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I get knocked down
But I get up again
DEC 31READ IN APP

I’ve been quiet for most of 2025. Much of that is because I was a direct casualty of DOGE and the trauma inflicted on the federal workforce. Almost overnight, I saw my job, entire federal research and data programs, and much of the field of educational research disappear. Private research firms, nonprofits, and any organization receiving federal funds were also hit, laying off hundreds, if not thousands, of highly qualified researchers. Coupled with attacks on university funding and cuts to state and local budgets, the result was a dire job market.
At first, it felt like a nuclear bomb had been dropped on the profession. Everything was hit all at once. So many people in education research were suddenly out of work or pushed into other fields. It felt like we were losing not just jobs, but an entire generation of education researchers. It took about six months for the dust to settle. Slowly, people began emerging from their bomb shelters. A few jobs appeared here and there, but nowhere near enough to meet the supply.

This is the most competitive job market I’ve ever seen, and the number of highly qualified candidates far exceeds the number of jobs. I’ve been fortunate enough to have part-time work with my former employer, but I have spent ten long months on the job market and burning the candle at both ends while juggling part-time work, applying to jobs, working on papers, networking, and reviewing for grant panels. Over the ten months, I have:
- Applied to 64 jobs
- Completed 11 performance assessments, often multi-part and done over weekends
- Participated in 17 screening, first-, and second-round interviews
- Authored two technical reports
- Submitted two articles for publication
- Served as a grant reviewer for more than 100 proposals
And I have learned a lot:
- I figured out how to get around AI screeners. It took months of trial and error. As a researcher, I collected my own data, experimented with different approaches and tools, and eventually figured it out, or at least improved my stats. Applying for jobs took far longer because of AI, and few people could articulate how to get around it, often providing contradictory advice.
- I was pushed to articulate what I actually did and accomplished, not just my listed responsibilities, and to think about how to quantify my accomplishments in terms of metrics. This is a critical area of need in my field because the public does not fully understand (or appreciate) what education researchers do, which we’ve learned has real consequences.
- I met some top-notch people. I’m an introvert after all, but this process forced me to get out and about, and I’m grateful for the people I met along the way.
But I’m still explaining to people that it’s not “fine.” This wasn’t a good thing for me, for others in my field, or for the country. It was destruction for the sake of destruction, and it harmed real people’s lives. I also recognize my privilege in all of this. I’m not worried about losing my house. My kids are out of daycare. I can get on my spouse’s health insurance. I’m not worried about deportation or imprisonment. I’m in the best possible circumstances to weather this, and it was still incredibly challenging.
Many were stunned when DOGE gutted long-standing research departments, including the Institute of Education Sciences (IES), the research arm of the Department of Education, which was founded under President Bush in 2002. IES produces a wide range of research and data and is best known for the national education datasets and NAEP, the nation’s report card, which allows for apples-to-apples comparisons of student performance across states.
Republicans have long claimed to support data use and accountability in education. Yet for the first time in my memory, a Republican administration attempted to dismantle the very subagency that produces research and data. How does that make sense? The most insightful explanation I’ve heard came from a former colleague: Accountability, itself, was never the goal. When accountability supported GOP policies like school accountability systems, school choice, and anti-union efforts, it was embraced. Now that accountability no longer supports GOP goals—such as expanding vouchers for which research largely shows null or negative effects—it has been cast aside.
Many people welcomed the destruction, not because they had better ideas, but because they wanted to tear things down. While no federal agency is perfect, the argument that improvement is best achieved by gutting the public sector and eliminating institutional knowledge simply doesn’t pass muster. So here we are, a country stuck in a group project where half of us want to do the work and the other half wants to burn the building down.
I want to live in a society that benefits from research and science. I want to live in a society where we can critique the status quo, learn from new evidence, and change course when something isn’t working. If I’m wrong about something, I want to update my priors based on evidence. That’s how research and science are supposed to work. It requires a willingness to learn new things, to grow and adapt, and to change course when reality isn’t consistent with ideology. This stands in direct contrast to systems where a small group controls the narrative and dismisses evidence they don’t like. When truth becomes something to manage rather than something to learn from, we are all worse off because we limit our ability to improve and to do our most innovative work.
I wish I could say that we’re through the worst of it, or that things will get better soon. What I can say is this: truth ultimately prevails, and this Administration will not have the final word. I recently heard the saying, “You can’t fall down if you’re lying on the floor.” Here’s to getting off the floor in 2026.









