By Sean Robins, NACAC’s director of advocacy

Welcome to this issue of the Advocacy Update on NACAC’s Admitted blog. As we move into the spring, there is both a sense of momentum and urgency across our work. Federal education policy continues to shift in significant ways — from evolving data reporting requirements and legal challenges to ongoing structural changes within the U.S. Department of Education that are raising questions about capacity, oversight, and long-term direction. At the same time, NACAC members have been actively engaging in this moment — bringing their voices to Capitol Hill during National Advocacy Day, connecting directly with policymakers, and continuing to elevate the realities facing students and institutions across the country. These efforts are already making an impact, and this season presents a critical opportunity to build on that momentum and ensure that student access, affordability, and success remain at the center of federal and state policy decisions.

Policy & Legislative Updates 

We are continuing to see a steady escalation in federal actions that are reshaping the role, structure, and function of the U.S. Department of Education, alongside growing legal challenges and implementation concerns that are directly affecting institutions and students. At the center of this moment is the continued rollout of the Admissions and Consumer Transparency Supplement (ACTS), which remains both highly burdensome and increasingly uncertain. Following initial litigation, a federal judge first extended the reporting deadline from March 18 to March 25, and more recently granted additional relief — allowing public institutions in the 17 plaintiff states until April 6 to comply while the court considers a preliminary injunction. For institutions outside those states, the department has now set a March 31 deadline, with limited extensions to April 8. These staggered timelines are creating real challenges for institutions attempting to navigate compliance, while also raising broader concerns about data consistency and comparability.

Analysis from the Institute for Higher Education Policy reinforces what many of our members have been experiencing firsthand: the ACTS rollout has been rushed, guidance has been inconsistent, and the reporting burden is significant. As I shared in recent reporting in The Hill, “institutions are being asked to reconstruct datasets that, in many cases, were never collected in this format to begin with or no longer exist.” That reality is playing out across campuses, where institutions are navigating disconnected systems, limited staffing capacity, and significant cross-campus coordination challenges. Beyond feasibility, there are ongoing concerns about how these data could be interpreted or misused, particularly given the lack of context around admissions decisions. Institutions also continue to raise concerns that the compressed timeline may ultimately undermine data quality and usefulness, reinforcing the need for transparency efforts that are grounded in institutional realities and support accurate, responsible reporting.

The Department of Education has increased pressure on accreditors to eliminate DEI-related standards, raising questions about how institutions will be evaluated and how access to federal student aid could be shaped moving forward. The administration has also filed lawsuits and opened new investigations into institutions, including Harvard, tied to both admissions practices and campus climate — further signaling heightened federal scrutiny and a willingness to use enforcement tools more aggressively.

We are also seeing continued efforts to shift core federal education functions outside of the department. The Department of Labor is now administering a TRIO grant competition, and the Treasury Department is taking over collections on defaulted federal student loans — impacting roughly 9 million borrowers. These changes are part of a broader pattern of interagency agreements that are redistributing responsibilities across the federal government, raising ongoing questions about coordination, oversight, and the borrower experience. The recent announcement that the Department of Education will vacate its headquarters and relocate to a smaller space further reflects this trajectory. Taken together, these actions point to a sustained effort to reduce the federal footprint in education and reshape how key programs are delivered.

These structural shifts are also creating uncertainty for institutions that rely on federal support. Recent reporting indicates that minority-serving institutions (MSIs) were left out of a key grant eligibility application process, raising concerns about whether funding — totaling more than $100 million annually — will be distributed as intended by Congress. Meanwhile, states are raising concerns that the department is not fully complying with court orders tied to reinstated school mental health grants, after providing only partial funding. These developments highlight ongoing tensions between congressional intent, administrative action, and program implementation on the ground.

At the federal-state level, we are seeing parallel shifts. The administration has begun approving waivers under the Every Student Succeeds Act that allow states greater flexibility in how they use federal funds, with additional states seeking similar authority. Concurrently, governors across multiple states are elevating special education as a priority, signaling a broader trend as the administration continues to disinvest in federal education programs. However, this increased state activity is also bringing new policy tensions, including efforts to revisit in-state tuition policies for undocumented students and renewed interest from some federal lawmakers in challenging longstanding protections under Plyler v. Doe — raising significant questions about access to education.

For students and institutions, these policy shifts are intersecting with real financial and operational pressures. The Pell Grant program is facing a growing funding shortfall, forcing policymakers to weigh difficult tradeoffs between increased investment, cost containment, or structural reform. Changes to federal student lending are also pushing more borrowers toward private loans, which often come with higher costs and fewer protections. Delinquency and default rates are rising sharply, with millions of borrowers now behind on payments, underscoring the strain many are facing as repayment systems continue to shift.

We are also seeing broader impacts across the higher education ecosystem. New data from the Common Application show continued growth in college applications, particularly among first-generation students, alongside a decline in international applicants — pointing to changing enrollment dynamics. The department is signaling plans to ease federal approval processes for college mergers and acquisitions. New data from a Gallup and Lumina Foundation survey indicate that while employers continue to value college degrees, many question whether graduates are fully prepared for the workforce. These trends, combined with ongoing legal uncertainty and operational demands, continue to shape an increasingly complex environment for institutions working to support students and advance access.

NACAC Advocacy 

Over the past two weeks, NACAC has continued to engage alongside members and partners to elevate the needs of students and institutions at a critical moment for federal policy. This work has been grounded in strong member engagement, reinforced through coalition advocacy, and focused on ensuring stability in federal student aid, addressing emerging compliance concerns, and advancing policies that support college access and student success.

These efforts were anchored by NACAC’s 2026 National Advocacy Day. On March 17, NACAC members from across the country and the world met with nearly 100 congressional offices to share their experiences and elevate key priorities directly with policymakers. Across these conversations, members emphasized the importance of protecting and strengthening federal student aid programs, the urgency of addressing the Pell Grant shortfall, and the need for thoughtful and responsible implementation of ACTS. Members also highlighted broader priorities, including expanding college access and affordability and supporting international students navigating an increasingly complex policy landscape. These direct engagements continue to play a critical role in ensuring policymakers hear firsthand from the professionals supporting students every day.

Building on these conversations, NACAC joined coalition partners in calling on Congress to take immediate action to address the growing shortfall in the Pell Grant program, which is projected to face a nearly $17 billion funding gap over the next two fiscal years. The letter urges lawmakers to provide near-term funding to avoid disruptions for the more than seven million students who rely on Pell Grants, while also encouraging consideration of long-term structural solutions to strengthen the program’s sustainability. This effort reflects continued concern from across the field that without action, students and institutions will face increased uncertainty around one of the federal government’s most critical need-based aid programs.

NACAC also signed onto a coalition letter raising concerns with proposed changes to federal funding certification requirements through the System for Award Management (SAM). While institutions already certify compliance with federal civil rights laws, the proposed changes would require certification tied to evolving executive orders and guidance that may not carry the force of law. Coalition partners highlighted that this approach could introduce significant legal uncertainty, create conflicts with state and local requirements, and ultimately make it more difficult for institutions to access and administer federal funding. NACAC’s engagement reflects a broader effort to ensure that federal policy changes are clear, workable, and aligned with existing legal frameworks.

In addition, NACAC joined partners in urging Congress to expand investments in the Basic Needs for Postsecondary Students Program, advocating for $45 million in funding in the FY2027 appropriations process. As institutions continue to report rising levels of food insecurity, housing instability, and other basic needs challenges among students, this program plays an important role in helping colleges connect students with essential supports that enable persistence and completion. Expanding this investment would allow more institutions to scale effective, evidence-based strategies that address barriers to student success and strengthen long-term outcomes.

Ways You Can Take Action 

We are continuously updating our Take Action page with opportunities to make your voice heard. If you have not already, I encourage you to advocate on the urgent issues below. You can also view all active advocacy campaigns in the yellow column of the Take Action page. 

• Urge Congress to Extend the ACTS/IPEDS Deadline
• Tell Congress: Keep Education Programs at the Department of Education
• Tell Congress: Prioritize Visa Appointments for International Students and Scholars 
• Tell Congress to Not Abandon Our National Commitment to Education
• Urge Congress to Protect Disabled Students 
• Don’t Flunk the Future Advocacy Toolkit 

As we move into the spring, the pace of change across federal and state policy is not slowing — and neither is the opportunity to shape what comes next. The engagement we saw during Advocacy Day is already carrying forward in meaningful ways, with members continuing to elevate their experiences and ensure policymakers understand what is at stake for students and institutions. That momentum matters. It is how we move from reacting to change to influencing it.

There is still more ahead, and your continued engagement will be critical in the weeks and months to come. Whether you are sharing insights from your campus, responding to action alerts, or connecting directly with your elected officials, your voice helps ensure that policy decisions reflect the realities students face and the support they need to succeed. This work is strengthened by a shared commitment to one another — recognizing that when we show up for students and for each other, we strengthen the impact of our collective efforts.

As William Arthur Ward reminds us, “when we seek to discover the best in others, we somehow bring out the best in ourselves.”