Program Narrative

Gloriana A. Charlemagne, CEO President, Ordained Minister Strategic Plan and Project Overview

Description of the Issue

The Kibosh-Kybosh Institute recognizes the critical need to strengthen reentry systems, especially for at-risk youth impacted by the juvenile justice system. As part of our initiative, we will conduct comprehensive assessments to map primary data systems and identify current information collection practices across selected sites. These assessments will culminate in detailed reports that highlight:

• Existing strengths that can support future improvements;
• Gaps in reentry data capacity; and
• Strategic recommendations to close those gaps and sustain effective change.

This analysis is central to creating a framework for long-term systemic improvement and evidence-based decision-making.

Goals, Objectives, and Performance Measures

Our overarching goal is to implement sustainable, family-centered education reform that equips communities with tools for emotional intelligence, resilience, and reintegration.

Objectives

Objective 1: Build a New Paradigm – A Family-Based Extracurricular Curriculum

Develop and implement a holistic, out-of-school curriculum focused on educational support, emotional intelligence training, and therapeutic services. These services will be integrated with ongoing performance measurement, ensuring that data is used consistently to drive improvements.

Objective 2: Address the Youth Mental Health Crisis

In response to the 2023 Youth Risk Behavior Survey findings—reporting that 40% of adolescents experience suicidal thoughts—we will conduct an in-depth review of jurisdictional data policies and intervention practices to recommend scalable mental health strategies.

Objective 3: Support Policy and Institutional Reform

Produce research-based findings and actionable recommendations to support education and justice policy development at the federal level. Our work will be guided by data that informs speeches, solicitations, and initiatives across Congressional offices, federal agencies, and the judicial system.

Objective 4: Empower Families Through Reform

The 2025 Kibosh-Kybosh Institute initiative emphasizes educational reform that places more control in the hands of parents. Our findings will highlight opportunities to build on institutional strengths while addressing systemic weaknesses, particularly in data-driven decision-making and family engagement.

Objective 5: Promote Measurable Outcomes and Replicable Models Establish clear goals and indicators of success to measure outcomes. Capture lessons learned, promising practices, and policy innovations that can be shared across jurisdictions, laying the groundwork for replicable, data-informed site improvement plans.

Performance Measures and Staff Engagement

We will employ targeted strategies to track implementation and impact, including:

• Strategic Task Planning: Define specific action steps and timelines for each objective.
  • Recognition Systems: Create formal and informal ways to recognize staff contributions and successful outcomes, improving morale, retention, and performance.
  • Continuous Feedback Loops: Integrate real-time data collection and analysis to refine programs and ensure alignment with community needs.

1. Project Design and Implementation

We believe every life has a purpose, and every family matters. Our extracurricular programming is designed to support youth and families using a spiritually grounded, data-driven approach. Services will include:

• Emotional intelligence education;
  • Therapy and trauma recovery;
  • Skill development for youth reentry; and
  • Parent empowerment through policy advocacy.

These strategies are informed by our foundational belief in divine timing and purpose, emphasizing healing and clarity through structured planning.

• Capabilities and Competencies

The Kibosh-Kybosh Institute and our affiliated organization, Naturally Blessed Foundation Marriage and Family Therapy, bring a wealth of experience in education, family counseling, community outreach, and publishing. We have produced a wide range of character-building books and resources for K–12 learners that reinforce emotional resilience, spiritual growth, and personal responsibility.

Key capabilities include:

• Designing culturally relevant and spiritually aware curricula;
  • Conducting site-based data assessments and performance evaluations;
  • Publishing and distributing educational resources for schools, families, and incarcerated youth; and • Delivering skill-based training in trades such as industrial pipefitting, construction, culinary arts, and more.

• Dismantling Bureaucracy and Empowering Families

We believe education should empower—not constrain—families. KiboshKybosh Institute aims to:

• Remove bureaucratic barriers that limit access to effective education;
  • Rebuild trust between communities and institutions;
  • Provide practical skill-building and moral education; and
  • Use data and lived experience to guide meaningful reform.

We operate in alignment with federal guidelines including Title VI, Title IX, FERPA, and the PPRA to ensure legal and ethical compliance in every area of our work.

• Final Steps and Vision

Step 1: Capacity Assessment

Engage stakeholders across sectors to identify current capabilities and gaps.

Step 2: Implementation of Educational Materials

Distribute our original five-part educational book series to K–12 students and young adults nationwide.

Step 3: Policy and Program Alignment

Ensure all programs align with civil rights protections and parental rights, working toward systems that reflect compassion, equity, and justice.

Closing Statement

Kibosh-Kybosh Institute is dedicated to restoring harmony within families and society through education, spiritual growth, and community healing. We believe that by nurturing children, empowering parents, and honoring divine purpose, we can address the root causes of systemic failure and bring about transformative change—one community at a time.

Breaking Down Barriers: Kibosh-Kybosh Institute

Our Mission

At Kibosh-Kybosh Institute, we are committed to removing the societal, emotional, and systemic barriers that prevent individuals—especially children and families—from living whole, dignified, and empowered lives. Through publishing, education, and counseling, we foster environments where families can thrive spiritually, emotionally, and intellectually.

We believe in raising children to be morally grounded, emotionally intelligent, respectful, and compassionate. Our goal is to nurture a generation of responsible, law-abiding citizens who positively impact their communities and the world.

Guiding Philosophy: God Runs in the Family

Our work is rooted in a family-centered, faith-based approach. We believe

the family is a divine institution and a critical foundation for social transformation. Our mission is guided by spiritual principles—love, selfawareness, forgiveness, and the pursuit of divine purpose.

We empower parents and caregivers to lead their families with moral clarity, resilience, and spiritual strength. We teach that children must develop selfawareness to face their inner struggles and understand their life purpose. This path begins with self-respect, perseverance, and the cultivation of virtues that support long-term success and fulfillment.

Our Vision for Humanity

Our vision is a world where unity, justice, and compassion prevail. We imagine communities free from violence, exploitation, and prejudice—where people come together to oppose injustice, human trafficking, domestic abuse, and racial discrimination.

While we acknowledge that eradicating evil entirely is difficult, we believe every individual has a role to play in bringing peace and love into the world. We aim to awaken this sense of responsibility through education, spiritual development, and social action—one community at a time.

Who We Are

Kibosh-Kybosh is more than an educational and publishing institution—we are a movement. Our founders, Gloriana A. Charlemagne and Josiah F. Jagrup, bring a lifetime of experience in education, family development, spiritual leadership, and workforce training. Together, they have raised a family of eight and continue to share their message through authorship and community outreach.

• Gloriana A. Charlemagne, Founder and CEO, is the author of Understanding & Mastering Time from Early Stages, a book series that guides children and young adults toward self-mastery, time management, and emotional resilience.
• Josiah F. Jagrup contributes his expertise as a seasoned supervisor in the industrial pipefitting field. His book, Pipefitting Made Easy, is designed to equip young adults and professionals with practical trade skills, bridging education and economic opportunity.

Their combined efforts represent a commitment to both spiritual growth and workforce readiness, with a focus on uplifting underserved and at-risk populations.

Our Values

• Faith-Based Leadership: We are led by divine principles of truth, justice, and compassion.
• Empowerment Through Education: We provide tools for emotional intelligence, life skills, and career preparation.
• Community Engagement: We work directly with families and youth to promote healing and transformation.
• Advocacy for Justice: We stand against systemic racism, exploitation, and inequality, and seek to reform systems that perpetuate harm.
  

Education and Programming

The Kibosh-Kybosh Institute provides an out-of-school educational program for K–12 students, integrating lessons in:

• Emotional intelligence and self-regulation
• Time management and prioritization
• Safety, health, and personal well-being
• Relationship skills and conflict resolution
• Spiritual awareness and purpose-driven living We also offer:
• Online and in-person learning
• Family counseling and support services
• Administrative assistance and retreats
• Skill-building workshops in trades such as construction, culinary arts, sewing, and pottery
• Workforce readiness training for at-risk youth and young adults

Our programs are designed to realign mindsets, restore confidence, and build capacity for long-term success.

A Call for Enlightenment

Our books and poetry address some of the most pressing social and psychological issues of our time, including:

• Racism and structural inequality
• Emotional trauma and dissociation
• Bullying, marginalization, and the dehumanization of the “other”

These writings are designed to promote reflection, dialogue, and selfdiscovery—not resentment. We help readers understand the spiritual forces influencing behavior and empower them to rise above victimhood, reclaim their identity, and move toward healing.

As Psalm 143:11 reminds us: “For Your name’s sake, O Lord, preserve my life; in Your righteousness bring my soul out of trouble.”

2025 Kibosh-Kybosh Institute: Vision for Reform

Looking ahead, the 2025 Kibosh-Kybosh Institute Initiative will continue advancing education reform by emphasizing parental involvement, faithbased values, and student self-mastery. We believe true reform happens when families are empowered to take active roles in education and character development.

Our facilities will support local and national efforts to address barriers to learning and personal growth. Through our programming and publishing, we seek to build a more informed, kind, and spiritually connected generation.

Conclusion

Kibosh-Kybosh Institute is more than a school or publisher—it is a spiritual and educational mission to transform lives. Through faith, education, and service, we help children and families break down barriers and move toward healing, wholeness, and purpose.

We invite partners, educators, and funders to join us in creating a future where every child has the tools to succeed—and every family has the support to thrive.

Kibosh-Kybosh Institute

Program Narrative: Building a New Paradigm – A Family-Centered Educational, Emotional Intelligence, and Therapy Curriculum

Description of the Issue

Recent national data reflect a mental health crisis among American youth. According to the 2023 Youth Risk Behavior Survey conducted by the CDC, approximately 40% of U.S. adolescents reported having experienced suicidal thoughts, with 16% attempting suicide in the past year. These numbers are even more concerning among young adults aged 18–24, with 33% considering suicide and 8% attempting it in the same time frame.

LGBTQ+ youth face even higher risks. The 2023 U.S. National Survey on Mental Health found that 41% of LGBTQ+ youth seriously considered attempting suicide in the past year, and 1 in 5 had made an attempt. Research from the American Psychological Association confirms that over 20% of teens nationwide have seriously considered suicide.

State-level data reveal troubling disparities. Suicide attempt rates range from 28.89 per 100,000 in Montana to 8.11 per 100,000 in New York. According to the CDC, suicide is the third leading cause of death among high school students.

The situation is particularly urgent among transgender and bisexual populations:

• The 2015 U.S. Transgender Survey found that 40% of transgender adults have attempted suicide, compared to fewer than 5% of the general population.
• The Family Acceptance Project reported that 34% of transgender individuals and over 40% of bisexual individuals have seriously considered or attempted suicide.
• The U.S. Department of Health and Human Services notes that LGBTQ+ youth are three times more likely to contemplate suicide than their heterosexual peers.

These statistics highlight a critical and urgent need for programs that support mental health, identity formation, and emotional resilience, especially for youth navigating complex social and developmental challenges.

Kibosh-Kybosh Institute’s Response

At Kibosh-Kybosh Institute, we recognize the urgent need to provide a safe, supportive, and values-based framework for youth and families. We are developing a family-focused, extra-curricular education and therapy program that integrates:

• Emotional intelligence training
• Moral and character development
• Mental health support
• Spiritual and family-based guidance

Our goal is to empower children and families with tools for selfawareness, emotional regulation, and ethical decision-making, while also equipping them to navigate external influences and societal pressures with confidence and clarity.

We understand that education systems today face many challenges in balancing inclusivity, developmentally appropriate content, and parental involvement. Our program does not aim to alienate or exclude, but rather to restore the central role of family, cultural sensitivity, and ageappropriate instruction in child development.

Curriculum Priorities and Ethical Approach

While debates continue around sex education, gender identity, and related content in schools, we advocate for approaches that prioritize:

• Developmentally appropriate, evidence-based instruction

Parental choice and consent in educational matters

• Safe learning environments free from coercion, bias, or ideological pressure
• Mental health literacy rooted in empathy, science, and family involvement

We believe children should have the space to learn about identity, relationships, and health in a way that respects their age, family values, and emotional readiness. Our concern lies not in excluding groups or ideas, but in ensuring that education upholds objectivity, transparency, and child development principles.

Moving Forward

Kibosh-Kybosh Institute is committed to building stronger families, safer communities, and emotionally resilient youth. Our program model aims to:

• Reduce the incidence of depression, anxiety, and suicide among youth
• Provide families with tools for guidance and engagement
• Equip children with the emotional and moral tools to thrive in modern society
• Promote community awareness, healing, and responsibility

We strive to protect the emotional and psychological well-being of students and respect the diversity of beliefs and backgrounds represented in our communities. By reinforcing the family unit, emotional intelligence, and spiritual awareness, we aim to help every child discover their value, purpose, and place in the world.

The White House  

Presidential Actions of President Donald Trump 

Ending Radical Indoctrination in K-12 Schooling 

By the authority vested in me as President by the Constitution and the laws of the United States of America, it is hereby ordered:  

Section 1.  Purpose and Policy.  Parents trust America’s schools to provide their children with a rigorous education and to instill a patriotic admiration for our incredible Nation and the values for which we stand.     In recent years, however, parents have witnessed schools indoctrinate their children in radical, anti-American ideologies while deliberately blocking parental oversight.  Such an environment operates as an echo chamber, in which students are forced to accept these ideologies without question or critical examination.  In many cases, innocent children are compelled to adopt identities as either victims or oppressors solely based on their skin 

color and other immutable characteristics.  In other instances, young men and women are made to question whether they were born in the wrong 

body and whether to view their parents and their reality as enemies to be blamed.  These practices not only erode critical thinking but also sow division, confusion, and distrust, which undermine the very foundations of personal identity and family unity. 

 Imprinting anti-American, subversive, harmful, and false ideologies on our  Nation’s children not only violates longstanding anti-discrimination civil rights law in many cases, but usurps basic parental authority.  For example, 

steering students toward surgical and chemical mutilation without parental consent or involvement or allowing males access to private spaces 

designated for females may contravene Federal laws that protect parental

rights, including the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA), and sex-based 

equality and opportunity, including Title IX of the Education Amendments of 1972 (Title IX).  Similarly, demanding acquiescence to “White Privilege” or 

“unconscious bias,” actually promotes racial discrimination and undermines national unity. 

My Administration will enforce the law to ensure that recipients of Federal funds providing K-12 education comply with all applicable laws prohibiting discrimination in various contexts and protecting parental rights, including Title VI of the Civil Rights Act of 1964 (Title VI), 42 U.S.C. 2000d et seq.; Title IX, 20 U.S.C. 1681 et seq.; FERPA, 20 U.S.C. 1232g; and the PPRA, 20 U.S.C. 1232h. 

 Sec. 2.  Definitions.  As used herein: 

(a)     The definitions in the Executive Order “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” (January 20, 2025) shall apply to this order.  (b) “Discriminatory equity ideology” means an ideology that treats individuals as members of preferred or disfavored groups, rather than as individuals, and minimizes agency, merit, and capability in favor of immoral generalizations, including that:  

• Members of one race, color, sex, or national origin are morally or inherently superior to members of another race, color, sex, or national

origin;  

• An individual, by virtue of the individual’s race, color, sex, or national origin, is inherently racist, sexist, or oppressive, whether consciously or unconsciously;  
• An individual’s moral character or status as privileged, oppressing, or oppressed is primarily determined by the individual’s race, color, sex, or national origin;  
• Members of one race, color, sex, or national origin cannot and should not attempt to treat others without respect to their race, color, sex, or national origin;  
• An individual, by virtue of the individual’s race, color, sex, or national origin, bears responsibility for, should feel guilt, anguish, or other forms of psychological distress because of, should be discriminated against, 

blamed, or stereotyped for, or should receive adverse treatment because of 

actions committed in the past by other members of the same race, color, sex, or national origin, in which the individual played no part;  

• An individual, by virtue of the individual’s race, color, sex, or national origin, should be discriminated against or receive adverse treatment to achieve diversity, equity, or inclusion;  
• Virtues such as merit, excellence, hard work, fairness, neutrality, objectivity, and racial colorblindness are racist or sexist or were created by members of a particular race, color, sex, or national origin to oppress members of another race, color, sex, or national origin; or  (viii)  the United States is fundamentally racist, sexist, or otherwise discriminatory. 
• “Educational service agency” (ESA) has the meaning given in 20  U.S.C. 1401(5), and the terms “elementary school,” “local educational agency” (LEA), “secondary school,” and “state educational agency” (SEA) have the meanings given in 34 C.F.R. 77.1(c). 
• “Patriotic education” means a presentation of the history of America grounded in:  

(i)    an accurate, honest, unifying, inspiring, and ennobling characterization of America’s founding and foundational principles;   (ii) a clear examination of how the United States has admirably grown closer to its noble principles throughout its history;   (iii) the concept that commitment to America’s aspirations is beneficial and justified; and 

(iv) the concept that celebration of America’s greatness and history is proper. 

• “Social transition” means the process of adopting a “gender identity” or “gender marker” that differs from a person’s sex.  This process can include psychological or psychiatric counseling or treatment by a school counselor or other provider; modifying a person’s name (e.g., “Jane” to

“James”) or  pronouns (e.g., “him” to “her”); calling a child “nonbinary”; use of intimate facilities and accommodations such as bathrooms or locker rooms  

specifically designated for persons of the opposite sex; and participating in

school athletic competitions or other extracurricular activities specifically designated for persons of the opposite sex.  “Social transition” does not include chemical or surgical mutilation. 

 Sec. 3.  Ending Indoctrination Strategy.  (a)  Within 90 days of the date of this order, to advise the President in formulating future policy, the

Secretary of Education, the Secretary of Defense, and the Secretary of Health and 

Human Services, in consultation with the Attorney General, shall provide an  Ending Indoctrination Strategy to the President, through the Assistant to the President for Domestic Policy, containing recommendations and a plan for: 

• eliminating Federal funding or support for illegal and discriminatory treatment and indoctrination in K-12 schools, including based on gender ideology and discriminatory equity ideology; and 
• protecting parental rights, pursuant to FERPA, 20 U.S.C. 1232g, and the PPRA, 20 U.S.C. 1232h, with respect to any K-12 policies or conduct implicated by the purpose and policy of this order. 

 (b)  The Ending Indoctrination Strategy submitted under subsection (a) of this section shall contain a summary and analysis of the following: 

 (i)    All Federal funding sources and streams, including grants or contracts, that directly or indirectly support or subsidize the instruction, advancement, or promotion of gender ideology or discriminatory equity ideology: 

• in K-12 curriculum, instruction, programs, or activities; or  
• in K-12 teacher education, certification, licensing, employment, or training;  

 (ii)   Each agency’s process to prevent or rescind Federal funds, to the maximum extent consistent with applicable law, from being used by an 

ESA, SEA, LEA, elementary school, or secondary school to directly or indirectly support or subsidize the instruction, advancement, or promotion of gender ideology or discriminatory equity ideology in:  

• K-12 curriculum, instruction, programs, or activities; or  
• K-12 teacher certification, licensing, employment, or training;   (iii)  Each agency’s process to prevent or rescind Federal funds, to the maximum extent consistent with applicable law, from being used by an 

ESA, SEA, LEA, elementary school, or secondary school to directly or indirectly support or subsidize the social transition of a minor student, including through school staff or teachers or through deliberately concealing the minor’s social transition from the minor’s parents. 

 (iv)   Each agency’s process to prevent or rescind Federal funds, to the maximum extent consistent with applicable law, from being used by an 

ESA, SEA, LEA, elementary school, or secondary school to directly or indirectly support or subsidize: 

• interference with a parent’s Federal statutory right to information regarding school curriculum, records, physical examinations, surveys, and 

other matters under the PPRA or FERPA; or  

• a violation of Title VI or Title IX; and 

 (v)    A summary and analysis of all relevant agency enforcement tools to advance the policies of this order. 

     (c)  The Attorney General shall coordinate with State attorneys general and local district attorneys in their efforts to enforce the law and file appropriate actions against K-12 teachers and school officials who violate the law by: 

• sexually exploiting minors;  
• unlawfully practicing medicine by offering diagnoses and treatment without the requisite license; or 
• otherwise unlawfully facilitating the social transition of a minor student.  (d)  The Assistant to the President for Domestic Policy shall regularly convene the heads of the agencies tasked with submitting the Ending 

Indoctrination Strategy under subsection (a) of this section to confer regarding their findings, areas for additional investigation, the modification or implementation of their respective recommendations, and such other policy initiatives or matters as the President may direct. 

 Sec. 4.  Reestablishing the President’s Advisory 1776 Commission and 

Promoting Patriotic Education.  (a)  The President’s Advisory 1776 

Commission (“1776 Commission”), which was created by Executive Order 

13958 of November 2, 2020, to promote patriotic education, but was terminated by President Biden in Executive Order 13985 of January 20,  2021, is hereby reestablished.  The purpose of the 1776 Commission is to promote patriotic education and advance the purposes stated in section 1 

of Executive Order 13958, as well as to advise and promote the work of the 

White House Task Force on Celebrating America’s 250th Birthday (“Task Force 250”) and the United States Semiquincentennial Commission in their efforts to provide a grand celebration worthy of the momentous occasion of the 250th anniversary of American Independence on July 4, 2026. 

• Within 120 days of the date of this order, the Secretary of Education shall establish the 1776 Commission in the Department of Education. 
• The 1776 Commission shall be composed of not more than 20 members, who shall be appointed by the President for a term of 2 years.  

The 1776 Commission shall be made up of individuals from outside the Federal Government with relevant experience or subject-matter expertise.   

• The 1776 Commission shall have a Chair or Co-Chairs, at the 

President’s discretion, and a Vice Chair, who shall be designated by the President from among the Commission’s members.  An Executive Director, designated by the Secretary of Education in consultation with the Assistant to the President for Domestic Policy, shall coordinate the work of the 1776 

Commission.  The Chair (or Co-Chairs) and Vice Chair shall work with the 

Executive Director to convene regular meetings of the 1776 Commission, determine its agenda, and direct its work, consistent with this order.

• The 1776 Commission shall:
• facilitate the development and implementation of a “Presidential 1776 Award” to recognize student knowledge of the American founding, including knowledge about the Founders, the Declaration of Independence, the 

Constitutional Convention, and the great soldiers and battles of the American Revolutionary War; 

• in coordination with the White House Office of Public Liaison, coordinate bi-weekly lectures regarding the 250th anniversary of American 

Independence that are grounded in patriotic education principles, which shall be broadcast to the Nation throughout calendar year 2026;  

• upon request, advise executive departments and agencies regarding their efforts to ensure patriotic education is appropriately provided to the 

public at national parks, battlefields, monuments, museums, installations,

landmarks, cemeteries, and other places important to the American 

founding and American history, as appropriate and consistent with

applicable law;  

• upon request, offer advice and recommendations to, and support the work of Task Force 250 and the United States Semiquincentennial 

Commission regarding their plans to celebrate the 250th anniversary of 

American Independence; and 

• facilitate, advise upon, and promote private and civic activities nationwide to increase public knowledge of and support patriotic education surrounding the 250th anniversary of American Independence, as appropriate and consistent with applicable law.  (f)     The Department of Education shall provide funding and administrative support for the 1776 Commission, to the extent permitted by law and subject to the availability of appropriations. 
• Members of the 1776 Commission shall serve without compensation but, as approved by the Department of Education, shall be reimbursed for 

travel expenses, including per diem in lieu of subsistence, as authorized by law for persons serving intermittently in the Government service (5 U.S.C.  5701-5707). 

• Insofar as chapter 10 of title 5, United States Code (commonly known as the Federal Advisory Committee Act), may apply to the 1776 

Commission, any functions of the President under that Act, except that of reporting to the Congress, shall be performed by the Secretary of Education, in accordance with the guidelines issued by the Administrator of General Services. 

• The 1776 Commission shall terminate 2 years from the date of this order, unless extended by the President.  

 Sec. 5.  Additional Patriotic Education Measures.  (a)  All relevant agencies shall monitor compliance with section 111(b) of title I of Division J of Public 

Law 108-447, which provides that “[e]ach educational institution that receives Federal funds for a fiscal year shall hold an educational program 

on the United States Constitution on September 17 of such year for the students served by the educational institution,” including by verifying 

compliance with each educational institution that receives Federal funds.  All relevant agencies shall take action, as appropriate, to enhance compliance with that law.  

 (b)  All relevant agencies shall prioritize Federal resources, consistent with applicable law, to promote patriotic education, including through the following programs: 

• the Department of Education’s American History and Civics Academies and American History and Civics Education-National Activities programs;  
• the Department of Defense’s National Defense Education Program and Pilot Program on Enhanced Civics Education; and 
• the Department of State’s Bureau of Educational and Cultural Affairs and Fulbright, U.S. Speaker, and International Visitor Leadership programs, as well as the American Spaces network. 

 Sec. 6.  General Provisions.  (a)  Nothing in this order shall be construed to impair or otherwise affect:  

• the authority granted by law to an executive department or agency, or the head thereof; or  
• the functions of the Director of the Office of Management and Budget relating to budgetary, administrative, or legislative proposals. 
• This order shall be implemented consistent with applicable law and subject to the availability of appropriations. 
• This order is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. 

Protecting Children From Chemical and Surgical Mutilation 

By the authority vested in me as President by the Constitution and the laws of the United States of America, it is hereby ordered: 

Section 1.  Policy and Purpose.  Across the country today, medical professionals are maiming and sterilizing a growing number of  impressionable children under the radical and false claim that adults can 

change a child’s sex through a series of irreversible medical interventions.  This dangerous trend will be a stain on our Nation’s history, and it must end. 

Countless children soon regret that they have been mutilated and begin to grasp the horrifying tragedy that they will never be able to conceive children of their own or nurture their children through breastfeeding.  Moreover,  these vulnerable youths’ medical bills may rise throughout their lifetimes, as they are often trapped with lifelong medical complications, a losing war with their own bodies, and, tragically, sterilization. 

Accordingly, it is the policy of the United States that it will not fund, sponsor, promote, assist, or support the so-called “transition” of a child from one sex to another, and it will rigorously enforce all laws that prohibit or limit these destructive and life-altering procedures. 

Sec. 2.  Definitions.  For the purposes of this order: 

• The term “child” or “children” means an individual or individuals under 19 years of age. 
• The term “pediatric” means relating to the medical care of a child. 
• The phrase “chemical and surgical mutilation” means the use of puberty blockers, including GnRH agonists and other interventions, to delay the 

onset or progression of normally timed puberty in an individual who does 

not identify as his or her sex; the use of sex hormones, such as androgen blockers, estrogen, progesterone, or testosterone, to align an individual’s physical appearance with an identity that differs from his or her sex; and surgical procedures that attempt to transform an individual’s physical  appearance to align with an identity that differs from his or her sex or that 

attempt to alter or remove an individual’s sexual organs to minimize or  destroy their natural biological functions.  This phrase sometimes is

referred to as “gender affirming care.” 

Sec. 3.  Ending Reliance on Junk Science.  (a)  The blatant harm done to children by chemical and surgical mutilation cloaks itself in medical 

necessity, spurred by guidance from the World Professional Association for  Transgender Health (WPATH), which lacks scientific integrity.  In light of the scientific concerns with the WPATH guidance: 

• agencies shall rescind or amend all policies that rely on WPATH guidance, including WPATH’s “Standards of Care Version 8”; and  
• within 90 days of the date of this order, the Secretary of Health and  Human Services (HHS) shall publish a review of the existing literature on best practices for promoting the health of children who assert gender 

dysphoria, rapid-onset gender dysphoria, or other identity-based confusion. 

(b)  The Secretary of HHS, as appropriate and consistent with applicable law, shall use all available methods to increase the quality of data to guide practices for improving the health of minors with gender dysphoria, 

rapid-onset gender dysphoria, or other identity-based confusion, or who otherwise seek chemical or surgical mutilation. 

Sec. 4.  Defunding Chemical and Surgical Mutilation.  The head of each executive department or agency (agency) that provides research or 

education grants to medical institutions, including medical schools and

hospitals, shall, consistent with applicable law and in coordination with the Director of the Office of Management and Budget, immediately take appropriate steps to ensure that institutions receiving Federal research or education grants end the chemical and surgical mutilation of children. 

Sec. 5.  Additional Directives to the Secretary of HHS.  (a)  The Secretary of HHS shall, consistent with applicable law, take all appropriate actions to 

end the chemical and surgical mutilation of children, including regulatory and sub-regulatory actions, which may involve the following laws, programs, issues, or documents: 

• Medicare or Medicaid conditions of participation or conditions for coverage; 
• clinical-abuse or inappropriate-use assessments relevant to State Medicaid programs; 
• mandatory drug use reviews; 
• section 1557 of the Patient Protection and Affordable Care Act; 
• quality, safety, and oversight memoranda; 
• essential health benefits requirements; and 
• the Eleventh Revision of the International Classification of Diseases and other federally funded manuals, including the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. 

(b)  The Secretary of HHS shall promptly withdraw HHS’s March 2, 2022, guidance document titled “HHS Notice and Guidance on Gender Affirming Care, Civil Rights and Patient Privacy” and, in consultation with the  Attorney General, issue new guidance protecting whistleblowers who take action related to ensuring compliance with this order. 

Sec. 6.  TRICARE.  The Department of Defense provides health insurance, through TRICARE, to nearly 2 million individuals under the age of 18.  As appropriate and consistent with applicable law, the Secretary of Defense shall commence a rulemaking or sub-regulatory action to exclude chemical and surgical mutilation of children from TRICARE coverage and amend the

TRICARE provider handbook to exclude chemical and surgical mutilation of children. 

Sec. 7.  Requirements for Insurance Carriers.  The Director of the Office of  Personnel Management, as appropriate and consistent with applicable law, shall: 

• include provisions in the Federal Employee Health Benefits (FEHB) and Postal Service Health Benefits (PSHB) programs call letter for the 2026 

Plan Year specifying that eligible carriers, including the Foreign Service  Benefit Plan, will exclude coverage for pediatric transgender surgeries or hormone treatments; and 

• negotiate to obtain appropriate corresponding reductions in FEHB and PSHB premiums. 

Sec. 8.  Directives to the Department of Justice.  The Attorney General shall: 

• review Department of Justice enforcement of section 116 of title 18, United States Code, and prioritize enforcement of protections against female genital mutilation; 
• convene States’ Attorneys General and other law enforcement officers to coordinate the enforcement of laws against female genital mutilation across all American States and Territories;  
• prioritize investigations and take appropriate action to end deception of consumers, fraud, and violations of the Food, Drug, and Cosmetic Act by any entity that may be misleading the public about long-term side effects of chemical and surgical mutilation; 
• in consultation with the Congress, work to draft, propose, and promote legislation to enact a private right of action for children and the parents of children whose healthy body parts have been damaged by medical professionals practicing chemical and surgical mutilation, which should include a lengthy statute of limitations; and 
• prioritize investigations and take appropriate action to end childabusive practices by so-called sanctuary States that facilitate stripping custody from parents who support the healthy development of their own children, including by considering the application of the Parental Kidnapping Prevention Act and recognized constitutional rights. 

Sec. 9.  Enforcing Adequate Progress.  Within 60 days of the date of this order, the heads of agencies with responsibilities under this order shall submit a single, combined report to the Assistant to the President for  Domestic Policy, detailing progress in implementing this order and a timeline for future action.  The Assistant to the President for Domestic  Policy shall regularly convene the heads of agencies with responsibilities under this order (or their designees) to coordinate and prepare for this submission. 

Sec. 10.  Severability.  If any provision of this order, or the application of any provision to any person or circumstances, is held to be invalid, the 

remainder of this order and the application of any of its other provisions to any other persons or circumstances shall not be affected thereby. 

Sec. 11.  General Provisions.  (a)  Nothing in this order shall be construed to impair or otherwise affect: 

• the authority granted by law to an executive department or agency, or the head thereof; or 
• the functions of the Director of the Office of Management and Budget relating to budgetary, administrative, or legislative proposals. 
• This order shall be implemented consistent with applicable law and subject to the availability of appropriations. 
• This order is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. THE WHITE HOUSE,   January 28, 2025. 

Defending Women from Gender Ideology Extremism and Restoring

Biological Truth to the Federal Government 

By the authority vested in me as President by the Constitution and the laws of the United States of America, including section 7301 of title 5, United States Code, it is hereby ordered: 

Section 1.  Purpose.  Across the country, ideologues who deny the biological reality of sex have increasingly used legal and other socially 

coercive means to permit men to self-identify as women and gain access

to intimate single-sex spaces and activities designed for women, from  women’s domestic abuse shelters to women’s workplace showers.  This is 

wrong.  Efforts to eradicate the biological reality of sex fundamentally

attack women by depriving them of their dignity, safety, and well-being. 

The  erasure of sex in language and policy has a corrosive impact not just on 

women but on the validity of the entire American system.  Basing Federal policy on truth is critical to scientific inquiry, public safety, morale, and trust in government itself. 

This unhealthy road is paved by an ongoing and purposeful attack against the ordinary and longstanding use and understanding of biological and 

scientific terms, replacing the immutable biological reality of sex with an 

internal, fluid, and subjective sense of self unmoored from biological facts.  

Invalidating the true and biological category of “woman” improperly transforms laws and policies designed to protect sex-based opportunities into laws and policies that undermine them, replacing longstanding, cherished legal rights and values with an identity-based, inchoate social concept. 

Accordingly, my Administration will defend women’s rights and protect freedom of conscience by using clear and accurate language and policies that recognize women are biologically female, and men are biologically male.  

Sec. 2.  Policy and Definitions.  It is the policy of the United States to recognize two sexes, male and female.  These sexes are not changeable 

and are grounded in fundamental and incontrovertible reality.  Under my direction, the Executive Branch will enforce all sex-protective laws to 

promote this reality, and the following definitions shall govern all Executive interpretation of and application of Federal law and administration policy: 

• “Sex” shall refer to an individual’s immutable biological classification as either male or female.  “Sex” is not a synonym for and does not include the concept of “gender identity.” 
• “Women” or “woman” and “girls” or “girl” shall mean adult and juvenile human females, respectively. 
• “Men” or “man” and “boys” or “boy” shall mean adult and juvenile human males, respectively. 
• “Female” means a person belonging, at conception, to the sex that produces the large reproductive cell. 
• “Male” means a person belonging, at conception, to the sex that produces the small reproductive cell. 
• “Gender ideology” replaces the biological category of sex with an evershifting concept of self-assessed gender identity, permitting the false claim that males can identify as and thus become women and vice versa, and requiring all institutions of society to regard this false claim as true.  

Gender ideology includes the idea that there is a vast spectrum of genders that are disconnected from one’s sex.  Gender ideology is internally 

inconsistent, in that it diminishes sex as an identifiable or useful category but nevertheless maintains that it is possible for a person to be born in the wrong sexed body. 

• “Gender identity” reflects a fully internal and subjective sense of self, disconnected from biological reality and sex and existing on an infinite 

continuum, that does not provide a meaningful basis for identification and

cannot be recognized as a replacement for sex. 

Sec. 3.  Recognizing Women Are Biologically Distinct From Men.  (a)  

Within 30 days of the date of this order, the Secretary of Health and Human 

Services shall provide to the U.S. Government, external partners, and the  public clear guidance expanding on the sex-based definitions set forth in

this order. 

• Each agency and all Federal employees shall enforce laws governing sex-based rights, protections, opportunities, and accommodations to 

protect men and women as biologically distinct sexes.  Each agency

should therefore give the terms “sex”, “male”, “female”, “men”, “women”,

“boys”  and “girls” the meanings set forth in section 2 of this order when interpreting or applying statutes, regulations, or guidance and in all other official agency business, documents, and communications. 

• When administering or enforcing sex-based distinctions, every agency and all Federal employees acting in an official capacity on behalf of their agency shall use the term “sex” and not “gender” in all applicable Federal policies and documents. 
• The Secretaries of State and Homeland Security, and the Director of the Office of Personnel Management, shall implement changes to require that government-issued identification documents, including passports, visas, and Global Entry cards, accurately reflect the holder’s sex, as 

defined under section 2 of this order; and the Director of the Office of  Personnel Management shall ensure that applicable personnel records accurately report Federal employees’ sex, as defined by section 2 of this order. 

• Agencies shall remove all statements, policies, regulations, forms, communications, or other internal and external messages that promote or otherwise inculcate gender ideology, and shall cease issuing such 

statements, policies, regulations, forms, communications or other  messages.  Agency forms that require an individual’s sex shall list male or female, and shall not request gender identity.  Agencies shall take all necessary steps, as permitted by law, to end the Federal funding of gender ideology. 

• The prior Administration argued that the Supreme Court’s decision in Bostock v. Clayton County (2020), which addressed Title VII of the Civil  Rights Act of 1964, requires gender identity-based access to single-sex spaces under, for example, Title IX of the Educational Amendments Act.  This position is legally untenable and has harmed women.  The Attorney  General shall therefore immediately issue guidance to agencies to correct the misapplication of the Supreme Court’s decision in Bostock v. Clayton  County (2020) to sex-based distinctions in agency activities.  In addition, the Attorney General shall issue guidance and assist agencies in protecting sex-based distinctions, which are explicitly permitted under Constitutional and statutory precedent. 
• Federal funds shall not be used to promote gender ideology.  Each agency shall assess grant conditions and grantee preferences and ensure grant funds do not promote gender ideology. 

Sec. 4.  Privacy in Intimate Spaces.  (a)  The Attorney General and  Secretary of Homeland Security shall ensure that males are not detained in women’s prisons or housed in women’s detention centers, including through amendment, as necessary, of Part 115.41 of title 28, Code of

Federal Regulations and interpretation guidance regarding the Americans with Disabilities Act. 

• The Secretary of Housing and Urban Development shall prepare and submit for notice and comment rulemaking a policy to rescind the final rule 

entitled “Equal Access in Accordance with an Individual’s Gender Identity in  Community Planning and Development Programs” of September 21, 2016,  81 FR 64763, and shall submit for public comment a policy protecting women seeking single-sex rape shelters.  

• The Attorney General shall ensure that the Bureau of Prisons revises its policies concerning medical care to be consistent with this order, and shall ensure that no Federal funds are expended for any medical procedure, treatment, or drug for the purpose of conforming an inmate’s appearance to that of the opposite sex. 
• Agencies shall effectuate this policy by taking appropriate action to ensure that intimate spaces designated for women, girls, or females (or for men, boys, or males) are designated by sex and not identity. 

Sec. 5.  Protecting Rights.  The Attorney General shall issue guidance to ensure the freedom to express the binary nature of sex and the right to 

single-sex spaces in workplaces and federally funded entities covered by 

the Civil Rights Act of 1964.  In accordance with that guidance, the

Attorney General, the Secretary of Labor, the General Counsel and Chair of the 

Equal Employment Opportunity Commission, and each other agency head with enforcement responsibilities under the Civil Rights Act shall prioritize investigations and litigation to enforce the rights and freedoms identified. 

Sec. 6.  Bill Text.  Within 30 days of the date of this order, the Assistant to the President for Legislative Affairs shall present to the President proposed bill text to codify the definitions in this order. 

Sec. 7.  Agency Implementation and Reporting.  (a)  Within 120 days of the date of this order, each agency head shall submit an update on 

implementation of this order to the President, through the Director of the Office of Management and Budget.  That update shall address: 

• changes to agency documents, including regulations, guidance, forms, and communications, made to comply with this order; and 
• agency-imposed requirements on federally funded entities, including contractors, to achieve the policy of this order. 
• The requirements of this order supersede conflicting provisions in any previous Executive Orders or Presidential Memoranda, including but not 

limited to Executive Orders 13988 of January 20, 2021, 14004 of January 

25, 2021, 14020 and 14021 of March 8, 2021, and 14075 of June 15, 2022.  

These Executive Orders are hereby rescinded, and the White House Gender Policy Council established by Executive Order 14020 is dissolved. 

• Each agency head shall promptly rescind all guidance documents inconsistent with the requirements of this order or the Attorney General’s guidance issued pursuant to this order, or rescind such parts of such documents that are inconsistent in such manner.  Such documents include, but are not limited to: 
  • “The White House Toolkit on Transgender Equality”; 
  • the Department of Education’s guidance documents including: 
• “2024 Title IX Regulations: Pointers for Implementation” (July 2024); 
• “U.S. Department of Education Toolkit: Creating Inclusive and Nondiscriminatory School Environments for LGBTQI+ Students”; 
• “U.S. Department of Education Supporting LGBTQI+ Youth and

Families in School” (June 21, 2023); 

• “Departamento de Educación de EE.UU.  Apoyar a los jóvenes y familias LGBTQI+ en la escuela” (June 21, 2023); 
• “Supporting Intersex Students: A Resource for Students, Families, and Educators” (October 2021); 
• “Supporting Transgender Youth in School” (June 2021); 
• “Letter to Educators on Title IX’s 49th Anniversary” (June 23, 2021); 
• “Confronting Anti-LGBTQI+ Harassment in Schools: A Resource for

Students and Families” (June 2021); 

• “Enforcement of Title IX of the Education Amendments of 1972 With  Respect to Discrimination Based on Sexual Orientation and Gender

Identity in Light of Bostock v. Clayton County” (June 22, 2021); 

• “Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students” (June 9, 2021); and 
• “Back-to-School Message for Transgender Students from the U.S. Depts of Justice, Education, and HHS” (Aug. 17, 2021); 
• the Attorney General’s Memorandum of March 26, 2021 entitled 

“Application of Bostock v. Clayton County to Title IX of the Education Amendments of 1972″; and 

• the Equal Employment Opportunity Commission’s “Enforcement Guidance on Harassment in the Workplace” (April 29, 2024). 

Sec. 8.  General Provisions.  (a)  Nothing in this order shall be construed to impair or otherwise affect: 

• the authority granted by law to an executive department or agency, or the head thereof; or 
• the functions of the Director of the Office of Management and Budget relating to budgetary, administrative, or legislative proposals. 
• This order shall be implemented consistent with applicable law and subject to the availability of appropriations. 
• This order is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. 
• If any provision of this order, or the application of any provision to any person or circumstance, is held to be invalid, the remainder of this order and the application of its provisions to any other persons or circumstances shall not be affected thereby. 

THE WHITE HOUSE, 

 January 20, 2025. 

Ending Illegal Discrimination and restoring Merit-Based Opportunity January 21, 2025   

By the authority vested in me as President by the Constitution and the laws of the United States of America, it is hereby ordered: 

Section 1.  Purpose.  Longstanding Federal civil rights laws protect individual Americans from discrimination based on race, color, religion, sex, or national origin.  These civil rights protections serve as a bedrock supporting equality of opportunity for all Americans.  As President, I have a solemn duty to ensure that these laws are enforced for the benefit of all Americans.  

Yet today, roughly 60 years after the passage of the Civil Rights Act of 

1964, critical and influential institutions of American society, including the Federal Government, major corporations, financial institutions, the medical industry, large commercial airlines, law enforcement agencies, and institutions of higher education have adopted and actively use dangerous, demeaning, and immoral race- and sex-based preferences under the guise of so-called “diversity, equity, and inclusion” (DEI) or “diversity, equity, inclusion, and accessibility” (DEIA) that can violate the civil-rights laws of this Nation.

Illegal DEI and DEIA policies not only violate the text and spirit of our longstanding Federal civil-rights laws, they also undermine our national unity, as they deny, discredit, and undermine the traditional American values of hard work, excellence, and individual achievement in favor of an unlawful, corrosive, and pernicious identity-based spoils system.   Hardworking Americans who deserve a shot at the American Dream should not be stigmatized, demeaned, or shut out of opportunities because of their race or sex. 

These illegal DEI and DEIA policies also threaten the safety of American men, women, and children across the Nation by diminishing the importance of individual merit, aptitude, hard work, and determination when selecting people for jobs and services in key sectors of American society, including all levels of government, and the medical, aviation, and law-enforcement communities. Yet, in case after tragic case, the American people have witnessed firsthand the disastrous consequences of illegal, pernicious discrimination that has prioritized how people were born instead of what they were capable of doing. 

The Federal Government is charged with enforcing our civil rights laws.  The purpose of this order is to ensure that it does so by ending illegal preferences and discrimination. 

 Sec. 2.  Policy.  It is the policy of the United States to protect the civil rights of all Americans and to promote individual initiative, excellence, and hard work.  I therefore order all executive departments and agencies (agencies) to terminate all discriminatory and illegal preferences, mandates, policies, programs, activities, guidance, regulations, enforcement actions, consent orders, and requirements.  I further order all agencies to enforce our longstanding civil-rights laws and to combat illegal private-sector DEI preferences, mandates, policies, programs, and activities. 

 Sec. 3.  Terminating Illegal Discrimination in the Federal Government.  (a)  The following executive actions are hereby revoked: 

• Executive Order 12898 of February 11, 1994 (Federal Actions to 

Address Environmental Justice in Minority Populations and Low-Income  Populations); 

• Executive Order 13583 of August 18, 2011 (Establishing a 

Coordinated Government-wide Initiative to Promote Diversity and Inclusion in the Federal Workforce); 

• Executive Order 13672 of July 21, 2014 (Further Amendments to 

Executive Order 11478, Equal Employment Opportunity in the Federal Government, and Executive Order 11246, Equal Employment Opportunity); and 

• The Presidential Memorandum of October 5, 2016 (Promoting Diversity and Inclusion in the National Security Workforce). 

 (b)  The Federal contracting process shall be streamlined to enhance speed and efficiency, reduce costs, and require Federal contractors and subcontractors to comply with our civil-rights laws.  Accordingly: 

• Executive Order 11246 of September 24, 1965 (Equal Employment 

Opportunity), is hereby revoked.  For 90 days from the date of this order, Federal contractors may continue to comply with the regulatory scheme in effect on January 20, 2025. 

• The Office of Federal Contract Compliance Programs within the Department of Labor shall immediately cease: 
• Promoting “diversity”; 
• Holding Federal contractors and subcontractors responsible for taking  “affirmative action”; and 
• Allowing or encouraging Federal contractors and subcontractors to engage in workforce balancing based on race, color, sex, sexual preference, religion, or national origin. 
• In accordance with Executive Order 13279 of December 12, 2002 

(Equal Protection of the Laws for Faith-Based and Community 

Organizations), the employment, procurement, and contracting practices of Federal contractors and subcontractors shall not consider race, color, sex, sexual preference, religion, or national origin in ways that violate the Nation’s civil rights laws. 

• The head of each agency shall include in every contract or grant award: 

(A)  A term requiring the contractual counterparty or grant recipient to agree that its compliance in all respects with all applicable Federal antidiscrimination laws is material to the government’s payment decisions for purposes of section 3729(b)(4) of title 31, United States Code; and  (B)  A term requiring such counterparty or recipient to certify that it does not operate any programs promoting DEI that violate any applicable Federal anti-discrimination laws. 

 (c)  The Director of the Office of Management and Budget (OMB), with the assistance of the Attorney General as requested, shall: 

• Review and revise, as appropriate, all Government-wide processes, directives, and guidance; 
• Excise references to DEI and DEIA principles, under whatever name they may appear, from Federal acquisition, contracting, grants, and financial assistance procedures to streamline those procedures, improve speed and efficiency, lower costs, and comply with civil-rights laws; and  (iii)  Terminate all “diversity,” “equity,” “equitable decision-making,” “equitable deployment of financial and technical assistance,” “advancing equity,” and like mandates, requirements, programs, or activities, as appropriate. 

 Sec. 4.  Encouraging the Private Sector to End Illegal DEI Discrimination and Preferences.  (a)  The heads of all agencies, with the assistance of the Attorney General, shall take all appropriate action with respect to the operations of their agencies to advance in the private sector the policy of individual initiative, excellence, and hard work identified in section 2 of this order. 

 (b)  To further inform and advise me so that my Administration may formulate appropriate and effective civil-rights policy, the Attorney General, within 120 days of this order, in consultation with the heads of relevant agencies and in coordination with the Director of OMB, shall submit a report to the Assistant to the President for Domestic Policy containing recommendations for enforcing Federal civil-rights laws and taking other appropriate measures to encourage the private sector to end illegal discrimination and preferences, including DEI.  The report shall contain a proposed strategic enforcement plan identifying: 

(i)     Key sectors of concern within each agency’s jurisdiction;  (ii)   The most egregious and discriminatory DEI practitioners in each sector of concern; 

• A plan of specific steps or measures to deter DEI programs or principles (whether specifically denominated “DEI” or otherwise) that constitute illegal discrimination or preferences.  As a part of this plan, each agency shall identify up to nine potential civil compliance investigations of publicly traded corporations, large non-profit corporations or associations, foundations with assets of 500 million dollars or more, State and local bar and medical associations, and institutions of higher education with endowments over 1 billion dollars; 
• Other strategies to encourage the private sector to end illegal DEI discrimination and preferences and comply with all Federal civil-rights laws;  (v)  Litigation that would be potentially appropriate for Federal lawsuits, intervention, or statements of interest; and 

 (vi)   Potential regulatory action and sub-regulatory guidance. 

 Sec. 5.  Other Actions.  Within 120 days of this order, the Attorney General and the Secretary of Education shall jointly issue guidance to all State and local educational agencies that receive Federal funds, as well as all institutions of higher education that receive Federal grants or participate in the Federal student loan assistance program under Title IV of the Higher Education Act, 20 U.S.C. 1070 et seq., regarding the measures and practices required to comply with Students for Fair Admissions, Inc. v. President and Fellows of Harvard College, 600 U.S. 181 (2023). 

 Sec. 6.  Severability.  If any provision of this order, or the application of any provision to any person or circumstance, is held to be invalid, the remainder of this order and the application of its provisions to any other persons or circumstances shall not be affected thereby. 

 Sec. 7.  Scope.  (a)  This order does not apply to lawful Federal or privatesector employment and contracting preferences for veterans of the U.S. armed forces or persons protected by the Randolph-Sheppard Act, 20  U.S.C. 107 et seq. 

• This order does not prevent State or local governments, Federal contractors, or Federally-funded State and local educational agencies or institutions of higher education from engaging in First Amendmentprotected speech. 
• This order does not prohibit persons teaching at a Federally funded institution of higher education as part of a larger course of academic instruction from advocating for, endorsing, or promoting the unlawful employment or contracting practices prohibited by this order. 

 Sec. 8.  General Provisions.  (a)  Nothing in this order shall be construed to impair or otherwise affect: 

• the authority granted by law to an executive department, agency, or the head thereof; or 
• the functions of the Director of the Office of Management and Budget relating to budgetary, administrative, or legislative proposals. 
• This order shall be implemented consistent with applicable law and subject to the availability of appropriations. 
• This order is not intended to and does not create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. 

 THE WHITE HOUSE,   January 21, 2025

Expanding Educational Freedom and Opportunity for Families January 29, 2025 

By the authority vested in me as President by the Constitution and the laws of the United States of America, and to improve the education, well-being, and future success of America’s most prized resource, her young citizens, it is hereby ordered: 

 Section 1.  Purpose.  Parents want and deserve the best education for their children.  But too many children do not thrive in their assigned, 

government-run K-12 school.  According to this year’s National Assessment of Educational Progress (NAEP), 70 percent of 8th graders were below  proficient in reading, and 72 percent were below proficient in math.  

Moreover, geographically based school assignments exacerbate the cost of housing in districts with preferred schools, straining the finances of millions of American families sacrificing for their children’s futures.  

 When our public education system fails such a large segment of society, it hinders our national competitiveness and devastates families and 

communities.  For this reason, more than a dozen States have enacted 

universal K-12 scholarship programs, allowing families — rather than the government — to choose the best educational setting for their children.   These States have highlighted the most promising avenue for education reform:  educational choice for families and competition for residentially 

assigned, government-run public schools.  The growing body of rigorous research demonstrates that well-designed education-freedom programs improve student achievement and cause nearby public schools to improve their performance.  

 Sec. 2.  Policy.  It is the policy of my Administration to support parents in choosing and directing the upbringing and education of their children.  

 Sec. 3.  Guidance on Supporting State-based K-12 Educational Choice.   Within 60 days of the date of this order, the Secretary of Education shall issue guidance regarding how States can use Federal formula funds to support K-12 educational choice initiatives. 

 Sec. 4.  Encouraging Education Freedom through Discretionary Grant Programs.  (a)  The Secretary of Education shall include education freedom  as a priority in discretionary grant programs, as appropriate and consistent with applicable law.  

 (b)  Within 90 days of the date of this order, the Secretary of Labor and the  Secretary of Education shall review their respective discretionary grant programs and each submit a plan to the President, through the Assistant to the President for Domestic Policy, that identifies, evaluates, and makes 

recommendations regarding using relevant discretionary grant programs to expand education freedom for America’s families and teachers.  

 Sec. 5.  Expanding Opportunities for Low-Income, Working Families.   Within 90 days of the date of this order, the Secretary of Health and Human  Services shall issue guidance regarding whether and how States receiving block grants for families and children from the Department, including the  Child Care and Development Block Grant (CCDGB), can use them to expand educational choice and support families who choose educational alternatives to governmental entities, including private and faith-based options. 

 Sec. 6.  Helping Military Families.  Within 90 days of the date of this order, the Secretary of Defense shall review any available mechanisms under 

which military-connected families may use funds from the Department of Defense to attend schools of their choice, including private, faith-based, or public charter schools, and submit a plan to the President describing such mechanisms and the steps that would be necessary to implement them beginning in the 2025-26 school year. 

 Sec. 7.  Helping Children Eligible for Bureau of Indian Education (BIE) 

Schools.  Within 90 days of the date of this order, the Secretary of the  Interior shall review any available mechanisms under which families of students eligible to attend BIE schools may use their Federal funding for educational options of their choice, including private, faith-based, or public charter schools, and submit a plan to the President describing such mechanisms and the steps that would be necessary to implement them for the 2025-26 school year.  The Secretary shall report on the current performance of BIE schools and identify educational options in nearby areas.   

 Sec. 8.  General Provisions.  (a)  Nothing in this order shall be construed to impair or otherwise affect: 

• the authority granted by law to an executive department or agency, or the head thereof; or 
• the functions of the Director of the Office of Management and Budget relating to budgetary, administrative, or legislative proposals. 
• This order shall be implemented consistent with applicable law and subject to the availability of appropriations. 
• This order is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. 

Returning Education to Parents And Communities: Today

President Donald J. Trump signed an Executive Order returning power over education to families instead of bureaucracies. 

• The Executive Order directs the Secretary of Education to take all necessary steps to facilitate the closure of the Department of Education and return education authority to the States, while continuing to ensure the effective and uninterrupted delivery of services, programs, and benefits on which Americans rely.
  • The Order also directs that programs or activities receiving any remaining Department of Education funds will not advance DEI or gender ideology. 

Dismantling Bureaucracy and Empowering Families:

Federal government control of education has failed students, parents, and teachers.

• Since its relatively recent inception in 1979, the Department of 

Education, which does not directly educate students, has spent over $3 trillion without improving student achievement as measured by standardized National Assessment of Educational Progress (NAEP) scores. 

• Federal taxpayers spent around $200 billion in additional education funding during COVID-19, which, given the substantial learning loss that resulted, typifies the ineffectiveness of the current federally driven model.
  • Mathematics and reading scores are down in public schools, despite per-pupil spending having increased by more than 245% since the 1970s, indicating that more spending does not mean better education.
    • 13-year-olds’ mathematics scores are the lowest they have been in decades. 

○ 13-year-olds’ reading scores are the lowest since testing began over 30 years ago. 

○ Low-performing students are falling further behind. 

○ In 2023, 13 Baltimore, Maryland, high schools had zero students who tested proficient in mathematics. 

• The Department of Education burdens schools with regulations and paperwork.
  • Its “Dear Colleague” letters have forced schools to redirect resources toward complying with ideological initiatives, which diverts staff time and attention away from schools’ primary role of teaching. 

○ Biden’s Department of Education added rules that imposed nearly $3.9 billion in costs and 4,239,530 paperwork hours. 

• Taxpayers will no longer be burdened with tens of billions of dollars wasted on progressive social experiments and obsolete programs.
  • Under the Biden Administration, the Department of Education wasted more than $1 billion in grants focused on entrenching radical ideologies in education. 

○ Biden’s Department of Education rewrote Title IX rules to expand the definition of “sex” discrimination to include “gender identity.” 

○ The Trump Administration recently canceled $226 million in grants under the Comprehensive Centers Program that forced radical agendas onto states and systems, including race-based discrimination and gender identity ideology. 

Fulfilling Promises to Parents and Students:

President Trump has outlined a bold vision for America’s schools and returning education back to the states.

• During his campaign, President Trump said “I will close the Department of Education and move education back to the states where it belongs.”  
  • While speaking on parental rights in education, President Trump spoke of a dramatic rethinking of schools: “I want every parent in America to be empowered to send their child to public, private, charter, or faith-based school of their choice. The time for universal school choice has come. As we return education to the states, I will use every power I have to give parents this right.” 
  • Since returning to office, President Trump has already signed an Executive Order to expand educational freedom and opportunity for families, recognizing our government-assigned education system has failed millions of parents, students, and teachers

Advocates, Lawmakers, Parents, Applaud President Trump’s Bold

Action on Education

Today, President Donald J. Trump signed an executive order to officially begin the process of closing the Department of Education. After more than four decades and over $3 trillion spent with virtually nothing to show for it,  President Trump’s bold plan will return education back where it belongs — with the states. 

President Trump’s Executive Action was Met with Immediate Praise:  

Gov. Greg Abbott: “At the White House right now. Headed to see President @realDonaldTrump return control of education back to the states—where it belongs.” 

Gov. Mike Braun: “Education is a state and local responsibility. I support  President Trump’s bold action to return education to where it belongs and to put parents in the driver’s seat of their children’s education. Indiana is 

leading the way, having jumped from a middle of the pack state to sixth in  the nation in reading. Hoosiers know what our students need to succeed better than bureaucrats in D.C.” 

Gov. Mike DeWine: “Every student, family, and community is different. …  By giving states more authority over education, we will have the flexibility to focus our efforts on tailoring an educational experience that is best for our 

children and that meets Ohio’s needs, rather than trying to chase federal priorities.” 

Gov. Jeff Landry: “The United States spends the most on education, yet we are ranked at the bottom of nearly every poll. The time for change is  NOW! Thank you President @realDonaldTrump for returning education where it belongs— the states!” 

Gov. Bill Lee: “Proud to be at the White House today as President  @realDonaldTrump delivers on his promise to return education to the states & parents.” 

Gov. Joe Lombardo: “Today, President Donald Trump delivered one of the most influential reforms yet of his presidency: reducing the size of the  Department of Education and returning education back to state control.  With his Executive Order, President Trump has boldly reimagined what education can – and should – look like in our country.” 

Gov. Kim Reynolds: “Education decisions should be made by those who know students best—parents, teachers, and local communities. Thank you, 

President @realDonaldTrump and @EDSecMcMahon, for your leadership and commitment to education freedom. It was an honor to attend today’s historic signing – Iowa stands ready!” 

Gov. Larry Rhoden: “I am glad to have a president who recognizes that South Dakota can make better decisions for our kids than DC ever could.  Thank you to @realDonaldTrump for signing an Executive Order that returns authority over education to the states and the people.” 

Gov. Sarah Huckabee Sanders: “President @realDonaldTrump knows the one-size-fits-all approach will never meet the needs of every child.   Thank  you, Mr. President for fighting for parents and students across the country!” 

Gov. Kevin Stitt: “Today is a great day to dismantle the Department of Education.” 

Gov. Glenn Youngkin: “Virginia is ready to take full responsibility for K-12 education. We have implemented a high-expectations agenda that sets 

rigorous standards, holds schools accountable for results and prioritizes

resources to the students and schools that need the most support. We 

welcome the federal government’s shift of responsibility to the states—and 

we are grateful that President Trump’s executive order does just that. The  EO also makes it clear that there will be no discrimination in the classrooms. We will continue to ensure every student graduates career-, college-, or military-ready.” 

Senate Health, Education, Labor, and Pensions Committee Chairman  

Bill Cassidy: “I agree with President Trump that the Department of  Education has failed its mission. Since the Department can only be shut down with Congressional approval, I will support the President’s goals by submitting legislation to accomplish this as soon as possible.” 

Sen. John Barrasso: “President Trump is improving America’s education system. The true strength of our education system lies with the states and our local communities. Today’s executive order sidelines the Washington bureaucracy and puts Wyoming parents in the driver’s seat when it comes to their child’s education.” 

Sen. Marsha Blackburn: “President Trump has my full support in eliminating the Department of Education. Bring the money back to states and with the students.” 

Sen. John Cornyn: “I applaud this bold move by @POTUS and

@EDSecMcMahon to give education policy back to state & local educators and parents. Texas is already a leader in empowering parents, & this is the  right move by POTUS to support children over unions, unlike the Biden administration” 

Sen. Markwayne Mullin: “Parents know the truth, and the data is clear:  DC control of education is NOT working. One size doesn’t fit all. @POTUS is empowering families, teachers, and local communities to improve outcomes and create greater opportunities for our students. Promises made, promises kept.” 

Sen. Rand Paul: “My father introduced legislation to eliminate the Dept of Education in the early 1980s. Rep. Massie continued the same bill – one sentence – and I’ve introduced the Senate version.  Thanks to President Trump for working to return education to the states.” 

Sen. Pete Ricketts: “Federal education policy should empower parents, states, and local school districts, not federal bureaucrats. That’s what is happening in this administration. @POTUS is refocusing the Education 

Department on its core missions and pushing power back to the state and local level.” 

Sen. Mike Rounds: “The federal BUREACRACY of Education has never educated a single student. It’s time to shut it down. Today’s news is a step in the right direction. Congress should follow the executive branch’s lead and act accordingly. I am working on legislation that would return education decisions to states and local school districts while maintaining important programs like special education and Title I. We are discussing this legislation with Secretary McMahon and we believe there is a very good path forward.” 

Sen. Rick Scott: “As the federal Department of Education has grown, student performance has consistently declined. @POTUS &  @EDSecMcMahon’s decisive action will empower parents, teachers & students to make decisions that drive students’ success.” 

Sen. Tommy Tuberville: “The federal government doesn’t belong in the classroom, plain and simple. Promises made, promises kept.” 

Speaker Mike Johnson: “For many decades, the federal Department of  Education has failed our students, families, and teachers. Education is best administered by parents and teachers and those closest to students, not bureaucrats in Washington, DC. President Trump is keeping his promise and returning education to the states.” 

Chairwoman Lisa McClain: “The U.S. Department of Education has been pushing woke policies for far too long. There is too much bloated federal bureaucracy. Despite more money being spent, test scores have not 

improved. We should focus the dollars on the students, not administrators. I 

look forward to working with @POTUS and @EdSecMcMahon to improve education in America.” 

House Education and Workforce Committee Chairman Tim Walberg: “The key to improving education is empowering parents and students and reducing the role of Washington bureaucrats. Over the last four years, the 

nation has seen the results of empowering the Department of Education. … We now have a secretary of education, Linda McMahon, who understands the importance of getting the federal government out of the way. And I look forward to working alongside her to get the federal government off the 

backs of students, families, educators, and taxpayers. Bottom line, the  Department of Education has failed to deliver results for America’s students and today’s actions by the Trump administration will help ensure our nation’s youth are put first.” 

Rep. Brian Babin: “President Trump just took education OUT of the hands of woke elites and gave it BACK to parents! His executive order ensures states, NOT DC, make decisions for our kids.” 

Rep. Jim Baird: “This Executive Order is a monumental step in making school choice a reality for every family, improving educational outcomes for  our students, empowering parents, and making American education great again.” 

Rep. Stephanie Bice: “Today’s executive order from @POTUS empowers parents and renews commitments to put the educational needs of our children above the desires of Washington bureaucrats. This executive order will reduce regulations and streamline the process of sending funding to states and localities.” 

Rep. Andy Biggs: “Taxpayer funding for public schools is at an all-time high, but test scores are at an all-time low. The radical Biden-Harris regime weaponized the Department of Education against their opponents. 

President Trump is rightfully returning power to the States and parents.” 

Rep. Ben Cline: “President Trump’s Executive Order to begin closing the federal education department puts parents and students first by restoring 

local control over education. The Department of Education has spent too

long pushing woke policies instead of focusing on student success.” 

Rep. Michael Cloud: “The Department of Education has failed to actually  educate our children for decades—instead pushing CRT and allowing boys

in girls’ bathrooms. Dismantling this bureaucracy and returning power to states and parents is crucial to make America the best in world in education again.” 

Rep. Andrew Clyde: “President Trump knows we can—and must—do better. It all starts with dismantling the Department of Education.”  Rep. Eli Crane: “Insanity is doing the same thing over and over again and expecting different results. The Department of Education has failed our 

nation’s students for decades. It’s time to chart a new path. Thank you to President Trump for having the courage to do this.” 

Rep. Mike Collins: “The federal government’s involvement in schools has been a failure and never should have started. I strongly support 

@POTUS’s Executive Order to put education back in the hands of parents, states, and communities, rather than failing federal systems.” 

Jeff Crank: “I have been incredibly vocal in my support for eliminating the Department of Education. I applaud @POTUS Trump’s decision in returning the power of education decisions to parents and local governments, where it rightfully belongs.” 

Rep. Byron Donalds: “@usedgov has FAILED. They prioritized bureaucracy over the success of our kids. Thank you @realDonaldTrump for signing this historic EO. It’s time to return education to the states & in 

Florida, we will ensure our kids are not just at grade-level, but that they’re PROFICIENT.” 

Rep. Tom Emmer: “The best education is closest to the child. This is a win for America’s children! Thank you, @POTUS.” 

Rep. Chuck Edwards: “.@POTUS just signed an executive order to close the Department of Education, finally returning education authority back to the states and parents who know what their student needs to succeed best.  The historically high tax dollars funding the department have not paid off, with repeatedly low test scores among students. This order puts the interests of our youth first by getting rid of the bureaucracies that hinder quality education.” 

Rep. Russell Fry: “Since the creation of @usedgov, it has spent over $3  TRILLION! And for what? America has some of the lowest test and literacy scores in the world. @POTUS is giving the power of the purse back to the 

people closest to our children—states and parents.”

Rep. Virginia Foxx: “Love to see it.” 

Rep. Lance Gooden: “The Department of Education does not run a single school or teach a single student. Yet, the department spent $268 billion last year. I applaud President Trump’s plan to dismantle this rampant bureaucracy and return power to parents!” 

Rep. Andy Harris: “The Department of Education has failed its mission because it is promoting everything EXCEPT reading, writing, and arithmetic. President Trump is returning education back to the states and giving power to parents and students.” 

Rep. Mark Harris: “Despite endless taxpayer dollars being poured into the Department of Education, it has utterly failed its mission. Our education system has gotten worse. National test scores show that many students have been left behind. President Trump is right — the Department of  Education must go. I promise to use every tool at my disposal to help him return the reins to parents and local teachers. They know what’s best for our nation’s children, not unelected bureaucrats in the Swamp. Let’s make education great again!” 

Rep. Diana Harshbarger: “President Trump’s executive order directing the 

Secretary of Education to take all necessary steps to permanently close the  Department of Education is HUGE. Something as important as our children’s education should be in the hands of states and parents—not the  federal government—which has proven to be nothing more than a money pit with no positive effects on students!” 

Rep. Erin Houchin: “President Trump’s executive order to scale down the federal Department of Education will return control of education to the 

states and local communities. This will empower parents and families to

make decisions about students’ education rather than bureaucrats in  Washington. The federal DOE has failed to deliver results for our students for decades. This order and legislation to follow will prioritize academic excellence, innovation, and parental choice and will reduce federal overreach in education. It is a win for families and the future of America’s students!” 

Rep. John James: “It’s official: @POTUS has signed an executive order to dismantle the Department of Education! Educational outcomes have been 

disastrous since the Department’s creation, and it’s time we fully returned

the decision-making authority back to the states!” 

Jim Jordan: “Democrats want federal bureaucrats to control your child’s school. Republicans want to give parents the choice to do what’s best for their children.” 

Rep. Nancy Mace: “Thank you President Trump for returning education back to the states, where it belongs.” 

Rep. Addison McDowell: “There it is – @realDonaldTrump delivering on yet another promise! Under the Department of Education’s watch, math and 

reading scores are at historic lows. It’s time for change. President Trump is putting children and parents first.” 

Rep. Mary Miller: “Today is a historic day for students and parents across 

America. As a mother of seven homeschooled children, I applaud President  Trump for completing his promise to dismantle the Department of Education and put parents back in control. For far too long, our students have been left behind by woke, unaccountable Washington bureaucrats 

and a bloated system failing them academically. Now, our country has the 

opportunity to expand educational freedom, increase opportunities for

families, and unlock our full potential.” 

Rep. Mariannette Miller–Meeks: “For years, the DOE has pushed woke policies over merit, special interests over students. All while math and reading at grade level has plummeted. That era is over. States, local 

governments, and Iowa parents know our students’ needs better than DC bureaucrats.   I remain committed to working with President Trump to advance education in America while ensuring FAFSA is reformed and Pell  Grants are uninterrupted.” 

Rep. Barry Moore: “President Trump continues to deliver on the promises he made to the American people. This is a massive step toward making the United States the standard in education on the world stage once again!” 

Troy Nehls: “President Trump just signed an executive order to return power over education back to the states and families—where it belongs. 

Unelected bureaucrats should not have power over our children’s education. States and families should.” 

Rep. Ralph Norman: “Say bye to overregulation and hello to STATES deciding what goes on in schools. Essential programs within the

@usedgov will be maintained & efficiency will be restored!!” 

Rep. Andy Ogles: “For far too long the Department of Education has been poisoning the minds of students by injecting woke, anti-America curriculum 

into our schools. It has overseen the sharpest decline in American literacy

and international rankings. Thank you, @POTUS, for taking steps to 

dismantle the Dept. of Ed and hand education back to the states.” 

Rep. Burgess Owens: “The Education Department was born out of a deal between President Carter and the teachers unions to hand education policy to a class of bureaucrats who care more about their own power than educating children. It’s time to put states in charge and parents in the driver’s seat.” 

Rep. Scott Perry: “The Constitution provides no mandate for the federal government to be involved in education — for a reason.   The responsibility of educating our children was rightfully entrusted to the States, and I 

support its return to them — while ensuring the effective and uninterrupted  delivery of services, programs, and benefits on which the American People 

rely. The Department of Education has spent TRILLIONS since 1980, without improving student achievement. Change is long overdue.” 

Rep. August Pfluger: “We all want the same thing: a strong education system that puts the needs of our children first. Unfortunately, the Biden administration weaponized the Department of Education resulting in taxpayer funding for public schools being at an all-time high, while test scores are at an all-time low. Today’s executive order returns power to the states and parents to decide what goes on in schools.” 

Chip Roy: “A VICTORY for students, teachers, and parents. A LOSS for union bosses and bureaucrats.” 

Rep. Keith Self: “Groundbreaking news for every parent and student in  America:   Washington bureaucrats will no longer wield education authority and enact progressive social experiments on your children.   Power over 

education is going back to YOUR state and to YOUR family! Thank you, President Trump for keeping your promise!” 

Rep. Adrian Smith: “We owe it to American students to examine whether they are better off since the Department of Education’s inception more than a half-century ago. Just since 2000, federal spending has ballooned 649 

percent while student proficiencies and the number of ED employees have

declined. It’s clear such ineffectiveness is not worth such a monumental 

expense. Parents deserve a greater voice in the classroom, and the federal government should return this issue to the states.” 

Rep. Dale Strong: “I’ve long supported abolishing the Department of Education to prioritize students over bureaucracy. President Trump took the first step today with his Executive Order to return decision-making power to 

the states and parents. I will work with him to make sure this gets done for our parents and kids.” 

Rep. Greg Steube: “President Trump’s executive order was a great first step. Congress must follow @POTUS’ lead by abolishing the Department of Education once and for all.” 

Rep. Marlin Stutzman: “The federalist system of government our country was founded upon gives states the distinct privilege to make laws that are best for their residents. When it comes to an issue as important as the  education of our children, no one knows better than those closest to them.  Unelected federal bureaucrats who have minimal knowledge of the real needs of the future generation have only wasted tax dollars and made the education our kids receive worse.  President Trump and Secretary 

McMahon are putting education back to where it belongs – with our states.”  Tom Tiffany: “President Trump is returning control of education to parents & local communities. Washington bureaucrats have spent trillions since creating the Department of Ed, yet student achievement has 

declined. It’s time to give our children the education they need to succeed.” 

Rep. William Timmons: “Under the Biden Administration, the Department of Education wasted more than $1 billion in grants focused on entrenching radical ideologies in education. Under President Trump’s administration, Taxpayers will no longer be burdened with progressive social experiments and obsolete programs.” 

Rep. Randy Weber: “President Trump just put parents back in the driver’s seat on education! No more DC bureaucrats calling the shots—power is returning to the states where it belongs. A huge win for students, parents, and freedom!” 

Rep. Daniel Webster: “President @realDonaldTrump is fighting to take education out of Washington bureaucrats hands and give it back to parents! 

@POTUS’s plan will cut waste, expand school choice, and put the education of America’s children first!” 

Rep. Tim Walberg: “I was honored to be on hand as @realDonaldTrump empowers students, parents, and teachers over bureaucrats” 

Rep. Rudy Yakym: “The Department of Education has failed its mission — spending more while student test scores don’t improve. Putting control 

back in the hands of states means putting parents back in charge and

empowering families, teachers, and communities to create better opportunities for our kids’ futures.” 

Oklahoma State Superintendent of Public Instruction Ryan Walters:  “For too long, the federal government has weaponized education, using it to push radical, leftist ideology while stripping parents of their rights and directing funds to union bosses President Trump’s executive order marks a pivotal moment in American history, the federal money grab ends today.” 

Virginia Secretary of Education Aimee Rogstad Guidera: “Virginians know best what Virginia students need and what works here in Virginia, and accordingly, we should be both responsible and accountable for results to the families of the Commonwealth. T he President’s Executive Order  ensures that federal dollars will arrive in Virginia with less red tape and  bureaucracy and allow the State Board of Education, Virginia Department of Education, and local school divisions to invest those resources in the most efficient and effective ways that lead to the ultimate goal of improving student outcomes.”

Virginia Board of Education President Grace Creasey: “President  Trump’s executive order to return education leadership to the states empowers parents and reduces federal overreach. For too long, 

bureaucrats in Washington have dictated one-size-fits-all policies that fail to address the unique needs of the Commonwealth’s students and schools. 

Returning decision-making authority and funding to the states can foster innovation, accountability, and better educational outcomes. This is about putting parents and state and local leaders back in charge of education.” 

Texas Attorney General Ken Paxton: “I’m proud to stand with @POTUS as he returns education back to the states and empowers parents and students, not federal bureaucrats.” 

America First Policy Institute Chair Erika Donalds: “President Trump’s  bold action to return control of education to states and local communities marks a pivotal moment for American families. … By eliminating federal overreach in education, we can foster an environment where innovation  thrives, parents have greater choice, and students receive the high-quality 

education they deserve. This move will allow states to tailor educational  approaches to their unique needs, free from one-size-fits-all federal mandates, and voters can hold their state and local elected officials accountable for the resulting academic outcomes.” 

Heritage Foundation President Dr. Kevin Roberts: “From the moment it was created, the Department of Education was a mistake. It was founded on the false premise that unelected bureaucrats in Washington know better than parents and local communities when it comes to educating children. 

For decades, it has funneled billions of taxpayer dollars into a failing system—one that prioritizes leftist indoctrination over academic excellence, all while student achievement stagnates and America falls further behind. As a fifth-generation educator—a professor, college president, and founder of a classical school—I’ve seen firsthand what actually works: empowering parents, keeping decision-making at the local level, and ensuring that  funding follows students, not bureaucracies. Now, President Trump is once again proving he keeps his promises. He’s putting America first, restoring common sense, and dismantling the bloated, ideological bureaucracies that have hollowed out our institutions—starting with the Department of Education.” 

Center for Education Policy Director Lindsey Burke: “This is a tremendous step toward restoring education control to states, localities,  and parents … Since the Department’s creation in 1980, inflation-adjusted 

federal education spending has more than doubled, yet student learning outcomes have remained flat, achievement gaps have persisted, and 

college prices have soared. Federal bureaucrats’ central planning cannot compare to the expertise that parents have about the needs of their own children. I applaud the Trump administration for taking steps to finally bring the agency’s closure to fruition.” 

Discovery Institute’s American Center for Transforming Education

Senior Fellow Dr. Keri D. Ingraham: “With today’s executive order,  President Trump is delivering on his promise to the American people to dismantle the ineffective and bureaucracy-ridden U.S. Department of  Education and return education to the states where it rightfully belongs. It is a historic day in our nation that takes us one step closer to the goal of education freedom for all families nationwide.” 

ACE Scholarships CEO Norton Rainey: “Education should be focused on our children. But too often, it’s hijacked by special interests and those more concerned with advancing their own agendas than serving the best 

interests of students. For 40 years, the Department of Education’s K-12 efforts have been, at best, a wasteful distraction. It’s time for a new 

approach that puts children first by increasing choice and empowering parents instead of Washington bureaucrats.” 

American Federation for Children CEO Tommy Schultz: “With this executive order, President Trump continues taking steps to fulfill his 

campaign promises on education, and now it is time for Congress to send 

school choice legislation to his desk so that he can fulfill his other mandate to the voters. As soon as President Trump signs this executive order 

directing the end of the federal Department of Education, and later signs 

the Educational Choice for Children Act into law, he will have both brought 

down a failed bureaucratic machine in DC, and brought school choice to

every state.” 

American Principles Project President Terry Schilling: “The

Department of Education has drastically failed its core mission. Instead of improving 

student outcomes, it has become a bloated bureaucratic mess that wastes billions of tax dollars and has been weaponized by the far left to inject DEI and radical gender ideology into classrooms and sports fields across this 

country. As a dad who had to pull his kids out of public schools because of 

horrific educational outcomes, harmful ideology, and rejection of all

parental input, I know first-hand the damage that our failing schools have on our kids. We cannot continue down the path we’ve been on for the last

50  years – it’s insanity. I am very thankful that President Trump recognizes the Department’s shortcomings and is going to dismantle this ineffective agency.” 

Defense of Freedom Institute: “The Department’s rules and burdens have hurt, not helped, students. Despite spending $3 trillion over 45 years, the 

Department has overseen the cratering of academic progress and achievement in the United States. We applaud President Trump and  Secretary McMahon for their continued commitment to enforcing our civil rights laws and funding for low-income students and students with disabilities.” 

American Legislative Exchange Council CEO Lisa B. Nelson: 

“President Trump’s bold vision to shrink the federal bureaucracy within the  Department of Education and restore authority to the states marks a longoverdue return of constitutional order. This is the natural, unstoppable evolution of the parental empowerment movement sparked amid the pandemic lockdowns. The states are ready for it, and they’ve been  clamoring for it. This executive order is a fundamental step forward in the  American education revolution. We fully support President Trump’s leadership in eliminating wasteful, bureaucratic mandates that push political agendas and divert taxpayer funds away from students. By putting the states back in charge of this funding, students, families, and teachers will be put first – rather than the bloated bureaucracy in Washington, DC.” 

Freedom Foundation CEO Aaron Withe: “The Department of Education has failed America’s children, parents, and communities for more than four decades. … Our Founders understood that decisions about how to 

education children are best made by those closest to them—parents, local 

educators, and community leaders who understand their unique needs and values. By eliminating this unnecessary federal department, we have the 

opportunity to free states and local districts from burdensome regulations and finally shrink the excessive power of teachers unions.” 

The Center for Education Reform: “This long-overdue shift empowers parents, educators, and local communities – those who truly understand 

the needs of students – to lead the way in shaping the future of education.” 

Moms for Liberty: “President Trump is taking important steps to restore education to where it should be: in the hands of educators who are closest to students in their classrooms across the country.” 

Independent Women’s Forum Senior Legal Analyst Inez Stepman:

“Starting the process to shutting down the Department of Education is the beginning of the end of an error. … The big sum of money that paid these bureaucrats and their six-figure salaries will now flow back to state 

education systems, where it can be used for what the American people

think of as education: for students, teachers, and classrooms.” 

Manhattan Institute Senior Fellow Christopher Rufo: “This is the culmination of a long campaign. Republicans have promised to abolish the Department of Education for almost fifty years, but only President Trump is getting it done. An incredible moment in history.” 

School Choice Since 1979, the U.S. Department of Education has spent over $3 trillion with virtually nothing to show for it. Despite  per–pupil spending having increased by more than 245% over that period, there has been virtually no measurable improvement in student achievement:  

• Math and reading scores for 13–year–olds are at the lowest level in decades.  
• Six–in–ten fourth graders and nearly three–quarters of eighth graders are not proficient in math.  
• Seven–in–ten fourth and eighth graders are not proficient in reading, while 40% of fourth grade students don’t even meet basic reading levels.  
• Standardized test scores have remained flat for decades.  
• U.S. students rank 28 out of 37 OECD member countries in math.  

President Donald J. Trump and his administration believe we can, and must, be better.  

Instead of maintaining the status quo that is failing American students, the Trump Administration’s bold plan will return education where it belongs — with individual states, which are best positioned to administer effective programs and services that benefit their own unique populations and needs.  

Instead of a bloated federal system that burdens schools with regulations and paperwork, the Trump Administration believes states should be empowered to expand educational freedom and opportunity for all families.  

Why would we keep doing the same thing over and over again and expect a different result?  

Activist Corey DeAngelis: “Make Education Great Again.” (Exit) 

2025 Kibosh-Kybosh Institute: Breaking Down Barriers through Education and Empowerment

Our founder and CEO at Kibosh-Kybosh Institute, Gloriana, understands that these changes in education and our economy are necessary in order to protect the American nation from despair. President Donald J Trump, Elon Musk, and the rest of us supporters(who are a multitude of people in America and across continents)-saved America from economic bankruptcy, and through executive orders, President Trump saves America from the possible mass suicide of our youth and children due to indoctrination in education. President Trump, through his imposed affirmative actions, gave the power back to parents where it belongs and brought morality back to the people. His reformation policies save our youth and children from going down the rabbit hole in the previous education systems. There is no denying that Almighty God is the center for this change, which has manifested through the obedience of His (Spirituality/God Almighty/ Earth Mother/ Universe) people. The authoritative movement we’ve seen taking hold in America and around the world is from God’s will, on our lives, reversing the confusion and dangers, and sending people around the world in amazement, raving about the impressive results of trust and respect that unfolds. The struggles we go through within ourselves and what we’ve seen happening around the world are the results of the spiritual battles between the good and the demonic evil forces that are waging war over Humanity.

Kibosh-Kybosh Institute supports education reform that empowers families by giving parents a greater role in guiding their children’s development. Through our Breaking Down Barriers initiative, we work to eliminate obstacles that keep individuals mentally, physically, and spiritually constrained.

Kibosh-Kybosh Institute serves as both a learning center and a publishing organization focused on educational resources for K–12 students. Our mission is to provide an out-of-school, values-based extracurricular program that nurtures self-mastery, emotional development, and life preparedness.

We educate students on the importance of time and time management, emotional intelligence, and the key principles needed to live meaningful and successful lives. Our curriculum integrates core life skills and characterbuilding topics, including:

• Prioritization and goal setting
• Physical and emotional wellness
• Personal safety and security awareness
• Peace-building and conflict resolution
• Healthy relationships and boundaries
  

Prosperity through personal responsibility

• Spiritual awareness and moral development Programs are offered in flexible formats, including:
• In-person learning at Kibosh-Kybosh facilities
• At-home study options
• Nationwide virtual learning
• Administrative support and guidance services

In addition to K–12 support, we operate a dedicated department for at-risk young adults, equipping them with hands-on skills for both personal growth and career advancement. Training includes introductory courses in:

• Building construction
• Industrial development

Pipefitting and technical trades

By combining academic enrichment, emotional intelligence, and vocational training, Kibosh-Kybosh Institute offers a holistic approach to breaking generational cycles of disadvantage and helping students reach their full potential.

President Donald J. Trump Protects Civil Rights and Merit Based  Opportunity by Ending Illegal DEI 

Protecting Civil Rights And Expanding Individual Opportunity: 

Today, President Donald J. Trump signed an historic Executive Order that protects the civil rights of all Americans and expands individual opportunity by terminating radical DEI preferencing in federal contracting and directing federal agencies to relentlessly combat private sector discrimination. It enforces long-standing federal statutes and 

faithfully advances the Constitution’s promise of colorblind equality before the law. This comprehensive order is the most important federal civil rights measure in decades:

• It terminates “diversity, equity, and inclusion” (DEI) discrimination in the federal workforce, and in federal contracting and spending.
  • Federal hiring, promotions, and performance reviews will reward individual initiative, skills, performance, and hard work and not, under any circumstances, DEI-related factors, goals, policies, mandates, or requirements. 
• The order requires OMB to streamline the federal contracting process to enhance speed and efficiency, reduce costs, and require Federal contractors and subcontractors to comply with our civil rights laws.
  • It revokes Executive Order 11246 contracting criteria mandating affirmative action 

○ It bars the Office of Federal Contract Compliance Programs from pushing contractors to balance their workforce based on race, sex, gender identity, sexual preference, or religion.  ○ It requires simple and unmistakable affirmation that contractors will not engage in illegal discrimination, including illegal DEI.    

• It directs all departments and agencies to take strong action to end private sector DEI discrimination, including civil compliance investigations. 
• It mandates the Attorney General and the Secretary of Education issue joint guidance regarding the measures and practices required to comply with the Supreme Court’s decision in Students for Fair Admissions v. Harvard. 

Restoring The Values Of Individual Dignity, Hard Work, And Excellence: 

Individual dignity, hard work, and excellence are fundamental to American greatness. This Executive Order reaffirms these values by ending the Biden-Harris Administration’s anti-constitutional and deeply demeaning “equity” mandates, terminating DEI, and protecting civil rights: 

• Reversing the progress made in the decades since the Civil Rights Act of 1964 toward a colorblind and competence-based workplace, radical DEI has dangerously tainted many of our critical businesses and influential institutions, including the federal government. 
• In the private sector, many corporations and universities use DEI as an excuse for biased and unlawful employment practices and illegal admissions preferences, ignoring the fact that DEI’s foundational rhetoric and ideas foster intergroup hostility and authoritarianism. 

○ Billions of dollars are spent annually on DEI, but rather than reducing bias and promoting inclusion, DEI creates and then amplifies prejudicial hostility and exacerbates interpersonal conflict. 

President Trump Promised and Delivered: President Trump promised to terminate DEI in the federal government, protect equal 

opportunity, and force schools to end discriminatory admissions policies, 

and he delivered. Every man and woman should have the opportunity to go as far as their hard work, individual initiative, and competence can take 

them. In America, excellence, grit, and determination is our strength. 

Kibosh-Kybosh Institute: Empowering Families and Students Through Education Reform

Kibosh-Kybosh Institute is firmly committed to education reform that returns decision-making power to families, especially parents. We believe that sustainable academic and personal growth begins at home and that parents should be key partners in guiding their children’s educational journey.

Through our “Breaking Down Barriers” initiative, we work to eliminate the mental, physical, and spiritual obstacles that hinder student and family success. Our mission is to create a learning environment that supports holistic development and promotes personal responsibility, character, and life readiness.

Kibosh-Kybosh Institute serves K–12 students as both a learning institute and educational publisher, offering enrichment programs that extend beyond the classroom. Our core curriculum focuses on:

• Time management and personal discipline
• Emotional intelligence and resilience
• Moral development and spiritual awareness
• Health and wellness
• Sexual health and values-based education

Conflict resolution and life skills

We provide out-of-school extracurricular programs that focus on critical life domains—physical, mental, emotional, and spiritual wellbeing—designed to foster self-mastery and empowerment. Our lessons address topics such as prioritization, safety, personal security, peacebuilding, prosperity, healthy living, and relationship skills.

Programs are delivered through various flexible options:

• On-site learning at Kibosh-Kybosh facilities
• At-home guided study
• Nationwide online education platforms
• Administrative and academic support services

To further serve the broader community, Kibosh-Kybosh also offers specialized vocational training for at-risk young adults, helping them gain practical skills and prepare for meaningful careers. Courses include:

• Building construction and industrial development
• Pipefitting and technical trades
• Sewing, visual arts, and pottery

All programs at Kibosh-Kybosh Institute comply with applicable federal civil rights and education laws, including:

• Title VI of the Civil Rights Act of 1964 (42 U.S.C. 2000d et seq.)
• Title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.)
• Family Educational Rights and Privacy Act (FERPA, 20 U.S.C. 1232g)

Protection of Pupil Rights Amendment (PPRA, 20 U.S.C. 1232h)

We are committed to fostering a learning environment free from discrimination, while upholding parental rights and ensuring that every student—regardless of background—has access to safe, supportive, and meaningful education.

The Urgent Need to Address Family Breakdown in America

(Resource: Institute for Family Studies)

The Kibosh-Kybosh Institute recognizes the profound societal impact of family fragmentation—particularly the absence of fathers in the home—on children’s long-term outcomes. National data shows that approximately 35% of adolescents live without one of their parents, and 40% of children are born outside of marriage. While many children are born to cohabiting parents, these relationships often dissolve early in the child’s life, leaving a lasting mark.

Why Family Structure Matters

Research consistently shows that family structure significantly influences child development, social mobility, and long-term wellbeing. Children raised in stable, two-parent households, particularly with both biological parents, are more likely to avoid poverty, succeed academically, and avoid high-risk behaviors. Conversely, father absence is closely linked to increased rates of drug use, incarceration, school dropout, early sexual activity, and mental health struggles.

A landmark study by economist Raj Chetty revealed that the presence of fathers in a neighborhood is one of the strongest predictors of upward mobility, even when controlling for school quality, race, and income. Further research by David Autor and David Figlio found that family structure— not school or neighborhood conditions—has the strongest direct effect on child outcomes.

The Role of Public Policy

The expansion of federal welfare programs in the 1960s—particularly during the Great Society era—unintentionally contributed to the breakdown of the family. Policies that provided financial support exclusively to single mothers created disincentives for marriage. In some cases, families risked losing benefits if a working father was present in the home. These “marriage penalties” disproportionately impacted low-income households, where marrying a low-wage earner could reduce household income.

This effect was particularly visible in Black American communities. In 1950, only 9% of Black children lived without their father. By 1994, this had grown to over 70%, a trend mirrored across other working-class groups as welfare programs expanded and labor markets shifted.

Class Divide and Family Instability

Marriage rates have remained relatively stable among higher-income Americans, but have declined significantly among the poor and working class, leading to what scholars describe as a “marriage divide.” Poorer families now face greater instability, which perpetuates cycles of poverty and limits social mobility.

This divide also reflects racial and economic disparities in marriage incentives. For instance, income disparities can make marriage less financially viable for some groups, increasing the likelihood of single-parent households—especially among those reliant on means-tested benefits. Today, four out of ten families with children receive support from at least one federal assistance program, and nearly a third of Americans know someone who chose not to marry out of fear of losing benefits.

Why This Matters to Our Work

The Kibosh-Kybosh Institute is dedicated to reversing these trends by strengthening families, emphasizing father involvement, and equipping parents and children with tools for emotional intelligence, time management, life skills, and spiritual growth. We believe that rebuilding the family unit is a foundational step toward breaking cycles of poverty, reducing youth suicide and incarceration, and restoring community wellbeing.

By integrating this research into our curriculum and outreach strategies, we seek to help children and families thrive—socially, emotionally, and spiritually—one household at a time.

Time for Reform 

State policymakers on both the left and the right who are concerned with declining social mobility and the state of our children should pursue  compassionate reform. This includes reducing marriage penalties in  welfare programs. A specific example of what state-led welfare reform

could look like will be discussed in a subsequent article. 

Willis L. Krumholz is a fellow at Defense Priorities. He holds a JD and MBA degree from the University of St. Thomas, is a CFA charter holder, and works in the financial services industry. You can follow him on Twitter @WillKrumholz. 

1. According to Autor and Figlio, boys especially struggle without a father in the home. This is because, according to The Wall Street Journal’s William  A. Galston, discussing Autor and Figlio’s research, “…boys’ problems are much more behavioral than cognitive. For example, truancy and classroom disciplinary issues lead to suspensions, which play the largest role in 

explaining the boy-girl high-school graduation gap. But the presence of  fathers in the household substantially reduces the gaps between boys and 

girls in absences and suspensions. It turns out that boys need fathers as well as mothers even more than girls do, and suffer even more when 

fathers are absent from their lives.” William A. Galston, “The Poverty Cure: Get Married,” Wall Street Journal, October 27, 2015. 

• W. Bradford Wilcox, Chris Gersten, and Jerry Regier, The Effect of Marriage Penalties on Economic Mobility, Poverty, and Family Formation, (forthcoming, 2019). 

• Wilcox, Gersten, and Regier (forthcoming, 2019). Note on the figure:  Poor families are those with incomes (not including benefits) below the federal poverty level (FPL), working-class families are those with incomes between approximately 100 percent and 200 percent of the FPL, and lower-middle-class families are those with incomes between approximately 200 percent and 300 percent of the FPL. 

• Aid to Families with Dependent Children (“AFDC”) was enacted in 1935, but controlled by the states (in the Jim Crow South, meager welfare 

programs were designed to be exclusionary and seasonal, at most acting as a subsidy to landowners who only wanted to pay agricultural laborers 

seasonal wages, but also wanted workers to stay in the South during the

off-season, despite the lack of paying work). 

• Wilcox, Gersten, and Regier (forthcoming, 2019). 
• For the period 1988 to 1993, for example, Douglas Besharaov and Tim Sullivan found that “black single mothers are 50% more likely than white ones to face a marriage penalty that exceeds 10% of their income (46% 

versus 31%). See ”Douglas J. Besharov and Tim Sullivan, “Welfare Reform

and Marriage,” The Public Interest (October 1996), pg. 7. 

• Such as the Affordable Care Act’s insurance subsidies, and childcare subsidies. 

• Wilcox, Gersten, and Regier, (forthcoming, 2019). 

Conversations about the importance of fathers usually revolve around sons: how boys benefit from having a positive male role model, a 

consistent disciplinarian, and a high-energy roughhousing partner on their way to pursuing career and family success in adulthood. But as recent 

research shows, fathers also affect the lives of their young adult daughters in intriguing and occasionally surprising ways.9. Id. 

In exploring this area, uppermost on the minds of many is a young woman’s academic and vocational path—how her relationship with her father 

influences her academic performance and, as a consequence, her career

success and financial well-being. As you might guess, daughters whose 

fathers have been actively engaged throughout childhood in promoting their 

academic or athletic achievements and encouraging their self-reliance and assertiveness are more likely to graduate from college and to enter the 

higher paying, more demanding jobs traditionally held by males. This helps

explain why girls who have no brothers are overly represented among the world’s political leaders: they tend to receive more encouragement from 

their fathers to be high achievers. Even college and professional female athletes often credit their fathers for helping them to become tenacious, self-disciplined, ambitious, and successful.

Interestingly, too, when female college students were asked what they would do if their fathers disapproved of their career plans, the 

overwhelming majority said they would not change their plans. But the  daughters who communicated the most comfortably and had the closest relationships with their fathers were more willing to reconsider their plans if their fathers disapproved.

Today’s fathers also seem to be having a greater impact on their daughters’ academic and career choices than fathers in previous generations. For 

example, women who were born in the 1970s are three times more likely than those born at the beginning of the twentieth century to work in the same field as their fathers—a finding that researchers have attributed not just to society’s changing gender roles but also to daughters receiving more mentoring from their fathers. 

Another question on many people’s minds is: how does a father influence his daughter’s romantic life—who she dates, when she starts having sex, and the quality of her relationships with men? Not surprisingly, a girl who  has a secure, supportive, communicative relationship with her father is less

likely to get pregnant as a teenager and less likely to become sexually 

active in her early teens. This, in turn, leads to waiting longer to get married and to have children—largely because she is focused on achieving her educational goals first.

The well-fathered daughter is also the most likely to have relationships with men that are emotionally intimate and fulfilling. During the college years, 

these daughters are more likely than poorly-fathered women to turn to their boyfriends for emotional comfort and support and they are less likely to be  “talked into” having sex. As a consequence of having made wiser decisions in regard to sex and dating, these daughters generally have more 

satisfying, more long-lasting marriages. What is surprising is not that  fathers have such an impact on their daughters’ relationships with men, but that they generally have more impact than mothers do.

Their better relationships with men may also be related to the fact that wellfathered daughters are less likely to become clinically depressed or to develop eating disorders. They are also less dissatisfied with their 

appearance and their body weight. As a consequence of having better  emotional and mental health, these young women are more apt to have the kinds of skills and attitudes that lead to more fulfilling relationships with men. 

An emerging body of research suggests one more way that dads may shape their daughters’ mental health and relationships in adulthood: scholars have found an intriguing link between the way daughters deal with stress as adults and the kind of relationships they had with their dads  during childhood. For example, undergraduate women who did not have 

good relationships with their fathers had lower than normal cortisol levels. And people with low cortisol levels tend to be overly sensitive and overly reactive when confronted with stress. Indeed, the low cortisol daughters were more likely than the higher cortisol daughters (who had the better relationships with their dads) to describe their relationships with men in stressful terms of rejection, unpredictability or coercion. 

Given the benefits a woman gains from communicating well with her father and feeling close to him, their relationship and communication matter a 

great deal. Yet both sons and daughters generally say they feel closer to their mothers and find it easier to talk to her, especially about anything 

personal. This is probably due to the widely held belief that children—but daughters especially—are “supposed” to talk more about personal issues with their mothers than with their fathers. 

Furthermore, daughters tend to withhold more personal information than sons do from their fathers. Compared to sons, daughters are also more  uncomfortable arguing with their dads, and take longer to get over these 

disagreements than when they argue with their moms. Most daughters

also wish their fathers had talked with them more about sex and relationships, 

even though they admit that the conversations would probably have been uncomfortable at first. Considering the benefits of being able to talk comfortably with their fathers, these findings are discouraging. 

So how can fathers and daughters forge a close, positive relationship?  Some research suggests certain turning points or significant events can draw them closer. Both fathers and daughters said in one study that 

participating in activities together, especially athletic activities, while she was growing up made them closer. Some daughters also mentioned  working with their dads or vacationing alone with him. Her leaving for college, getting married, and having children often deepened their 

relationship and made it less stressful—largely because the daughter gained a better understanding of her father’s perspective and because he began treating her more like an adult. 

In sum, fathers have a far-reaching influence on their daughters’ lives— both negative and positive. Many still seem to believe that daughters should spend the most time and share the most personal information with  their mothers, but women miss out if they neglect the bond they have with

their fathers. And while fathers may find it easier to relate to and connect with their sons, they should make the effort to build a close relationship with their daughters, too. 

Linda Nielsen is a professor of educational and adolescent psychology at Wake Forest University and the author of Father-Daughter Relationships:  Contemporary Research & Issues (2013) and Between Fathers &  Daughters: Enriching and Rebuilding Your Adult Relationship (2012). 

Institute For Family Studies (Exit) 

The Role of Naturally Blessed Foundation

The Naturally Blessed Foundation brings deep expertise in behavioral technology, counseling, and spiritual development. As a faith-based organization, it integrates Christian therapy, clinical counseling, and evidence-based methodologies to support families, particularly those who are struggling or at risk.

Key Areas of Impact:

• Family Counseling & Reunification Support: Addressing spiritual, emotional, and behavioral health challenges through tailored therapy services.
• Youth Empowerment Programs: Offering positive youth development frameworks to support character-building and healthy identity formation.
• Mobile Application Development: Creating digital platforms that reinforce dignity, moral values, and behavioral growth among young users.
• Workforce Readiness: Teaching at-risk youth marketable skills (e.g., pipefitting, construction, sewing, pottery, art) to support economic independence and reduce recidivism.
• Therapeutic Innovation: Blending neuroscience, adolescent development research, and spiritual guidance into holistic reentry and support frameworks for justice-involved or vulnerable youth.

The Foundation’s decades of insight and field experience are now being harnessed to create scalable, research-informed solutions that foster spiritual healing and practical transformation. We are guided by biblical values and are committed to being light-bearers in a time of confusion and fragmentation. Our mission is not only to treat symptoms but to bring lasting healing and restoration to families and communities.

Policy Alignment and Legislative Support

Our work is fully aligned with federal mandates and protective laws, including:

• Title VI of the Civil Rights Act of 1964
• Title IX of the Education Amendments of 1972
• Family Educational Rights and Privacy Act (FERPA)

Protection of Pupil Rights Amendment (PPRA)

We advocate for parental rights in education, informed consent, and curriculum transparency. Our programs are designed to reinforce family authority and offer children guidance rooted in morality, virtue, and truth.

A Spirit-Led Commitment to Transformation

This mission is not just professional—it is spiritual. Our founder’s personal journey and calling are central to the work we do. We acknowledge the spiritual warfare affecting modern families and seek to bring healing through faith, education, and love. This is a sacred assignment, driven by covenant with God to restore families, renew purpose, and reestablish the sanctity of home life.

As Scripture reminds us: “Indeed, all who desire to live a godly life will be persecuted” (2 Timothy 3:12). Even so, we remain steadfast in our calling to build bridges where division has taken root.

___________________________________________ 

PBS News Hour Classroom 2018 

Summary: Efforts are underway to fix problems with the nation’s criminal justice system, including taking a closer look at what to do about teenagers who commit minor crimes. One program in Newark, New Jersey, offers an alternative to jail for minors: Newark Youth Court. The court has brought together public schools, municipal courts and police as they worked to  develop an alternative sentencing program for teenagers. This piece is produced by 12-year old Yasmeena Sharif of Philip Academy Charter School, part of PBS NewsHour Student Reporting Labs. 

Discussion questions: 

1. Essential question: How should the criminal justice system handle minor offenses committed by juveniles? 

• What is restorative justice? (answer: encouraging students to resolve their differences by talking to each other rather than resorting to violence) If you are not sure, how could you find out? 

• What are the strengths and weaknesses of the Newark Youth Court? 

• Media literacy question: Do you think there is a difference in how those involved in the Newark Youth Court might react to youth reporters interviewing them as opposed to adult reporters? Explain your response. 

• Schools across the country are moving away from an era of zerotolerance policies and shifting toward methods that involve 

restorative justice. In New York City, five schools that have implemented this system are already seeing results. Watch the PBS NewsHour story 

“Schools resolve conflicts by getting kids to talk things out” to learn more.  Do you think more schools will adopt the restorative justice approach? 

Why or why not? Would you like your school to implement such a program? Explain. PBS NEWSHOUR CLASSROOM, 2018 (Exit) 

Kibosh-Kybosh Institute: Removing Barriers & Restoring Purpose

A Spirit-Led Approach to Juvenile Reentry and Family Empowerment The Kibosh-Kybosh Institute is committed to breaking cycles of harm and injustice by following a structured, evidence-based reentry framework for youth impacted by the juvenile justice system. Our model supports young people from the moment they enter the system through their successful reintegration into the community. We combine practical rehabilitation strategies with spiritual guidance, emotional healing, and family restoration, ensuring a holistic approach to transformation.

We align our work with the best practices in juvenile reentry, while incorporating a deeper spiritual dimension—rooted in divine calling and purpose. At Kibosh-Kybosh, we believe that lasting change comes not only from research and systems, but from the inner healing of the soul. Our founder’s mission is rooted in a profound personal journey—a calling to protect the innocent, restore families, and carry forward God’s love to a world in need.

“The light shines in the darkness, and the darkness has not overcome it.”

— John 1:5

Our Spiritual and Strategic Foundation

Our approach is based on the belief that true reform must address both external systems and internal wounds. We help youth and families navigate challenges by providing emotional and spiritual tools, educational support, and life-skills development.

At Kibosh-Kybosh Institute, we:

• Support youth transitioning out of the justice system with mentoring, life coaching, and purpose-driven education.
• Equip families with resources to rebuild unity, trust, and mutual respect.
• Teach principles of emotional intelligence, integrity, accountability, and decision-making to foster long-term success.
• Empower youth through faith-based education, helping them develop a strong identity, resilience, and hope.

Our founder, a minister and advocate, was called to this mission through divine alignment. “I am chosen and anointed to bring change,” they affirm. This is not merely professional work—it is a sacred assignment born from empathy, sorrow for the broken, and a desire to uplift the lost. Every life changed affirms the purpose God has placed on this path.

Collaborative Partnerships & Systems Innovation

In 2025, Kibosh-Kybosh Institute found alignment with the PBS team (Positive Behavior Support), whose values and strategies reflect our own. Both organizations believe in systems that prioritize personal transformation, integrity, and the strength of community.

We model our efforts on their principles, but integrate faith-based leadership and divine wisdom into our methodology. Our goal is to transform ordinary methods into extraordinary outcomes—not just managing behavior, but renewing hearts and restoring hope.

Program Benefits and System Integration

This comprehensive approach offers agencies and jurisdictions:

• A flexible reentry framework with multiple entry points.
• Integration of spiritual care into juvenile justice systems.
• A model for empowering families and youth through education, faith, and healing.
• Scalable programs that serve at-risk populations, combining legal compliance with emotional and moral development.

We believe the combination of structure, compassion, and divine guidance is what sets our work apart. When families are restored and youth are given the tools to grow, communities are made stronger.

PBS and NCJJ 

Since 2018, PBS and NCJJ have been providing intensive technical assistance (TA) to competitively selected jurisdictions eager to grow beyond basic measures of reoffending to measure young peoples’ 

readiness and preparedness more thoroughly for reentry. The sites  selected have generally good data, yet the project shed light on several weaknesses in their reentry data capacity and need for TA:  

1. They lacked adequate data to support or measure system or positive youth reentry performance;  
2. They faced significant barriers to coordinating and making the reentry data available across the multiple agencies and locations responsible for providing reentry services or supervising young people in the community; and  
3. There was a distinct need to support reporting the data in a meaningful way to be used by decision-makers at all levels to make data-informed re-entry decisions. 

        Most young people who become entangled in juvenile justice systems have not had the advantages and opportunities necessary for healthy 

adolescent development – nurturing relationships, quality education and 

opportunities to thrive. Instead, they have experienced violence, poverty, 

discrimination, homelessness, abuse, trauma, addiction, unemployment, and more. Until recently, research supported and promoted reentry 

approaches solely focused on preventing failure, measured as recidivism.  This approach led to juvenile justice programs and services narrowly addressing a young person’s “problem behaviors”^[1] and highlighting misbehavior as a tool in preventing subsequent offending and encouraging surveillance practices to catch young people when they strayed from perfect behavior.  

Research on adolescent development, neuroscience, strengths-based perspectives and community connections over the last  decades have highlighted the need to shift the focus to preparing young 

people for success and promoting positive youth development rather than punitive approaches. Positive youth development (PYD) redirects juvenile justice professionals to concentrate on practices that recognize and 

promote each young person’s ability to thrive. The PYD approach also

makes clear the need to expand beyond recidivism as a single measure of program effectiveness.^[2]  

        Juvenile justice leaders are recognizing the need to address the challenges young people face when they leave the structure and control of confinement, challenges which are largely a result of their system 

involvement. Leaders are interested in providing effective reentry services and programs focused on helping young people become purposeful, 

productive adults. Reentry services and program providers also need data to prevent the system from further exacerbating the discrimination and barriers young people face. The paradigm is shifting slowly, yet data is needed to both accelerate and sustain positive change. Data will allow agencies to measure the effectiveness of the strategies put in place to improve youth outcomes and prepare young people for success. 

Collecting data will allow leaders to monitor the performance of reentry programs and services, as well as give them the tools to recognize when 

an approach should be adjusted, expanded or eliminated. Using data to

create reform has proven to be effective and led systems to amend 

sentencing laws, strengthening community services, reforming pretrial 

practices and reducing corrections populations. This first step in reforming the system is to collect, analyze and use the data.^[3] PBS Butts, Jeffrey A., Gordon Bazemore, and Aundra Saa Meroe (2010) Positive Youth Justice: Framing Justice Interventions Using the Concepts of Positive Youth Development. Washington, DC: Coalition for Juvenile Justice. 

‘The framework (see Figure 1) identifies four guiding principles recommended to be integrated in all components of juvenile justice: fairness, accountability, family and collaboration. Those principles guide four research-proven reentry practices: assessment, reentry planning, case management and continuous quality improvement. 

Implementation of the principles and practices are measured by the youth outcomes that promote positive youth development: education and 

employment, well-being and health and community connection and

contribution, factors that research suggests have a profound impact on reentry success.’ 

‘The youth outcomes are interim indicators that provide specific and timely information for decision-making and course correcting to prevent negative outcomes from getting worse and to expand the number of young people experiencing positive outcomes. They provide a well-timed alternative to  recidivism to learn about reentry programs’ impact and focus practices on the skills, competencies, supports, resources, connections and beliefs 

needed for healthy adolescent development. […] the to identify additional 

reentry measures and align these with the mostly qualitative measure  framework that the RS represents. The Fundamental Measures are  focused primarily on information gleaned from administrative data systems

and the measures draw from information best obtained from surveys of youth.’PBS2018  PBS 

Butts, Jeffrey A., Gordon Bazemore, and Aundra Saa Meroe (2010) 

Positive Youth Justice: Framing Justice Interventions Using the Concepts of Positive Youth Development. Washington, DC: Coalition for Juvenile Justice. 

Kibosh-Kybosh: Goals, Objectives, and Performance Measures

At Kibosh/Kybosh Institute – Removing Barriers, we understand the challenges families face, both spiritually and physically. We are dedicated to fostering values and integrity while strengthening the family unit. We believe the family is the foundation of God’s plan on Earth. Our vision is to provide support to struggling families and create a new paradigm that enlightens and empowers individuals on their spiritual journeys. At Kibosh/Kybosh, we work across multiple disciplines to equip family members with the tools they need to thrive mentally, emotionally, and physically, building stronger connections that allow them to become their best selves.

The Naturally Blessed Team’s Goal

The Naturally Blessed team is focused on building stronger families by helping them develop decision-making skills. We also work to measure and manage program performance to improve youth outcomes, incorporating emotional intelligence as a tool to enhance public safety and promote family well-being. Through this effort, we aim to demonstrate effective models that inspire and inform other communities across the nation.

Naturally Blessed Foundation: Family by Divine Orchestration

The Naturally Blessed Foundation promotes unity, harmony, and love through divine orchestration. It is guided by the principles of marriage therapy, family advocacy, and human rights consultation. We work with families through counseling, discussion, and education, helping members better understand one another through communication and creating peaceful, safe environments for children to thrive. Parenting, we believe, is about guiding children on their path to fulfill God’s plan, enabling them to manifest God’s glory on Earth.

At the Naturally Blessed Foundation, we view family as part of God’s divine plan. The household is the cornerstone of God’s will on Earth. By establishing this understanding, we aim to encourage families, strengthen their resilience against negativity, and empower them to pursue physical and mental health by following a moral and spiritual code. Too often, individuals struggle to achieve their fullest potential. We provide resources and solutions to help them get back on track, offering both support and practical tools to empower people and families to succeed. Families grounded in divine principles help build stronger communities and a better world.

Vision of Compassion and Love

Through personal experience, I have come to realize that each of us must humble ourselves, rise above bitterness and revenge, and find love within. Our families need God’s presence now more than ever. We believe humanity is undergoing a spiritual transformation and that we are on a journey toward enlightenment.

Breaking Down Barriers

At Kibosh/Kybosh Institute, we work to break down barriers through book publishing and volunteering our time in service to humanity. We prioritize children and families, recognizing the importance of raising wise, peaceful, and positive children who follow a moral code. This code helps children grow into law-abiding, compassionate individuals who will contribute to the betterment of society. The family is God’s institution on Earth, and we are here to support it.

Mission Statement: God Runs In The Family

Our victory lies in how we respond to God’s love and how we guide the children placed in our care. As parents, it is our responsibility to help our children develop self-awareness, face their inner struggles, and connect with their spirituality. This connection allows them to follow a path toward self-respect and self-acceptance. Our duty is to instill the values that will help them realize their purpose and destiny. Success and fulfillment come through determination and perseverance.

Parenting requires humility and sacrifice. By leading with love, we can raise children who embrace morality and spiritual guidance. Kibosh/Kybosh Institute was established to support this mission by publishing and distributing educational materials, poetry, and skills training for both adults and children.

Advocating for a Better Future

As an organization, we envision a world free from the suffering caused by war, racial prejudice, child exploitation, human trafficking, sexual immorality, and other forms of evil. While eradicating evil completely may be impossible, we believe every individual can help fulfill God’s will and contribute to a peaceful, loving world. We aim to break down systems of oppression and exploitation, focusing on strengthening families and empowering individuals to create positive change.

At Kibosh/Kybosh Institute, we prioritize children. We believe in elevating families by offering support, motivation, counseling, and education for both parents and caregivers. Our goal is to remove the barriers that prevent us from living fulfilling, peaceful lives. We aim to help individuals break free from the limitations of hunger, oppression, discrimination, and abuse, striving for a world that values love, compassion, and kindness.

The Importance of Family Advocacy

Our mission includes advocating for families and children. We recognize that well-adjusted children are the result of dedicated parenting, where love, correction, and patience transform hardship into opportunities for growth. As parents, we must guide our children with compassion, empathy, and a commitment to building their character.

We encourage parents to be vigilant and protective of their families, recognizing the dangers that lurk both within and outside the home. Families are the foundation of society, and it is crucial to protect them from the forces that seek to destroy harmony and unity.

Raising Positive, Resilient Children

Parents must create an environment of love, respect, and moral integrity. Parenting involves sacrifices and unwavering patience. We must provide our children with the tools to become positive, respectful individuals who will help make the world a better place.

Kibosh-Kybosh Institute: A Mission of Hope

Kibosh/Kybosh Institute is committed to awakening humanity to spiritual enlightenment, promoting awareness, and triumphing over injustice. Through writing, publishing, and educating, we aim to foster emotional intelligence, self-esteem, and resilience in children, preparing them to face the challenges of a complex and sometimes corrupt world.

Our authors, Gloriana A. Charlemagne and Josiah F. Jagrup, are devoted to creating educational materials that empower children and adults. Gloriana’s work, “Understanding & Mastering Time From Early Stages,” offers tools for self-mastery, while Josiah’s “Pipefitting Made Easy” aims to simplify the industrial trade and equip workers with the confidence to succeed in the workplace.

Together, Gloriana and Josiah have raised eight children and understand the struggles families face. They are committed to addressing the barriers that prevent families from reaching their full potential.

Empowering Humanity through Education and Advocacy

We believe in the power of education to transform lives. By publishing books that address emotional intelligence, racism, and other societal issues, we aim to build awareness and help individuals confront the forces that shape their behavior. Our writings are intended to inspire thought, spark dialogue, and encourage personal growth and healing.

Family Advocacy Center

Our goal is to advocate for families, supporting mothers and fathers in their roles as caretakers and guides for their children. We believe that by instilling values and love in our children, we help them discover their worth and potential. Parenting requires patience, correction, and unwavering love, which are the foundations for raising resilient children.

We must also be vigilant against external threats to the family unit, including harmful influences in society and culture. By remaining committed to God’s principles and defending our children, we can protect our families from forces that seek to divide us.

The Path to Spiritual and Emotional Growth

At Kibosh/Kybosh Institute, we recognize the importance of spiritual and emotional growth. We support individuals on their journey to healing and self-awareness, encouraging them to embrace humility, forgiveness, and love. Our writings and services aim to foster these qualities, helping families navigate life’s challenges and build a brighter, more compassionate future.

We invite you to join us on this mission of love, healing, and spiritual enlightenment. Together, we can create positive change and build a world where love and respect are at the center of our lives.

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Presidential Actions of President Donald Trump 

January 28, 2025

Defending Women from Gender Ideology Extremism and Restoring 

Biological Truth to the Federal Government 

   By the authority vested in me as President by the Constitution and the laws of the United States of America, including section 7301 of title 5, United States Code, it is hereby ordered: 

Section 1.  Purpose.  Across the country, ideologues who deny the biological reality of sex have increasingly used legal and other socially 

coercive means to permit men to self-identify as women and gain access

to intimate single-sex spaces and activities designed for women, from  women’s domestic abuse shelters to women’s workplace showers.  This is 

wrong.  Efforts to eradicate the biological reality of sex fundamentally

attack women by depriving them of their dignity, safety, and well-being. 

The  erasure of sex in language and policy has a corrosive impact not just on 

women but on the validity of the entire American system.  Basing Federal policy on truth is critical to scientific inquiry, public safety, morale, and trust in government itself. 

This unhealthy road is paved by an ongoing and purposeful attack against the ordinary and longstanding use and understanding of biological and 

scientific terms, replacing the immutable biological reality of sex with an 

internal, fluid, and subjective sense of self unmoored from biological facts.   Invalidating the true and biological category of “woman” improperly transforms laws and policies designed to protect sex-based opportunities into laws and policies that undermine them, replacing longstanding, cherished legal rights and values with an identity-based, inchoate social concept. 

Accordingly, my Administration will defend women’s rights and protect freedom of conscience by using clear and accurate language and policies that recognize women are biologically female, and men are biologically male.  

Sec. 2.  Policy and Definitions.  It is the policy of the United States to recognize two sexes, male and female.  These sexes are not changeable 

and are grounded in fundamental and incontrovertible reality.  Under my

direction, the Executive Branch will enforce all sex-protective laws to promote this reality, and the following definitions shall govern all Executive interpretation of and application of Federal law and administration policy:  (a)     “Sex” shall refer to an individual’s immutable biological classification as either male or female.  “Sex” is not a synonym for and does not include the concept of “gender identity.” 

• “Women” or “woman” and “girls” or “girl” shall mean adult and juvenile human females, respectively. 
• “Men” or “man” and “boys” or “boy” shall mean adult and juvenile human males, respectively. 
• “Female” means a person belonging, at conception, to the sex that produces the large reproductive cell. 
• “Male” means a person belonging, at conception, to the sex that produces the small reproductive cell. 
• “Gender ideology” replaces the biological category of sex with an ever-shifting concept of self-assessed gender identity, permitting the false claim that males can identify as and thus become women and vice versa, and requiring all institutions of society to regard this false claim as true.   Gender ideology includes the idea that there is a vast spectrum of genders that are disconnected from one’s sex.  Gender ideology is internally 

inconsistent, in that it diminishes sex as an identifiable or useful category but nevertheless maintains that it is possible for a person to be born in the wrong sexed body. 

• “Gender identity” reflects a fully internal and subjective sense of self, disconnected from biological reality and sex and existing on an infinite 

continuum, that does not provide a meaningful basis for identification and

cannot be recognized as a replacement for sex. 

Sec. 3.  Recognizing Women Are Biologically Distinct From Men.  (a)  

Within 30 days of the date of this order, the Secretary of Health and Human  Services shall provide to the U.S. Government, external partners, and the public clear guidance expanding on the sex-based definitions set forth in this order. 

• Each agency and all Federal employees shall enforce laws governing sex-based rights, protections, opportunities, and accommodations to 

protect men and women as biologically distinct sexes.  Each agency

should therefore give the terms “sex”, “male”, “female”, “men”, “women”,

“boys”  and “girls” the meanings set forth in section 2 of this order when interpreting or applying statutes, regulations, or guidance and in all other official agency business, documents, and communications. 

• When administering or enforcing sex-based distinctions, every agency and all Federal employees acting in an official capacity on behalf of their agency shall use the term “sex” and not “gender” in all applicable Federal policies and documents. 
• The Secretaries of State and Homeland Security, and the Director of the Office of Personnel Management, shall implement changes to require 

that government-issued identification documents, including passports, visas, and Global Entry cards, accurately reflect the holder’s sex, as 

defined under section 2 of this order; and the Director of the Office of  Personnel Management shall ensure that applicable personnel records accurately report Federal employees’ sex, as defined by section 2 of this order. 

• Agencies shall remove all statements, policies, regulations, forms, communications, or other internal and external messages that promote or otherwise inculcate gender ideology, and shall cease issuing such 

statements, policies, regulations, forms, communications or other  messages.  Agency forms that require an individual’s sex shall list male or female, and shall not request gender identity.  Agencies shall take all necessary steps, as permitted by law, to end the Federal funding of gender ideology. 

• The prior Administration argued that the Supreme Court’s decision in 

Bostock v. Clayton County (2020), which addressed Title VII of the Civil

Rights Act of 1964, requires gender identity-based access to single-sex spaces under, for example, Title IX of the Educational Amendments Act.  This position is legally untenable and has harmed women.  The Attorney  General shall therefore immediately issue guidance to agencies to correct the misapplication of the Supreme Court’s decision in Bostock v. Clayton  County (2020) to sex-based distinctions in agency activities.  In addition, the Attorney General shall issue guidance and assist agencies in protecting sex-based distinctions, which are explicitly permitted under Constitutional and statutory precedent. 

• Federal funds shall not be used to promote gender ideology.  Each agency shall assess grant conditions and grantee preferences and ensure grant funds do not promote gender ideology. 

Sec. 4.  Privacy in Intimate Spaces.  (a)  The Attorney General and  Secretary of Homeland Security shall ensure that males are not detained in women’s prisons or housed in women’s detention centers, including 

through amendment, as necessary, of Part 115.41 of title 28, Code of 

Federal Regulations and interpretation guidance regarding the Americans with Disabilities Act. 

• The Secretary of Housing and Urban Development shall prepare and submit for notice and comment rulemaking a policy to rescind the final rule 

entitled “Equal Access in Accordance with an Individual’s Gender Identity in 

Community Planning and Development Programs” of September 21, 2016,  81 FR 64763, and shall submit for public comment a policy protecting women seeking single-sex rape shelters.  

• The Attorney General shall ensure that the Bureau of Prisons revises its policies concerning medical care to be consistent with this order, and shall ensure that no Federal funds are expended for any medical procedure, treatment, or drug for the purpose of conforming an inmate’s appearance to that of the opposite sex. 
• Agencies shall effectuate this policy by taking appropriate action to ensure that intimate spaces designated for women, girls, or females (or for men, boys, or males) are designated by sex and not identity. 

Sec. 5.  Protecting Rights.  The Attorney General shall issue guidance to ensure the freedom to express the binary nature of sex and the right to 

single-sex spaces in workplaces and federally funded entities covered by 

the Civil Rights Act of 1964.  In accordance with that guidance, the Attorney General, the Secretary of Labor, the General Counsel and Chair of the 

Equal Employment Opportunity Commission, and each other agency head with enforcement responsibilities under the Civil Rights Act shall prioritize investigations and litigation to enforce the rights and freedoms identified. 

Sec. 6.  Bill Text.  Within 30 days of the date of this order, the Assistant to the President for Legislative Affairs shall present to the President proposed bill text to codify the definitions in this order. 

Sec. 7.  Agency Implementation and Reporting.  (a)  Within 120 days of the date of this order, each agency head shall submit an update on 

implementation of this order to the President, through the Director of the Office of Management and Budget.  That update shall address: 

• changes to agency documents, including regulations, guidance, forms, and communications, made to comply with this order; and 
• agency-imposed requirements on federally funded entities, including contractors, to achieve the policy of this order. 
• The requirements of this order supersede conflicting provisions in any previous Executive Orders or Presidential Memoranda, including but not 

limited to Executive Orders 13988 of January 20, 2021, 14004 of January 

25, 2021, 14020 and 14021 of March 8, 2021, and 14075 of June 15, 2022. 

These Executive Orders are hereby rescinded, and the White House Gender Policy Council established by Executive Order 14020 is dissolved. 

• Each agency head shall promptly rescind all guidance documents inconsistent with the requirements of this order or the Attorney General’s guidance issued pursuant to this order, or rescind such parts of such documents that are inconsistent in such manner.  Such documents include, but are not limited to: 
  • “The White House Toolkit on Transgender Equality”; 
  • the Department of Education’s guidance documents including: 
• “2024 Title IX Regulations: Pointers for Implementation” (July 2024); 
• “U.S. Department of Education Toolkit: Creating Inclusive and Nondiscriminatory School Environments for LGBTQI+ Students”; 
• “U.S. Department of Education Supporting LGBTQI+ Youth and

Families in School” (June 21, 2023); 

• “Departamento de Educación de EE.UU.  Apoyar a los jóvenes y familias LGBTQI+ en la escuela” (June 21, 2023); 
• “Supporting Intersex Students: A Resource for Students, Families, and Educators” (October 2021); 
• “Supporting Transgender Youth in School” (June 2021); 
• “Letter to Educators on Title IX’s 49th Anniversary” (June 23, 2021); 
• “Confronting Anti-LGBTQI+ Harassment in Schools: A Resource for

Students and Families” (June 2021); 

• “Enforcement of Title IX of the Education Amendments of 1972 With 

Respect to Discrimination Based on Sexual Orientation and Gender

Identity in Light of Bostock v. Clayton County” (June 22, 2021); 

• “Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students” (June 9, 2021); and 
• “Back-to-School Message for Transgender Students from the U.S.  Depts of Justice, Education, and HHS” (Aug. 17, 2021); 
• the Attorney General’s Memorandum of March 26, 2021 entitled 

“Application of Bostock v. Clayton County to Title IX of the Education Amendments of 1972″; and 

• the Equal Employment Opportunity Commission’s “Enforcement Guidance on Harassment in the Workplace” (April 29, 2024). 

Sec. 8.  General Provisions.  (a)  Nothing in this order shall be construed to impair or otherwise affect: 

• the authority granted by law to an executive department or agency, or the head thereof; or 
• the functions of the Director of the Office of Management and Budget relating to budgetary, administrative, or legislative proposals. 
• This order shall be implemented consistent with applicable law and subject to the availability of appropriations. 
• This order is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. 
• If any provision of this order, or the application of any provision to any person or circumstance, is held to be invalid, the remainder of this order and the application of its provisions to any other persons or circumstances shall not be affected thereby. 

THE WHITE HOUSE, 

 January 20, 2025. 

________________________________________  

Ending Illegal Discrimination and restoring Merit Based Opportunity January 21, 2025 

By the authority vested in me as President by the Constitution and the laws of the United States of America, it is hereby ordered: 

 Section 1.  Purpose.  Longstanding Federal civil-rights laws protect individual Americans from discrimination based on race, color, religion, sex, or national origin.  These civil-rights protections serve as a bedrock 

supporting equality of opportunity for all Americans.  As President, I have a solemn duty to ensure that these laws are enforced for the benefit of all Americans.  

 Yet today, roughly 60 years after the passage of the Civil Rights Act of 

1964, critical and influential institutions of American society, including the  Federal Government, major corporations, financial institutions, the medical industry, large commercial airlines, law enforcement agencies, and 

institutions of higher education have adopted and actively use dangerous, 

demeaning, and immoral race- and sex-based preferences under the guise

of so-called “diversity, equity, and inclusion” (DEI) or “diversity, equity, inclusion, and accessibility” (DEIA) that can violate the civil-rights laws of this Nation. 

 Illegal DEI and DEIA policies not only violate the text and spirit of our longstanding Federal civil-rights laws, they also undermine our national unity, as they deny, discredit, and undermine the traditional American 

values of hard work, excellence, and individual achievement in favor of an

unlawful, corrosive, and pernicious identity-based spoils system.  Hardworking Americans who deserve a shot at the American Dream should not be stigmatized, demeaned, or shut out of opportunities because of their race or sex. 

 These illegal DEI and DEIA policies also threaten the safety of American men, women, and children across the Nation by diminishing the importance of individual merit, aptitude, hard work, and determination when selecting people for jobs and services in key sectors of American society, including all levels of government, and the medical, aviation, and law-enforcement communities.  Yet in case after tragic case, the American people have 

witnessed first-hand the disastrous consequences of illegal, pernicious

discrimination that has prioritized how people were born instead of what they were capable of doing. 

 The Federal Government is charged with enforcing our civil-rights laws.  The purpose of this order is to ensure that it does so by ending illegal preferences and discrimination. 

 Sec. 2.  Policy.  It is the policy of the United States to protect the civil rights of all Americans and to promote individual initiative, excellence, and hard 

work.  I therefore order all executive departments and agencies (agencies) to terminate all discriminatory and illegal preferences, mandates, policies, 

programs, activities, guidance, regulations, enforcement actions, consent orders, and requirements.  I further order all agencies to enforce our 

longstanding civil-rights laws and to combat illegal private-sector DEI preferences, mandates, policies, programs, and activities. 

 Sec. 3.  Terminating Illegal Discrimination in the Federal Government.  (a)  The following executive actions are hereby revoked: 

• Executive Order 12898 of February 11, 1994 (Federal Actions to 

Address Environmental Justice in Minority Populations and Low-Income  Populations); 

• Executive Order 13583 of August 18, 2011 (Establishing a Coordinated Government-wide Initiative to Promote Diversity and Inclusion in the Federal Workforce); 
• Executive Order 13672 of July 21, 2014 (Further Amendments to 

Executive Order 11478, Equal Employment Opportunity in the Federal Government, and Executive Order 11246, Equal Employment Opportunity); and 

• The Presidential Memorandum of October 5, 2016 (Promoting Diversity and Inclusion in the National Security Workforce). 

 (b)  The Federal contracting process shall be streamlined to enhance speed and efficiency, reduce costs, and require Federal contractors and subcontractors to comply with our civil-rights laws.  Accordingly: 

• Executive Order 11246 of September 24, 1965 (Equal Employment Opportunity), is hereby revoked.  For 90 days from the date of this order, Federal contractors may continue to comply with the regulatory scheme in effect on January 20, 2025. 
• The Office of Federal Contract Compliance Programs within the Department of Labor shall immediately cease: 
  • Promoting “diversity”; 
  • Holding Federal contractors and subcontractors responsible for taking 

“affirmative action”; and 

• Allowing or encouraging Federal contractors and subcontractors to engage in workforce balancing based on race, color, sex, sexual preference, religion, or national origin. 
• In accordance with Executive Order 13279 of December 12, 2002 

(Equal Protection of the Laws for Faith-Based and Community 

Organizations), the employment, procurement, and contracting practices of 

Federal contractors and subcontractors shall not consider race, color, sex, sexual preference, religion, or national origin in ways that violate the Nation’s civil rights laws. 

• The head of each agency shall include in every contract or grant award: 
• A term requiring the contractual counterparty or grant recipient to agree that its compliance in all respects with all applicable Federal 

anti-discrimination laws is material to the government’s payment decisions for purposes of section 3729(b)(4) of title 31, United States Code; and 

• A term requiring such counterparty or recipient to certify that it does not operate any programs promoting DEI that violate any applicable Federal anti-discrimination laws. 

 (c)  The Director of the Office of Management and Budget (OMB), with the assistance of the Attorney General as requested, shall: 

• Review and revise, as appropriate, all Government-wide processes, directives, and guidance; 
• Excise references to DEI and DEIA principles, under whatever name they may appear, from Federal acquisition, contracting, grants, and  financial assistance procedures to streamline those procedures, improve  speed and efficiency, lower costs, and comply with civil-rights laws; and  (iii) Terminate all “diversity,” “equity,” “equitable decision-making,”  “equitable deployment of financial and technical assistance,” “advancing equity,” and like mandates, requirements, programs, or activities, as appropriate.  

 Sec. 4.  Encouraging the Private Sector to End Illegal DEI Discrimination and Preferences.  (a)  The heads of all agencies, with the assistance of the  Attorney General, shall take all appropriate action with respect to the operations of their agencies to advance in the private sector the policy of individual initiative, excellence, and hard work identified in section 2 of this order. 

 (b)  To further inform and advise me so that my Administration may formulate appropriate and effective civil-rights policy, the Attorney General, within 120 days of this order, in consultation with the heads of relevant 

agencies and in coordination with the Director of OMB, shall submit a

report to the Assistant to the President for Domestic Policy containing 

recommendations for enforcing Federal civil-rights laws and taking other appropriate measures to encourage the private sector to end illegal 

discrimination and preferences, including DEI.  The report shall contain a proposed strategic enforcement plan identifying: 

 (i)         Key sectors of concern within each agency’s jurisdiction;  (ii)   The most egregious and discriminatory DEI practitioners in each sector of concern; 

• A plan of specific steps or measures to deter DEI programs or principles (whether specifically denominated “DEI” or otherwise) that 

constitute illegal discrimination or preferences.  As a part of this plan, each agency shall identify up to nine potential civil compliance investigations of publicly traded corporations, large non-profit corporations or associations, 

foundations with assets of 500 million dollars or more, State and local bar

and medical associations, and institutions of higher education with endowments over 1 billion dollars; 

• Other strategies to encourage the private sector to end illegal DEI discrimination and preferences and comply with all Federal civil-rights laws; 
• Litigation that would be potentially appropriate for Federal lawsuits, intervention, or statements of interest; and 
• Potential regulatory action and sub-regulatory guidance. 

 Sec. 5.  Other Actions.  Within 120 days of this order, the Attorney General and the Secretary of Education shall jointly issue guidance to all State and local educational agencies that receive Federal funds, as well as all 

institutions of higher education that receive Federal grants or participate in 

the Federal student loan assistance program under Title IV of the Higher  Education Act, 20 U.S.C. 1070 et seq., regarding the measures and practices required to comply with Students for Fair Admissions, Inc. v.  President and Fellows of Harvard College, 600 U.S. 181 (2023). 

 Sec. 6.  Severability.  If any provision of this order, or the application of any provision to any person or circumstance, is held to be invalid, the remainder of this order and the application of its provisions to any other persons or circumstances shall not be affected thereby. 

 Sec. 7.  Scope.  (a)  This order does not apply to lawful Federal or privatesector employment and contracting preferences for veterans of the U.S. armed forces or persons protected by the Randolph-Sheppard Act, 20  U.S.C. 107 et seq. 

• This order does not prevent State or local governments, Federal contractors, or Federally-funded State and local educational agencies or institutions of higher education from engaging in First Amendmentprotected speech. 
• This order does not prohibit persons teaching at a Federally funded institution of higher education as part of a larger course of academic instruction from advocating for, endorsing, or promoting the unlawful employment or contracting practices prohibited by this order. 

 Sec. 8.  General Provisions.  (a)  Nothing in this order shall be construed to impair or otherwise affect: 

• the authority granted by law to an executive department, agency, or the head thereof; or 
• the functions of the Director of the Office of Management and Budget relating to budgetary, administrative, or legislative proposals. 
• This order shall be implemented consistent with applicable law and subject to the availability of appropriations. 
• This order is not intended to and does not create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. 

 THE WHITE HOUSE,    January 21, 2025. 

___________________________________________  

Expanding Educational Freedom and Opportunity For Families January 29,  2025 

By the authority vested in me as President by the Constitution and the laws of the United States of America, and to improve the education, well-being, and future success of America’s most prized resource, her young citizens, it is hereby ordered: 

 Section 1.  Purpose.  Parents want and deserve the best education for their children.  But too many children do not thrive in their assigned, 

government-run K-12 school.  According to this year’s National Assessment of Educational Progress (NAEP), 70 percent of 8th graders were below 

proficient in reading, and 72 percent were below proficient in math.   Moreover, geographically based school assignments exacerbate the cost of housing in districts with preferred schools, straining the finances of millions of American families sacrificing for their children’s futures.  

 When our public education system fails such a large segment of society, it hinders our national competitiveness and devastates families and 

communities.  For this reason, more than a dozen States have enacted  universal K-12 scholarship programs, allowing families — rather than the government — to choose the best educational setting for their children.   These States have highlighted the most promising avenue for education reform:  educational choice for families and competition for residentially 

assigned, government-run public schools.  The growing body of rigorous research demonstrates that well-designed education-freedom programs improve student achievement and cause nearby public schools to improve their performance.  

 Sec. 2.  Policy.  It is the policy of my Administration to support parents in choosing and directing the upbringing and education of their children.  

 Sec. 3.  Guidance on Supporting State-based K-12 Educational Choice.   Within 60 days of the date of this order, the Secretary of Education shall issue guidance regarding how States can use Federal formula funds to support K-12 educational choice initiatives. 

 Sec. 4.  Encouraging Education Freedom through Discretionary Grant  Programs.  (a)  The Secretary of Education shall include education freedom  as a priority in discretionary grant programs, as appropriate and consistent with applicable law.  

 (b)  Within 90 days of the date of this order, the Secretary of Labor and the  Secretary of Education shall review their respective discretionary grant programs and each submit a plan to the President, through the Assistant to the President for Domestic Policy, that identifies, evaluates, and makes 

recommendations regarding using relevant discretionary grant programs to

expand education freedom for America’s families and teachers.  

 Sec. 5.  Expanding Opportunities for Low-Income, Working Families.  

Within 90 days of the date of this order, the Secretary of Health and Human Services shall issue guidance regarding whether and how States receiving block grants for families and children from the Department, including the  Child Care and Development Block Grant (CCDGB), can use them to expand educational choice and support families who choose educational alternatives to governmental entities, including private and faith-based options. 

 Sec. 6.  Helping Military Families.  Within 90 days of the date of this order, the Secretary of Defense shall review any available mechanisms under 

which military-connected families may use funds from the Department of Defense to attend schools of their choice, including private, faith-based, or public charter schools, and submit a plan to the President describing such mechanisms and the steps that would be necessary to implement them beginning in the 2025-26 school year. 

 Sec. 7.  Helping Children Eligible for Bureau of Indian Education (BIE) 

Schools.  Within 90 days of the date of this order, the Secretary of the  Interior shall review any available mechanisms under which families of students eligible to attend BIE schools may use their Federal funding for educational options of their choice, including private, faith-based, or public charter schools, and submit a plan to the President describing such mechanisms and the steps that would be necessary to implement them for the 2025-26 school year.  The Secretary shall report on the current performance of BIE schools and identify educational options in nearby areas.   

 Sec. 8.  General Provisions.  (a)  Nothing in this order shall be construed to impair or otherwise affect: 

• the authority granted by law to an executive department or agency, or the head thereof; or 
• the functions of the Director of the Office of Management and Budget relating to budgetary, administrative, or legislative proposals. 
• This order shall be implemented consistent with applicable law and subject to the availability of appropriations. 
• This order is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. 

Returning Education to Parents and Communities: Today,  President Donald J. Trump signed an Executive Order returning power over education to families instead of bureaucracies. 

• The Executive Order directs the Secretary of Education to take all necessary steps to facilitate the closure of the Department of Education and return education authority to the States, while continuing to ensure the effective and uninterrupted delivery of services, programs, and benefits on which Americans rely.
  • The Order also directs that programs or activities receiving any remaining Department of Education funds will not advance DEI or gender ideology. 

Dismantling Bureaucracy and Empowering Families: 

Federal government control of education has failed students, parents, and teachers. 

• Since its relatively recent inception in 1979, the Department of 

Education, which does not directly educate students, has spent over $3 trillion without improving student achievement as measured by standardized National Assessment of Educational Progress (NAEP) scores. 

○ Federal taxpayers spent around $200 billion in additional education funding during COVID-19, which, given the substantial learning loss that resulted, typifies the ineffectiveness of the current federally driven model. 

• Mathematics and reading scores are down in public schools, despite per-pupil spending having increased by more than 245% since the 1970s, indicating that more spending does not mean better education. 

○ 13-year-olds’ mathematics scores are the lowest they have been in decades. 

○ 13-year-olds’ reading scores are the lowest since testing began over 30 years ago. 

○ Low-performing students are falling further behind. 

○ In 2023, 13 Baltimore, Maryland, high schools had zero students who tested proficient in mathematics. 

• The Department of Education burdens schools with regulations and paperwork.
  • Its “Dear Colleague” letters have forced schools to redirect resources toward complying with ideological initiatives, which diverts staff time and attention away from schools’ primary role of teaching. 

○ Biden’s Department of Education added rules that imposed nearly $3.9 billion in costs and 4,239,530 paperwork hours. 

• Taxpayers will no longer be burdened with tens of billions of dollars wasted on progressive social experiments and obsolete programs.
  • Under the Biden Administration, the Department of Education wasted more than $1 billion in grants focused on entrenching radical ideologies in education. 

○ Biden’s Department of Education rewrote Title IX rules to expand the definition of “sex” discrimination to include “gender identity.” 

○ The Trump Administration recently canceled $226 million in grants under the Comprehensive Centers Program that forced radical agendas onto states and systems, including race-based discrimination and gender identity ideology. 

Fulfilling Promises to Parents and Students: President 

Trump has outlined a bold vision for America’s schools and returning education back to the states. 

• During his campaign, President Trump said “I will close the Department of Education and move education back to the states where it belongs.”  
• While speaking on parental rights in education, President Trump spoke of a dramatic rethinking of schools: “I want every parent in America to be empowered to send their child to public, private, charter, or faith-based school of their choice. The time for universal school choice has come. As we return education to the states, I will use every power I have to give parents this right.” 
• Since returning to office, President Trump has already signed an Executive Order to expand educational freedom and opportunity for families, recognizing our government-assigned education system has failed millions of parents, students, and teachers. 

 Kibosh-Kybosh Institute: Vision, Programs, and Commitment to Youth Development

Introduction and Mission

Kibosh-Kybosh Institute – Breaking Down Barriers is committed to education reform, empowering families, and placing greater control in the hands of parents. Our mission is to eliminate the spiritual, mental, and physical barriers that hinder the development and success of our youth and communities.

As a multifaceted learning institution and book publishing center, Kibosh-Kybosh serves K–12 students through both in-person and virtual platforms. We emphasize a holistic education model that includes time management, emotional intelligence, spirituality, morality, self-esteem, and self-mastery. These core values guide students toward personal development and long-term success.

Educational Programs and Services

Kibosh-Kybosh Institute offers a variety of services to meet the diverse needs of students and their families:

• K–12 Academic Enrichment: Our curriculum includes academic and extracurricular programs designed to teach life skills, including physical wellness, mental resilience, emotional balance, and

spiritual growth. These programs are delivered through flexible models—on-site, at home, and online.

• Vocational and Technical Training: We provide job-readiness training for at-risk youth, including courses in building construction, industrial systems, and pipefitting. These offerings are intended to equip young adults with practical skills for meaningful employment.
• Emotional and Moral Development: Our character-building courses foster resilience, ethical reasoning, and a sense of purpose. We believe strong moral foundations are essential to building safer communities and more productive citizens.
• Compliance and Parental Rights: Our programs adhere to all relevant federal laws that prohibit discrimination and protect student and parental rights, including Title VI of the Civil Rights Act, Title IX, FERPA, and PPRA.
  

Book Publishing and Curriculum Development

Our educational publishing arm produces a signature series titled “Learning About Time from Early Stages.” These five progressive books not only teach students how to tell and manage time but also incorporate lessons on life planning, decision-making, and selfawareness. Each segment is developmentally appropriate and includes practical applications in communication, personal responsibility, and goal setting. Students who complete the program receive a certificate of achievement, recognizing their progress and commitment.

Holistic Child Development Philosophy

We believe that character and cognitive development are shaped by experiences, especially during the early years of life. The first six years are critical for establishing values and behavioral patterns. Our teaching materials and counseling programs aim to reinforce virtues such as patience, discipline, empathy, and integrity. Grounded in faith-based principles, we echo the biblical wisdom: “Train up a child in the way he should go; even when he is old he will not depart from it.”

Strategic Partnerships for Expanded Impact

To broaden our reach and deepen our impact, Kibosh-Kybosh Institute is collaborating with the following partners:

• Naturally Blessed Foundation, a 501(c)(3) nonprofit that develops technology and applications for behavioral change, family counseling, and self-improvement.
• Youth Empowerment Initiatives, programs that provide life-skills training to at-risk youth, helping them transition into adulthood with confidence and capability.
• Mobile Learning Application Development, focusing on selfpreservation, dignity, and moral development tailored to youth in underserved communities.

These partnerships will allow us to enhance our programming, offer more targeted interventions, and reach a broader audience of families and young people in need.

Positive Youth Development: A Framework for Change

Recent research in adolescent development and juvenile justice underscores the importance of shifting from punitive models to strengths-based, positive youth development (PYD) approaches. Traditional systems have often focused on controlling behaviors and minimizing recidivism, rather than preparing youth for success.

Key findings from PBS and the National Center for Juvenile Justice (NCJJ) emphasize that:

1. Many jurisdictions lack the data needed to measure positive youth outcomes.
2. Data sharing across agencies is limited, reducing the ability to support effective reentry.
3. Decision-makers need improved reporting tools to evaluate and adapt youth programming.

Kibosh-Kybosh supports the transition to PYD by creating programming that fosters identity, purpose, and community connection. Our reentry model supports education, career training, and emotional readiness—foundations that promote long-term success and well-being.

The Power of Data-Driven Reform

Data collection and analysis are critical tools for reform. By using metrics that go beyond recidivism, we can monitor the effectiveness of programs, adjust strategies in real-time, and build a foundation for lasting policy change. Our aim is to offer youth a path forward—away from systemic barriers and toward self-determination and meaningful contribution to society.

Conclusion

Kibosh-Kybosh Institute is dedicated to uplifting students and families through education, mentorship, counseling, and publishing. By investing in the holistic development of our youth—spiritually, emotionally, mentally, and vocationally—we are building stronger communities and a brighter future.

Through collaboration, innovation, and a deep-rooted commitment to moral and educational excellence, Kibosh-Kybosh Institute stands as a transformative force for good.

Kibosh-Kybosh Institute: Goals, Objectives & Performance Measures Mission and Vision

At Kibosh-Kybosh Institute – Removing Barriers, we are committed to strengthening families and building resilient communities through holistic support rooted in spiritual, emotional, and practical guidance. We recognize that families today face increasing challenges—both visible and unseen—and we aim to restore value, integrity, and structure through our educational, counseling, and spiritual development programs.

Our vision is grounded in the belief that the family unit is a divine cornerstone of society. We offer marriage and family therapy, Christian counseling, and emotional intelligence training to help individuals and families align with their highest purpose. By integrating these disciplines, we help people achieve personal growth, community contribution, and spiritual fulfillment.

Organizational Values

• Faith-Based Guidance: Our foundation is built upon spiritual principles, acknowledging the divine role of parents as guardians and nurturers of their children.
• Wholeness and Healing: We promote mental, physical, emotional, and spiritual well-being.
• Empowerment through Education: We equip families and youth with practical skills for self-mastery, decision-making, and personal accountability.
  

Founder’s Commitment

As the founder, I, Gloriana A. Charlemagne, have embraced a spiritual calling to lead this work. Through personal transformation, life experience, and divine guidance, I have come to understand the urgency of uplifting families and defending the innocent. My life journey—marked by resilience, spiritual battles, and revelations—has led me to this mission.

I now stand in alignment with my purpose: to support, guide, and awaken others to the truth of their potential and the sacredness of family. I walk in faith, carrying a message of hope and change, and I invite others to join in building a better future through intentional service.

Partnership and Collaboration

Through a strategic alliance with the Naturally Blessed Foundation, a 501(c)(3) nonprofit organization, we extend our reach and impact. Naturally Blessed provides technological solutions, counseling programs, and educational resources focused on emotional intelligence, behavior change, and family healing.

Together, we are working to:

• Strengthen family systems through emotional and spiritual development
• Provide at-risk youth with the tools they need to become productive adults
• Implement community-based models that serve as examples for broader change
  

Program Objectives

To achieve our mission, we have established the following core objectives:

1. Family Empowerment: Offer marriage and family counseling, faithbased guidance, and community support to help families restore unity and build resilience.
2. Youth Development: Deliver out-of-school programs that teach emotional intelligence, decision-making, time management, and selfmastery to youth and adolescents.
3. Vocational Training: Provide career readiness and technical skills programs—such as building construction and pipefitting—for at-risk youth transitioning into adulthood.
4. Community Collaboration: Partner with local governments, school districts, and service agencies to extend support and share successful models of family and youth development.
5. Data-Driven Improvement: Use performance metrics to measure effectiveness, make informed decisions, and continuously enhance services.
   

Performance Measures

To assess our impact and ensure accountability, we will regularly collect and report the following data:

• Number of families and individuals served
• Number of counseling sessions delivered
• Number of training sessions conducted
• Increases in participant knowledge and skills (pre/post assessments)
• Number of technical assistance requests received and fulfilled
• Number of evidence-based programs implemented
• Percent of families reporting improved communication and functioning
• Number of partnerships formed and collaborative efforts initiated
• Program policies developed, improved, or rescinded
• Number of publications and resources developed and disseminated
  

Evaluation Strategy and Systemic Change

Our evaluation model is built on five key principles:

1. Collaborative Leadership: Engage a cross-sector team—including courts, schools, child welfare, mental health, and workforce agencies—to drive meaningful reform.
2. Vision Mapping and Gap Analysis: Support agencies in identifying their vision for family and youth success and use data to assess needs and opportunities.
3. Continuous Coaching: Provide regular feedback and coaching to help partners stay aligned and achieve measurable progress.
4. Action-Oriented Planning: Develop strategic action plans with clear goals, deadlines, and accountability systems.
5. Sustainable Reform: Promote practices that are scalable and replicable, informed by rigorous evaluation and real-world data.
   

Naturally Blessed Foundation: Family by Divine Design

The Naturally Blessed Foundation complements Kibosh-Kybosh Institute by serving as a hub for marriage and family therapy, advocacy, and spiritual counseling. We believe that the family is central to God’s plan on Earth. Through counseling, dialogue, and healing, we help families create safe and nurturing environments where children can flourish.

Our approach is guided by:

• Faith, compassion, and non-judgmental support
• Promotion of virtue, morality, and integrity
• Resources that encourage resilience, emotional stability, and spiritual growth

We acknowledge the current threats to families—from media influence to systemic dysfunction—and we respond with strength, hope, and practical tools. We empower families to stand strong against indoctrination, fear, and emotional warfare, helping them raise positive, resilient children who contribute to stronger communities.

Call to Action

This is more than a program—this is a movement. We are calling on individuals, organizations, and communities to join us in restoring the foundational strength of families. The world needs compassion, leadership, and healing. At Kibosh-Kybosh Institute and Naturally Blessed Foundation, we are answering that call.

Together, we can bring light to darkness, restore broken homes, and raise a generation grounded in truth, love, and purpose.

Kibosh-Kybosh Institute: Our Purpose, Vision, and Request for Support

At Kibosh-Kybosh Institute, we are deeply committed to supporting youth and families through values-based education and emotional and spiritual development. We recognize that every child, every family, and every individual carries a purpose—and that discovering and living in alignment with that purpose is critical to personal well-being and societal growth.

Through our extracurricular programs, we provide K–12 students with tools to navigate life with clarity, responsibility, and integrity. Our approach is holistic, addressing not only academics but also emotional intelligence, time management, moral development, and spiritual insight.

Our Philosophy

We believe that transformation begins with self-awareness. When individuals are disconnected from their values or sense of purpose, they may fall prey to harmful influences—such as substance abuse, violence, or emotional distress. At Kibosh-Kybosh Institute, we help students and families become more in tune with themselves through reflective practices, value-based learning, and spiritual education.

Personal growth is a journey. As individuals mature, their experiences shape how they interact with the world. We support this growth by helping youth and families learn how to manage emotions, make ethical decisions, and rise above anger, pain, and regret. Healing begins with forgiveness—both for oneself and for others. We teach that true freedom and peace are found when we surrender to a higher power and walk in love, humility, and purpose.

A Call to Support Our Mission

Our vision is inspired by a deep spiritual calling to serve humanity and to protect our children. We believe our youth deserve a nurturing environment that encourages their growth, strengthens their moral compass, and uplifts their spirit. This is more than a program—it is a mission grounded in faith and community empowerment.

My personal journey—through trials, healing, and spiritual awakening— has prepared me to lead this work. As an ordained minister, marriage & family counselor, and educator, I am called to serve and guide others toward wholeness. But to continue this work at scale and reach those most in need, we urgently seek funding support to sustain and expand our programs.

Your support can help us reach at-risk youth, offer spiritual and emotional healing, and empower families to thrive. With your help, we can create a future rooted in faith, resilience, and love.

“The steps of a good man are directed by the Lord, and He delights in his way.” —Psalm 37:23

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Compliance and Program Integrity

Our K–12 education and extracurricular programs comply fully with all applicable federal and state laws that prohibit discrimination and protect the rights of families and students, including:

• Title VI of the Civil Rights Act of 1964

Title IX of the Education Amendments of 1972

• FERPA (Family Educational Rights and Privacy Act)
• PPRA (Protection of Pupil Rights Amendment)
  
  

Contact Information

Gloriana A. Charlemagne

Founder & President, Kibosh-Kybosh Institute

Ordained Minister | Women in Ministry

Marriage & Family Counselor | Christian Counselor

Author | Educator | Human Rights Consultant Certified Marriage Officiant | Spiritual Healer

 Email: contact@kiboshkybosh.com

Website: kiboshkybosh.com