supplement their curriculum, indicating more work is needed. 
• Artificial intelligence (AI): The percentage of teachers who believe AI could positively transform teaching and learning has doubled in the last year, from 14% to 30%. More broadly, 88% think AI could improve instruction, but about a third of those respondents also report concerns about AI’s use, indicating a need for more guardrails and training.

“The teaching profession needs bold change,” said Carlotta Pope, an eleventh-grade English teacher in Brooklyn, and a member of E4E’s National Teacher Leader Council. “Our classrooms shape the next generation of leaders, and we must do everything possible to retain talented educators and keep students inspired. With greater support, more collaboration time, and innovative approaches, we can reimagine what it means to teach and lead in today’s schools.”

Despite growing tensions with federal leadership, teachers remain hopeful about the future of public education. Seventy-one percent of teachers report planning to continue teaching at their current school for three to five years, and 91% are “somewhat” or “very” satisfied with their job. But, significant challenges remain: Just 19% of teachers would recommend the profession to others, and many describe the role as unsustainable and isolating.

“Educators oppose this administration’s actions, but they don’t oppose change,” continued Stone. “In fact, they’re actively seeking it, and are ready to work hand-in-hand with policymakers to achieve it. Legislators should take heed—because we all know that teachers know best.”

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About Educators for Excellence (E4E)

Founded by public school teachers, Educators for Excellence is a growing movement of more than 35,000 educators, united around a common set of values and principles for improving student learning and elevating the teaching profession. We work together to identify issues that impact our schools, create solutions to these challenges, and advocate for policies and programs that give all students access to a quality education. 

For more information, please visit e4e.org.