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Peculation abounds on new priorities and the fate of current programs and policies in the U.S. Department of Education under the direction of Betsy DeVos, Donald Trump‘s nominee for education secretary. One thing is certain, there will be changes in the offing under the new administration, which is as averse to government regulation as it is inclined toward free market forces, which, in education, includes for-profit charter schools and vouchers. Noting that much of what has been written on education policy involves where the federal government should stay out of education governance, the Brookings Institution sought to initiate a public conversation on what the federal government can and should do. The result is Memos to the President on the Future of Education Policy, a series of 12 articles written by education leaders and policymakers with diverse perspectives that are intended to make ―an affirmative case for an important but limited federal role‖ in education policy. The preface to the series, A principled federal role in PreK-12 education, explores the history and evolution of federal policy around public education in the period soon after the Revolutionary War. The authors begin in 1791 with ratification of the Tenth Amendment, which gave states jurisdiction over all powers not reserved for the federal government in the U.S. Constitution, including education, and continues to current programs aimed at providing equal access to quality education for all students regardless of race, income, gender, ethnicity, language, and immigration status. The civil rights movement has been a major force in periods of heightened federal involvement. The U.S. Supreme Court ushered in this era with its 1954 Brown v. Board of Education ruling. A decade later, driven by President Lyndon B. Johnson‘s bold vision for a ―Great Society,‖ Congress approved two unprecedented pieces of legislation: The Civil Rights Act of 1964, followed in 1965 by the first Elementary and Secondary Education Act (ESEA). A SUPPORTING ROLE The fundamental question in this and the other papers is what can the federal government do to encourage and support states and districts in their work to improve learning for all students? The authors derived a common set of four proactive principles, which recommend that the federal government should: ensure that no student is denied the right to equal educational opportunity based on race, ethnicity, gender, disability, or other protected status; provide compensatory funding to facilitate access to educational opportunity for high-need students, including, but not limited to, students living in poverty and students with disabilities; support education research and development, and the gathering and dissemination of information about the scope and quality of the nation‘s education system, to inform policy and practice at the state and local levels; and in a manner consistent with both its unique advantages and limited capacity, support the development and conditions to promote continuous improvement of state and local education systems. The overall message here is that the federal government has the responsibility to insure the right to a free and high quality education for all K-12 students by protecting their civil rights and by providing resources for the most in need, using public data and high quality research, and by providing support and infrastructure for schools, districts, and states to help them continuously improve in their work.