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ISGAP Report Sparks Congressional Scrutiny Over Qatari Influence in American Education
New Study Raises Questions About Foreign Funding, Curriculum Development, and Oversight Across U.S. Schools and Universities
By: Fern Sidman
A newly released report from the Institute for the Study of Global Antisemitism and Policy (ISGAP) has ignited fresh debate in Washington over the role of foreign-funded organizations in American education, prompting bipartisan concern among members of Congress and calls for heightened federal oversight of educational partnerships involving foreign entities.
The report, titled “Institutional Capture: Qatar Foundation International: Use of Soft Power to Reshape Education in the United States” that was released on Wednesday finds that Qatar Foundation International (QFI) has spent more than $65 million across more than 220 educational programs between 2009 and 2025, establishing a broad network of influence that extends into K-12 schools, universities, teacher training initiatives, curriculum development projects, and educator organizations throughout the United States.
The findings have already drawn attention from lawmakers on both sides of the political aisle, who describe the allegations as serious and deserving of further examination.
ISGAP announced that it has formally submitted its report to the U.S. Department of Education, the Department of the Treasury’s Office of Intelligence and Analysis, key congressional committees, and education oversight bodies, requesting a comprehensive review of the activities detailed in the study.
According to ISGAP Executive Director Dr. Charles Asher Small, the report documents a long-term effort to influence educational content and educator training programs in ways that were not fully transparent to schools, regulators, or the broader public.
“Given the scale, duration, and structure of these activities, this is not a series of isolated educational programs,” Small said. “The report specifically documents how foreign-linked funding was used to shape educational content and educator training in ways that were not transparent to institutions, regulators, or the public.”
Small emphasized that congressional reaction to the report reflects growing concern about foreign influence in American institutions.
“The bipartisan reaction from members of Congress underscores the seriousness of these findings and the growing concern surrounding foreign influence within American education,” he said.
“These findings require decisive action. We are calling on federal authorities to conduct a full review of these activities, to examine how they intersect with publicly funded programs, and to ensure that transparency and accountability are upheld across the entire education system.”
At the center of the report is the assertion that QFI’s activities went significantly beyond the promotion of Arabic-language education.
According to ISGAP, QFI established partnerships that enabled it to become involved in curriculum development related to history, geography, culture, and Middle Eastern studies.
The report contends that these efforts were designed to influence how the Middle East is presented in American classrooms through multiple educational channels.
ISGAP argues that QFI built relationships with universities, educator networks, and teacher-training initiatives that enabled its materials and programs to reach large numbers of educators and students nationwide.
The report finds that QFI’s activities represented a coordinated strategy that extended across numerous layers of the educational system rather than a collection of independent programs.
According to the study, these activities included partnerships with universities, support for teacher leadership programs, conference presentations, curriculum development initiatives, and educational outreach efforts aimed at educators.
One of the report’s central areas of focus involves federally funded Title VI Middle East National Resource Centers.
These centers, housed at universities and supported by taxpayer dollars, are intended to provide educational resources and outreach programs designed to offer balanced perspectives on international affairs and regional studies.
According to ISGAP, QFI developed partnerships with certain Title VI centers, including programs associated with Duke University, the University of North Carolina, and the University of Texas at Austin.
The report substantiates that QFI utilized relationships with outreach coordinators connected to these centers to expand the distribution of QFI-supported educational programming and instructional materials.
ISGAP argues that these partnerships warrant closer examination because the centers receive federal funding and play a significant role in educational outreach.
The organization has called on federal authorities to evaluate whether current oversight mechanisms adequately monitor such partnerships and whether additional transparency measures may be required.
Among the report’s most notable findings are claims regarding classroom materials and educational content used in schools receiving QFI-related funding.
ISGAP cites a New York City public school where educational materials allegedly omitted Israel from maps and replaced it with “Palestine.”
According to the report, that incident prompted a congressional inquiry and intensified scrutiny regarding educational resources associated with foreign-funded initiatives.
The study also describes teacher-training programs in which participants allegedly developed lesson plans that were subsequently reviewed by QFI personnel.
ISGAP argues that such arrangements created a system through which educational materials could be developed, revised, and redistributed under direct organizational oversight.
The report further finds that QFI participated in virtual classroom partnerships involving schools affiliated with the United Nations Relief and Works Agency for Palestine Refugees, commonly known as UNRWA.
According to ISGAP, some of these programs culminated in student advocacy projects that occupied substantial portions of the academic year.
The organization argues that these activities merit additional scrutiny regarding educational neutrality and transparency.
Another major focus of the report involves educator organizations and professional-development programs.
ISGAP specifically highlights QFI’s relationship with the Middle East Outreach Council, describing it as an influential educator network through which educational materials and programming could be distributed nationwide.
The report finds that QFI’s financial support and organizational involvement enabled it to exercise substantial influence over conference programming, educational resources, and professional development activities.
According to ISGAP, documentary evidence indicates that presenters trained through QFI-supported initiatives were prominently featured at national conferences attended by social studies educators.
The report claims that this approach allowed QFI-associated perspectives to be amplified within professional educational settings.
ISGAP also examines QFI’s relationship with Brown University’s Choices Program, which historically distributed curriculum materials to thousands of schools across the country.
The report substantiates that partnerships involving large-scale educational distribution networks significantly expanded the reach of QFI-supported initiatives.
The report’s release generated immediate responses from lawmakers representing both major political parties.
Congressman Kevin Kiley of California, chairman of the House Early Childhood, Elementary and Secondary Education Committee and a member of the House Judiciary Committee, described the findings as substantial and worthy of further review.
“ISGAP’s new report examines the activities of Qatar Foundation International across U.S. education over the last 15 plus years,” Kiley said.
“In contravention of Qatar’s representations that QFI funds only grants for foreign language, the report documents more than $65 million in funding for more than 220 programs between 2009 and 2025, through which QFI built a scaled and national network of influence over educators in areas that went far beyond language acquisition and reached K–12 schools, colleges, and universities.”
Kiley added, “I look forward to working with ISGAP, the House Education & Workforce Committee, as well as colleagues on both sides of the aisle to protect academic integrity from foreign agendas.”
Congresswoman Elise Stefanik of New York similarly welcomed the report and linked its findings to broader concerns regarding foreign funding in educational institutions.
“I welcome the timely and shocking new report by ISGAP,” Stefanik said.
“This comprehensive report uncovers what I have investigated on the Education and Workforce Committee: that the Qatari government has systematically operated across various layers of our education system through strings-attached partnerships with universities, manipulation of taxpayer funded Title VI Middle East National Resource Centers, and curriculum development.”
Stefanik argued that the report raises significant policy questions for lawmakers concerning disclosure requirements, transparency standards, and existing regulatory frameworks governing foreign funding.
The report also attracted support from Democratic lawmakers.
Congressman Josh Gottheimer of New Jersey stated that American educational institutions should remain free from foreign government influence.
“American classrooms should never serve as vehicles for foreign government influence,” Gottheimer said.
“When a regime like Qatar’s quietly shapes what is taught, who is invited to speak, and which ideas are amplified on our campuses, the American people have a right to know.”
He added, “We must safeguard our curriculums from outside interference, enforce full compliance with disclosure laws, and demand real accountability from schools and universities.”
Congressman Jared Moskowitz of Florida likewise called for a careful review of the report’s findings.
“Let’s be clear: no foreign government should be allowed to quietly shape what American students are taught,” Moskowitz said.
“Americans deserve to know when foreign-linked organizations are influencing the materials we give our students.”
He continued: “This report raises legitimate concerns about whether existing safeguards are sufficient to combat foreign-funded entities meddling in American education. I strongly urge Congress to examine these findings closely and take concrete steps to ensure foreign governments cannot use America’s classrooms as vehicles for influence campaigns.”
ISGAP’s report ultimately calls for federal authorities to examine whether existing laws governing foreign funding, disclosure requirements, and federally supported educational programs are sufficient to address the issues identified in the study.
The organization has specifically requested reviews involving Title VI programs, foreign-agent registration requirements, disclosure obligations, and funding transparency mechanisms.
ISGAP stated that it stands ready to provide additional documentation, briefings, and supporting materials to lawmakers and investigators.
The report forms part of the organization’s broader “Follow the Money” initiative, which examines the impact of foreign funding on academic institutions, public policy, and civil society organizations.
Whether the allegations ultimately lead to congressional hearings, regulatory action, or formal investigations remains uncertain. However, the unusually broad bipartisan response suggests that questions surrounding foreign influence in American education are likely to remain a prominent issue in Washington in the months ahead.
As policymakers weigh the report’s findings, the debate appears poised to extend beyond any single organization and toward a broader examination of how foreign funding intersects with educational policy, academic independence, and public transparency throughout the United States.
