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Original Date Announced
August 7, 2026HHS issued a notice of proposed rulemaking that would make significant changes to Head Start Program Performance Standards, including requiring English-only instruction. HHS estimates this change could affect approximately 33.4 percent of non-Tribal Head Start classrooms and impose additional costs and operational challenges on programs serving large populations of dual language learners, including Migrant and Seasonal Head Start programs, particularly those operating in predominantly non-English-speaking communities. HHS notes that the requirement could involve tradeoffs related to access to services but reflects the Administration's priority of promoting English-language acquisition. Comments are due October 6, 2026.
Trump 2.0 [ID #2378]
2026.08.07 DHS - 45 CFR Pts 1301–05 NPRMCurrent Status
NoneOriginal Trump Policy Status
Status: ProposedTrump Administration Action: RuleSubject Matter: MinorsAgencies Affected: HHSAssociated or Derivative Policies
Pre Trump-Era Policies
- October 1, 2024 2024.10.01 - 45 CFR Pts 1301–05
Documents
Trump-Era Policy Documents
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New Policy
Original Source:
2026.08.07 DHS - 45 CFR Pts 1301–05 NPRM
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Prior Policy
Original Source:
2024.10.01 - 45 CFR Pts 1301–05
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Commentary
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Commentary
To provide information, corrections, or feedback, please email IPTP.feedback@gmail.com
Commentary
2026.09.03 Idaho Education News - An English-only mandate for Head Start could make it harder for kids to learn English
Idaho Education News reports that the proposed English-only mandate for Head Start programs runs counter to years of research demonstrating that acquisition of a second language is aided by a strong foundation in a primary home language.
Go to article2026.09.29 Migration Policy Institute: Head Start Changes Would Harm Dual Language Learners and Their Families
Data analysis by the Migration Policy Institute suggests that the Trump administration's proposed rule-making requiring English-only programming in Head Start programs for migrant and seasonal workers would have a significant negative impact on dual-language learners, harming their readiness for early education programs. In addition, the policy would no longer collect individualized data about dual language learners.
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