Miguel Cardona began his career as a fourth-grade teacher before becoming the youngest principal in Connecticut and later the state’s first Latino Commissioner of Education. As the second Secretary of Education of Puerto Rican descent, Cardona oversaw the education system’s recovery from the Covid-19 pandemic and implemented over $130 billion in student loan relief. A longtime educator and public servant, Cardona has dedicated his career to expanding access, equity, and opportunity in US schools.
Sofia Segarra: You’ve called this moment in higher education a “pandemic of prejudice” as universities scale back diversity efforts under political pressure. How should universities uphold equity and inclusion in today’s political climate?
Miguel Cardona: The federal government has chosen to check out of supporting higher education. We need to form alliances to keep students at the center of our conversations. To higher education leaders trying to balance changes from Washington with their students’ needs, my message was simple: We need you now, and we need to support one another. The last thing I want them to do is leave out of frustration, because that’s what our administration would want right now. Some university decisions conflict with institutional values, yet many are driven by the need to sustain basic student services. We should approach them with grace, recognizing they are often intended to protect students.
SS: You’ve said that what once made you feel different ultimately made you a stronger leader. How can marginalized students draw on that strength in a political climate where equity and justice feel under threat?
MC: Bilingualism and biculturalism are superpowers. Growing up in Connecticut and having Puerto Rican roots, my biculturalism provided me the confidence to code-switch and culture-switch. These superpowers are being attacked. This country was formed with people from different backgrounds and religions. It’s the Latino wave now, right? Before it was the Polish wave, the Italian wave, who all dealt with racial pushback. Much as we’ve learned from American history, we’re going to have to persevere through alliances, without hate or polarization.
SS: Through Cardona Solutions, you’ve continued advancing your work on multilingual education that you began as Secretary. How does Solutions create inclusive school environments that honor students’ languages while learning English?
MC: Si estoy buscando trabajo en otro país donde se habla español, es más probable que me escojan porque hablo dos idiomas (If I’m looking for a job in a Spanish-speaking country, it’s more likely that I’ll get chosen, since I speak two languages). Knowing another language makes you more marketable. I supported education leaders as they balanced English instruction with the maintenance of students’ native languages, especially amid shifting federal policies. I have provided them with guidance to navigate this political climate, especially regarding college and career pathways. States are stuck in this four-year college mentality that prevents students from reaching their potential. They leave two years in, $150,000 in debt, and no degree to provide the earning potential to repay it. Our education is not aligned with the needs of our country. If our schools don’t evolve, we will have to rely on other countries to produce. Our K-12 and higher ed institutions have to be connected to this reality. Otherwise, we leave a vacuum that for-profit institutions fill by preying on first-generation students without actually delivering quality products.
SS: During your time as Secretary, you’ve said you weren’t able to finish the work you began in Puerto Rico. Outside federal constraints, how are you supporting PR schools, and what systemic barriers became clearer to you during your time in office?
MC: Being on the island gave me real joy as I helped to decentralize their system, giving more authority to local districts and principals. It took the politics out of it. Principals shouldn’t be appointed by a governor for the entire island. We began with a pilot district, but the effort stalled after I left. I haven’t lost hope. I want to give the governor the chance to carry forward what’s best for the island and to honor what we started there.
SS: You’ve worked to rebuild the federal student loan system and expand debt relief while emphasizing access to higher education. Which of these challenges do you see as most urgent today, and how do you plan to continue advancing that work?
MC: Education is not an ancillary; it’s a must-have. Too many brilliant students across this country don’t have access to higher education because race and place are still big determinants of whether you have access to it. Once we recognize that higher education leads to students earning a million dollars over the course of their careers, those dollars become expendable income in communities; homes are bought, and taxes are paid.
SS: Regarding substance over sensationalism, how did you stay focused on expanding mental health resources, supporting educators, and improving instruction during polarized times?
MC: I developed this concept because people needed to see that we were doing things that mattered. “Culture wars” were creeping in, and every year there was a new boogeyman threatening to divide our communities. On the flip side, we were providing debt relief to teachers and increasing teacher-apprenticeships. When I talk about substance over sensationalism, I’m talking about all the lives we’re impacting, compared to the fear-mongering on the other side.
SS: As federal policy around DEI and Title IX, especially regarding LGBTQ+, low-income, and disability protections continues to shift, what can the Department of Education do to ensure that vulnerable students retain access to essential resources?
MC: The Department of Education has a responsibility to protect students’ civil rights, and it walked away from that duty. Now, states and local leaders are stepping in to defend access, and it’s critical that those who care about students continue to form alliances and speak out against these attacks.
SS: What would dismantling the Department of Education and shifting power to the states mean for public schools, federal standards, and educational equity, especially for marginalized students?
MC: What we’re going to see is medically fragile students not getting needed support, and students whose civil rights are violated not having any recourse. Regarding the privatization of K-12 education, imagine you’re a private school receiving vouchers: Your goal is to make a profit. In that model, are schools going to enroll students with health needs when doing so runs directly against their business incentives? We are further dividing those who have and those who don’t. Public education is the great equalizer. It’s what allowed an English learner from an economically disadvantaged neighborhood to advise the President of the United States.
SS: Reflecting on conversations you’ve had with students, what were some experiences that stayed with you the most, and how did these conversations inform your vision for the future of American education and the spectrum of human development?
MC: I was a fourth-grade teacher, and what mattered most was being with students. When they told me, “You’re from Washington, but you’re a regular person,” it reminded me how powerful it is for them to see someone like them in leadership. I wasn’t a billionaire donor. I was a teacher, and I want students to know they, too, can lead at the highest places and go even further.
*This interview has been edited for length and clarity.