The Office of English Language Acquisition, or OELA as it is known to practically everyone who works with it, was to be dissolved, the U.S. Department of Education told lawmakers. 90 days’ notice. Beginning in mid-February, that clock is almost up.

Those who keep a close eye on this feel that the result was clear months ago. Already, the office was completely destroyed. Last year, the building that was once bustling with researchers going over language-acquisition data became noticeably quieter as staff members were fired one by one and then in waves. In recent months, visitors have reported seeing half-packed boxes and empty cubicles—the kind of scene that indicates something has ended before the paperwork catches up.

In terms of federal education policy, OELA is not a minor detail. It is in charge of the Title III grant program, which distributes about $890 million annually to educational institutions attempting to instruct newcomers who speak Spanish, Arabic, Vietnamese, Haitian Creole, and dozens of other languages. Teachers, coaches, and the unglamorous task of assisting a kindergartener in Queens or a ninth grader in Fresno in reading a textbook in a foreign language are all funded by that money.

The money does not vanish when the office is taken away. But the person who picks up the phone when a district has a query? It’s more difficult to say.

English language learners should never be viewed as a separate program or an afterthought, according to Assistant Secretary Kirsten Baesler, who presented the action as part of a larger return of education to the states. It’s a neat argument. Advocates and former officials counter that siloing is precisely what keeps these students safe because their needs are often neglected when they are consolidated into larger offices. In this regard, history is unkind.

The fact that organizations like Californians Together have described the ruling as a brutal assault on multilingual learners—language more vehement than you typically hear from policy organizations—tells you something about the atmosphere.

OELA’s programs will disperse. Grants under the Title III formula are transferred to the Title I division. The National Professional Development grants are moved to a completely different office. The Office of Indian Education oversees the Native American and Alaska Native Children in School Program. Nothing is lost on paper. Teachers who relied on a single point of contact will now have to learn new names, email addresses, and internal procedures that have not yet been documented because institutional memory rarely survives a reorganization intact.

According to Jose Viana, who oversaw OELA during Trump’s first term, the office served as the federal voice for multilingual students and made sure they remained visible in national discourse. It’s difficult not to wonder if visibility endures dispersal as you watch this happen. Rebuilding is feasible, but no one knows how or how long it will take, according to Rachel Gittleman, head of the union that represents department workers. It felt uncommon to be so honest.

This tension won’t go away easily. The secretary is utilizing the authority granted to her by the law. It will take some time to determine whether the kids who depend on these programs notice the difference in September of next year or the September that follows.

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