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  • $1.2B Fine, Nix Trans Athlete Wins, More

    $1.2B Fine, Nix Trans Athlete Wins, More

    Juliana Yamada/Los Angeles Times/Getty Images

    The details of the Trump administration’s demands on the University of California, Los Angeles—in addition to the previously reported $1.2 billion payout the federal government asked for—have finally been revealed. A lawsuit by UC faculty unions forced the higher ed system to release a copy of a draft resolution agreement, shedding light on the terms UC was first faced with nearly three months ago.

    The Trump administration has demanded, among other things, that UCLA not enroll “foreign students likely to engage in anti-Western, anti-American, or antisemitic disruptions or harassment.” In the same paragraph, the proposed resolution agreement says UCLA would have to “socialize international students to the norms of a campus dedicated to free inquiry and open debate.”

    The federal government also demanded that UCLA ban overnight campus demonstrations and mandate that masked campus protesters reveal their identities when asked.

    Multiple provisions aim to limit transgender individuals’ rights. The document demands that UCLA’s medical school and affiliated hospitals stop “performing hormonal interventions and ‘transgender’ surgeries” on anyone under 18; stop allowing transgender women to play on women’s sports teams; strip records, awards and other recognition from transgender women athletes; and send personal apologies to the cisgender women who placed lower than trans athletes.

    California voters banned affirmative action in public education nearly 30 years ago, but the demand letter suggests the Trump administration doesn’t think UCLA has complied. It would require UCLA to bar providing “information about candidates’ race, sex, ethnicity, or other protected characteristics to faculty or other UCLA personnel with decision-making authority over hiring, retention, promotion or tenure.”

    Other provisions target affirmative action in hiring and student admissions, including a line that says, “UCLA shall discontinue race- and ethnicity-based scholarships.” The proposed agreement says “proxies used to effectuate race-based or sex-based outcomes” aren’t allowed in selecting for fellowship programs and also bans the use of such undefined proxies in hiring and admissions.

    The document’s release comes after UC said in early August that it would negotiate with the federal government, citing the estimated $584 million in funding that at least three different federal agencies had announced they were suspending. That funding freeze followed a July 29 letter to UC from the Department of Justice, which said its months-long investigations across the system had so far concluded that in its response to a pro-Palestinian protest encampment in spring 2024, UCLA violated the equal protection clause of the 14th Amendment and Title VI of the Civil Rights Act of 1964.

    It was yet another example of the Trump administration accusing a selective university of tolerating antisemitism and cutting off hundreds of millions of federal dollars. But, unlike Harvard and Columbia Universities, UCLA is a public institution, and its targeting by the federal government represents an expansion of the administration’s campaign to overhaul higher ed.

    Last week, the University of Virginia became the first known public institution to settle with the administration over discrimination allegations. That settlement didn’t require a payout, but among other things, UVA committed to not use proxies for race; to end all diversity, equity and inclusion programming; and to prohibit trans athletes from participating in sports.

    Media earlier reported some of the administration’s demands on UCLA, but university officials didn’t make the details public until Friday, when a lawsuit by the UCLA Faculty Association and Council of UC Faculty Associations forced them to.

    “Accession to these demands would be to undermine everything that has made the UC the successful engine of social mobility and economic might that it has been for our state,” Anna Markowitz, president of the UCLA Faculty Association, wrote in an email. “It will harm undergraduate learning opportunities, and hamper UC’s ability to be a scholarly leader on the international stage. It enshrines ideology at the heart of the institution rather than decades of empirical and scholarly understanding. We stand against this extortion effort.”

    Markowitz said the “UCLA FA and CUCFA have stood with our union colleagues in calling for no negotiations since the beginning.” The university administration “is under intense federal pressure,” she said, and she urged them to resist—“particularly because other faculty legal action has resulted in the restoration of nearly all of the temporarily suspended federal grants.”

    Indeed, Stett Holbrook, a UC spokesperson, wrote in an email to Inside Higher Ed Monday that “as for terminated federal research funds, that figure is in the tens of millions”—a far cry from the August estimate of $584 million.

    He provided a statement saying, “UC has been clear it must evaluate its response to the administration’s settlement proposal that, like all settlement communications, is confidential. As stated previously, the proposed $1.2 billion settlement payment alone would derail work that saves lives, grows our economy, and fortifies our national security. UC remains committed to protecting the mission, governance, and academic freedom of the University.”

    White House and DOJ officials didn’t respond to requests for interviews Monday or answer written questions.

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  • Private New York colleges get $50M in state financing for capital projects

    Private New York colleges get $50M in state financing for capital projects

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    Dive Brief:

    • New York is contributing $49 million in capital grants to 35 of the state’s private nonprofit colleges to help fund upgrades to facilities, build new labs and research spaces, and invest in new technology and equipment. 
    • The state’s Higher Education Capital Matching Grant Program — led by a three-person board composed of political appointees — last week awarded grants ranging from tens of thousands of dollars to $5 million, New York Gov. Kathy Hochul announced on Friday.
    • Under the 20-year-old program, eligible colleges must invest $3 of their own money for every $1 of public funds. The next round of applications for projects is set to open in mid-December.

    Dive Insight:

    Since 2005, HECap has directed $369.8 million in state funding toward over 300 projects at private nonprofit colleges in New York, the governor’s office said. 

    The program makes the state a financial partner for private colleges, many of which were established well before the 1948 creation of the State University of New York system. 

    After a more than yearlong application process, the state’s HECap Board approved the latest round of projects at an Oct. 20 meeting. Colleges can use the funds to design, acquire, build, rebuild, renovate or equip buildings. Selected projects are meant to support a college’s academic offerings or student life, as well as to drive economic development in the state.

    These projects stand for our ongoing commitment to keeping New York at the forefront of education and economic opportunity,” Hochul said in a Friday statement

    The current round of combined public and institutional funds represents a $195 million capital investment in independent higher education facilities, according to Hochul’s office. 

    The grants cover a wide range of amounts to nearly three dozen institutions, including:

    • $1.8 million to Albert Einstein College of Medicine for renovations to a commons area and recreation center. 
    • $5 million to Clarkson University for the first phase of renovations to an engineering and science complex.
    • $69,800 to Maria College to purchase and install technological equipment. 
    • $1.8 million to Cornell University to build a large classroom space in a library.
    • $5 million to D’Youville University for renovations to a facility supporting its osteopathic medicine college. 
    • $5 million to Hobart and William Smith Colleges for construction of a new science building and renovation of three adjacent facilities.
    • $1.8 million to the Rochester Institute of Technology to upgrade its electrical infrastructure. 
    • $1.6 million to Sarah Lawrence College to create an experiential learning center.

    New York’s continued public financing of capital projects comes while colleges across the country wrestle with sizable backlogs of deferred maintenance and facilities needs, many left over from the pandemic era as institutions put off those investments.

    Last year, analysts with Moody’s Investor Service estimated a “hidden liability” of deferred maintenance needs at colleges potentially amounting to nearly $1 trillion — and just among the roughly 500 institutions Moody’s rated at the time. 

    Rising costs, high interest rates and financial pressures can make those needs all the more difficult to meet.

    Few have the necessary resources and credit strength to sustain the higher amounts needed to tackle the full extent of their infrastructure needs,” Moody’s analysts said in their report. Colleges that can’t afford upgrades face recruitment risks in enrollment and staff talent as buildings continue to deteriorate. 

    The backlog of projects is so large that capital spending increases on existing facilities have served only to slow the growth of unmet need, according to a report earlier this year from the building intelligence firm Gordian.

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  • FIRE SURVEY: Colleagues and faculty unions fail to defend scholars targeted for speech

    FIRE SURVEY: Colleagues and faculty unions fail to defend scholars targeted for speech

    “I was afraid to leave my home for several weeks. I was afraid for the safety of my children. I received death threats.”

    “I was vomiting throughout the day, couldn’t eat, was having constant panic attacks, couldn’t be around people or leave the house . . .”

    “I was getting violent threats via email every day . . . The police were doing daily drive-bys because so many people threatened me with violence.”

    PHILADELPHIA, Oct. 28, 2025 — These are just some of the harrowing first-person accounts collected by the Foundation for Individual Rights and Expression in “Sanctioned Scholars: The Price of Speaking Freely in Today’s Academy,” a new survey of scholars who have been targeted for any protected speech since the beginning of the decade.

    “Cancellation campaigns are often wrapped in the language of preventing ‘emotional harm,’” said FIRE’s Manager of Polling and Analytics Nathan Honeycutt. “But our survey shows that it’s the mobs themselves that inflict lasting mental anguish on academics, many of whom still suffer the consequences long after the controversy subsided.”

    FIRE reached out to the over 600 academics listed in its Scholars Under Fire database who were sanctioned or targeted between 2020 and 2024, of whom 209 completed our survey. (FIRE’s survey was conducted before the Sept. 10 assassination of Charlie Kirk, which was followed by nearly a hundred scholars being targeted, over a dozen fired, and 2025 emerging as a new record high.)

    Nearly all (94%) who participated in the survey described the impact of their experience as negative. Roughly two-thirds (65%) experienced emotional distress, and significant chunks reported facing harrowing social setbacks, such as being shunned at work (40%) or lost professional relationships (47%) and friendships (33%).

    For some, the consequences were severe. About a quarter of the scholars who completed the survey reported that they sought psychological counseling (27%), and 1 in 5 lost their jobs entirely (20%).

    Nearly all institutions of higher learning promise academic freedom and free speech rights to their scholars. But many of the targeted scholars reported that they received no support from precisely the institutions and individuals who were supposed to have their backs in moments of crisis and controversy. Only 21% reported that they received at least a moderate amount of  public support of their faculty union, for example, and a paltry 11% reported that they received public support from administrators.

    Tellingly, colleagues felt more comfortable supporting the targeted scholars privately rather than publicly. Just under half of scholars received at least a moderate amount of private support from colleagues (49%), but only about a third (34%) received their support publicly.

    Grouped column chart

    In their open-ended responses to FIRE’s survey, many scholars reported that this was their deepest wound: the public silence and abandonment by their peers. “My biggest disappointment was in the cowardice of other faculty who refused to do anything public on my behalf,” one professor wrote.

    “Free speech advocates have long argued that acts of censorship don’t just silence one person,” said Honeycutt. “They chill the speech of anyone who agrees with them, and even those who disagree but are too cowed to defend their right to speak. Our report shows that the academy urgently needs courageous faculty willing to stand up for their colleagues, even when doing so is difficult or unpopular.”

    FIRE’s report also found a noticeable partisan gap in the level of public support reported by scholars. Larger proportions of conservative than liberal faculty reported that they received support from the general public (55% vs. 37%). But far fewer than their liberal peers reported that they received public support from their faculty union (7% vs. 29%) or their university colleagues (19% vs. 40%).

    Grouped column chart

    “Support for academic freedom should never depend on the views being expressed, but our survey shows that’s exactly what’s happening,” said FIRE Research Advisor Sean Stevens. “If faculty unions and institutions of higher learning won’t stand by scholars in their moments of crisis, they can’t claim to stand for free speech and inquiry.”

    The Scholars Under Fire survey was fielded from Jan. 15 to April 15, 2025. A total of 635 scholars were invited to participate in this study, and 209 participated. The scholars recruited were individuals listed in FIRE’s Scholars Under Fire Database because they experienced a sanction or sanction attempt between 2020 and 2024. Participation in the survey was anonymous to encourage candid responses without fear of personal consequence, and to allow participants to speak more freely about their experiences.


    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought—the most essential qualities of liberty. FIRE recognizes that colleges and universities play a vital role in preserving free thought within a free society. To this end, we place a special emphasis on defending the individual rights of students and faculty members on our nation’s campuses, including freedom of speech, freedom of association, due process, legal equality, religious liberty, and sanctity of conscience.

    CONTACT:

    Alex Griswold, Communications Campaign Manager, FIRE: 215-717-3473; [email protected]

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  • Clear and Present Danger – A history of free speech

    Clear and Present Danger – A history of free speech

    Why have kings, emperors, and governments killed and imprisoned people to shut them up? And why have countless people risked death and imprisonment to express their beliefs? Jacob Mchangama guides you through the history of free speech from the trial of Socrates to the Great Firewall.
    Stay up to date with Clear and Present Danger on the show’s website at freespeechhistory.com

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  • ACE’s Ted Mitchell to Join ACUE-Led Fireside Chat

    ACE’s Ted Mitchell to Join ACUE-Led Fireside Chat

    ACE President Ted Mitchell will join Andrew Hermalyn, Association of College and University Educators (ACUE) CEO, for a fireside chat on evidence-based strategies that help higher education leaders navigate disruption and safeguard student success.

    , to be held Oct. 29 at 3pm ET, will highlight approaches that build institutional resilience, advance student outcomes, and reinforce the value of higher education.

    Earlier this month, ACE and ACUE reaffirmed their to drive transformative change in faculty development and elevate teaching excellence across higher education.

    Register for the event , and learn more about ACE and ACUE’s collaboration .


    If you have any questions or comments about this blog post, please contact us.

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  • Higher Education Inquirer : The College Meltdown: A Retrospective

    Higher Education Inquirer : The College Meltdown: A Retrospective

    (In 2017, we collaborated with Crush the Street on a video describing the College Meltdown.)  

    “Education is not merely a credentialing system; it is a humanizing act that fosters connection, purpose, and community.”


    Origins

    The College Meltdown began in the early 2010s as a blog chronicling the slow collapse of U.S. higher education. Rising tuition, mounting student debt, and corporatization were visible signs, but the deeper crisis was structural: the erosion of public accountability and mission.

    By 2015, the warning signs were unmistakable to us. On some campuses, student spaces were closed to host corporate “best practices” conferences. At many schools, adjunct instructors carried the bulk of teaching responsibilities, often without benefits, while administrators celebrated innovation. Higher education was quietly being reshaped to benefit corporations over students and communities — a true meltdown.


    Patterns of the Meltdown

    Enrollment in U.S. colleges began declining as early as 2011, reflecting broader demographic shifts: fewer children entering the system and a growing population of older adults. Small colleges, community colleges, and regional public universities were hardest hit, while flagship institutions consolidated wealth and prestige.

    Corporate intermediaries known as Online Program Managers (OPMs) managed recruitment, marketing, and course design, taking large portions of tuition while universities retained risk. Fully automated robocolleges emerged, relying on AI-driven templates, predictive analytics, and outsourced grading. While efficient, these systems dehumanized education: students became data points, faculty became monitors, and mentorship disappeared.

    “Robocolleges and AI-driven systems reduce humans to data points — an education stripped of connection is no education at all.”


    Feeding the AI Beast

    As part of our effort to reclaim knowledge and influence public discourse, we actively contributed to Wikipedia. Over the years, we made more than 12,000 edits on higher education topics, ensuring accurate documentation of predatory practices, adjunct labor, OPMs, and corporatization. These edits both informed the public and, inadvertently, fed the AI beast — large language models and AI systems that scrape Wikipedia for training data now reflect our work, amplifying it in ways we could never have predicted.

    “By documenting higher education rigorously, we shaped both public knowledge and the datasets powering AI systems — turning transparency into a tool of influence.”


    Anxiety, Anomie, and Alienation

    The College Meltdown documented the mental health toll of these transformations. Rising anxiety, feelings of anomie, and widespread alienation were linked to AI reliance, dehumanized classrooms, insecure faculty labor, and societal pressures. Students felt like credential seekers; faculty suffered burnout.

    “Addressing the psychological and social effects of dehumanized education is essential for ethical recovery.”


    Trump, Anti-Intellectualism, and Fear in the Era of Neoliberalism

    The project also addressed the broader political and social climate. The Trump era brought rising anti-intellectualism, skepticism toward expertise, and a celebration of market logic over civic and moral education. For many, it was an era of fear: fear of surveillance, fear of litigation, fear of being marginalized in a rapidly corporatized, AI-driven educational system. Neoliberal policies exacerbated these pressures, emphasizing privatization, metrics, and competition over community and care.

    “Living under Trump-era neoliberalism, with AI monitoring, corporate oversight, and mass surveillance, education became a space of anxiety as much as learning.”


    Quality of Life and the Call for Rehumanization

    Education should serve human well-being, not just revenue. The blog emphasized Quality of Life and advocated for Rehumanization — restoring mentorship, personal connection, and ethical engagement.

    “Rehumanization is not a luxury; it is the foundation of meaningful learning.”


    FOIA Requests and Whistleblowers

    From the start, The College Meltdown relied on evidence-based reporting. FOIA (Freedom of Information Act) requests were used to obtain internal communications, budgets, and regulatory filings, shining light on opaque practices. Whistleblowers, including adjunct faculty and staff at universities and OPMs, provided firsthand testimony of misconduct, financial malfeasance, and educational dehumanization. Their courage was central to the project’s mission of transparency and accountability.

    “Insider testimony and public records revealed the hidden forces reshaping higher education, from corporate influence to predatory practices.”


    Historical Sociology: Understanding the Systemic Collapse

    The importance of historical sociology cannot be overstated in analyzing the decline of higher education. By examining the evolution of educational systems, we can identify patterns of inequality, the concentration of power, and the commodification of knowledge. Historical sociology provides the tools to understand how past decisions and structures have led to the current crisis.

    “Historical sociology reveals, defines, and formulates patterns of social development, helping us understand the systemic forces at play in education.”


    Naming Bad Actors: Accountability and Reform

    A critical aspect of The College Meltdown was the emphasis on naming bad actors — identifying and holding accountable those responsible for the exploitation and degradation of higher education. This included:

    • University Administrators: Prioritizing profit over pedagogy.

    • Corporate Entities: OPMs profiting at the expense of educational quality.

    • Political Figures and Ultraconservatives: Promoting policies that undermined public education and anti-intellectualism.

    “Holding bad actors accountable is essential for meaningful reform and the restoration of education’s ethical purpose.”


    Existential Aspects of Climate Change

    The blog also examined the existential dimensions of climate change. Students and faculty face a dual challenge: preparing for uncertain futures while witnessing environmental degradation accelerate. Higher education itself is implicated, both as a contributor through consumption and as a forum for solutions. The looming climate crisis intensifies anxiety, alienation, and the urgency for ethical, human-centered education.

    “Climate change makes the stakes of education existential: our survival, our knowledge, and our moral responsibility are intertwined.”


    Mass Speculation and Financialization

    Another critical theme explored was mass speculation and financialization. The expansion of student debt markets, tuition-backed bonds, and corporate investments in higher education transformed students into financial instruments. These speculative dynamics mirrored broader economic instability, creating both a moral and systemic crisis for the educational sector.

    “When education becomes a commodity for speculation, learning, mentorship, and ethical development are subordinated to profit and risk metrics.”


    Coverage of Protests and Nonviolent Resistance

    The College Meltdown documented student and faculty resistance: tuition protests, adjunct labor actions, and campaigns against predatory OPM arrangements. Nonviolent action was central: teach-ins, sit-ins, and organized campaigns demonstrated moral authority and communal solidarity in the face of systemic pressures, litigation, and corporate intimidation.


    Collaboration and Resistance

    Glen McGhee provided exceptional guidance, connecting insights on systemic collapse, inequality, and credential inflation. Guest authors contributed across disciplines and movements, making the blog a living archive of accountability and solidarity:

    Guest Contributors:

    Bryan Alexander, Ann Bowers, James Michael Brodie, Randall Collins, Garrett Fitzgerald, Erica Gallagher, Henry Giroux, David Halperin, Bill Harrington, Phil Hill, Robert Jensen, Hank Kalet, Neil Kraus, the LACCD Whistleblower, Wendy Lynne Lee, Annelise Orleck, Robert Kelchen, Debbi Potts, Jack Metzger, Derek Newton, Gary Roth, Mark Salisbury, Gary Stocker, Harry Targ, Heidi Weber, Richard Wolff, and Helena Worthen.


    Lessons from the Meltdown

    The crisis was systemic. Technology amplified inequality. Corporate higher education rebranded rather than reformed. Adjunctification and labor precarity became normalized. Communities of color and working-class students suffered disproportionately.

    Dehumanization emerged as a central theme. AI, automation, and robocolleges prioritized efficiency over mentorship, data over dialogue, and systems over human relationships. Rising anxiety, anomie, and alienation reflected the human toll.

    “Rehumanization, mentorship, community, transparency, ethical accountability, and ecological awareness are essential to restore meaningful higher education.”


    Looking Forward

    As higher education entered the Trump era, its future remained uncertain. Students, faculty, and communities faced fear under neoliberal policies, AI-driven monitoring, mass surveillance, litigation pressures, ultraconservative influence, climate crises, and financial speculation. Will universities reclaim their role as public goods, or continue as commodified services? The College Meltdown stands as a testament to those who resisted dehumanization and anti-intellectualism. It also calls for Quality of Life, ethical practice, mental well-being, environmental responsibility, and Rehumanization, ensuring education serves the whole person, not just the bottom line. 


    Sources and References

    • Washington, Harriet A. Medical Apartheid. Doubleday, 2006.

    • Rosenthal, Elisabeth. An American Sickness. Penguin, 2017.

    • Skloot, Rebecca. The Immortal Life of Henrietta Lacks. Crown, 2010.

    • Nelson, Alondra. Body and Soul. University of Minnesota Press, 2011.

    • Paucek, Chip. “2U and the Growth of OPMs.” EdSurge, 2021. link

    • Ravitch, Diane. The Death and Life of the Great American School System. Basic Books, 2010.

    • Alexander, Bryan. Academia Next. Johns Hopkins University Press, 2020.

    • U.S. Department of Education. “Closed School Information.” 2016–2020. link

    • Federal Reserve Bank of New York. Student Debt Statistics, 2024. link

    • Wayback Machine Archive of College Meltdown Blog: link

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  • Edu Alliance Group Launches the Center for College Partnerships and Alliances – Edu Alliance Journal

    Edu Alliance Group Launches the Center for College Partnerships and Alliances – Edu Alliance Journal

    October 27, 2025, By Dean HokeAs many of you know, I am deeply committed to helping small and mid-sized colleges find sustainable paths forward. That’s why I’m proud to announce the launch of the Edu Alliance Group Center for College Partnerships and Alliances, dedicated to helping institutions explore partnerships, mergers, and strategic alliances that strengthen their mission and impact.

    The Center will be led by newly appointed partners Dr. Chet Haskell and Dr. Barry Ryan, two distinguished higher education leaders with deep experience in governance, accreditation, and institutional transformation. Together, they bring a wealth of expertise in guiding colleges and universities through complex transitions while preserving mission integrity and academic excellence.

    The Center’s framework draws on insights presented in A Guide to College Partnerships, Mergers, and Strategic Alliances for Boards and Leadership: From Awareness to Implementation,” authored by Dr. Chet Haskell, Dr. Barry Ryan, and Edu Alliance Managing Partner Dean Hoke. The guide outlines a five-stage model: Recognize, Assess, Explore, Negotiate, and Implement. It emphasizes mission integrity, transparency, and trust as the foundation for success.

    “Our goal is to help college leaders and boards move from awareness to action with clarity, confidence, and compassion,” said Dr. Haskell. “Partnerships and alliances can preserve institutional identity while creating new opportunities for students and communities.”

    “Edu Alliance has long supported institutions navigating change,” added Dean Hoke, Co-Founder and Managing Partner. “With the launch of the Center, we’re expanding our ability to help presidents and boards design solutions that are both visionary and pragmatic.”

    About the Leadership

    Dr. Chester (Chet) Haskell recently completed six and a half years as Vice Chancellor for Academic Affairs and University Provost at Antioch University, where he played key roles in integrating the institution academically and structurally, as well as in creating the Coalition for the Common Good with Otterbein University, where he was Vice President for Graduate Programs. He previously held senior positions at Harvard University—including Associate Dean of the Kennedy School of Government—and later served as Dean of the College at Simmons College (Boston). Dr. Haskell went on to serve as President of both the Monterey Institute of International Studies (now part of Middlebury College) and Cogswell Polytechnical College, leading both institutions through successful mergers. He holds DPA and MPA degrees from the University of Southern California, an MA from the University of Virginia, and an AB cum laude from Harvard University.

    Dr. Barry Ryan has served as President of five universities and as Provost and Chief of Staff at three others, spanning state, private nonprofit, and private for-profit institutions. A Supreme Court Fellow in the chambers of Chief Justice William H. Rehnquist, Dr. Ryan is a member of several federal and state bars and has held two terms as Commissioner for WASC (WSCUC). He has led institutions through mergers, acquisitions, and affiliations that preserved academic quality, expanded access, and strengthened long-term viability. His leadership is characterized by transparency, shared governance, and a deep commitment to stakeholder engagement. Dr. Ryan earned his Ph.D. from the University of California, Santa Barbara, his J.D. from the University of California, Berkeley, and a Dipl.GB in international business from the University of Oxford.

    Upcoming Webinar

    As part of the launch, Edu Alliance will host a free national webinar on December 3, 2025, at 1 PM Eastern time titled “Navigating Higher Education’s Existential Challenges: From Partnerships and Mergers to Reinvention.” To register, go to https://admissions.augustana.edu/register/?id=838202a3-c7a7-4ce0-8dc1-11c7979fe27c

    The session will feature a distinguished panel of experts discussing practical strategies for independent colleges and universities.
    Panelists include

    • Dr. Chet Haskell and Dr. Barry Ryan, Partners and Co-Directors of Edu Alliance’s Center for College Partnerships and Alliances;
    • A.J. Prager, Managing Director at Hilltop Securities, specializing in Higher Education Mergers & Acquisitions and Strategic Partnerships;
    • Stephanie Gold, Partner and Head of the Higher Education Practice at Hogan Lovells.

    The program will be moderated by Dean Hoke and Kent Barnds, co-hosts of Small College America.

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  • The power of one voice

    The power of one voice

    The reaction to Alla’s interview contrasted with the pro-Ukraine demonstrations that met Russian soprano Anna Netrebko when she appeared on the opening night of Puccini’s “Tosca” at the Royal Opera House in London earlier this month.

    In contrast, the appearance of Netrebko, who has said in an understated way that she is against the war, sparked a debate in the British press about whether politics and art should be mixed.

    But Alla was clear. She said she felt she had to tell the truth for the sake of her children.

    Repercussions of speaking out

    Her interview, lasting more than three-and-a-half hours, ranged over many topics, from her musical memories to her five husbands. But it was when she grasped the nettle of politics — and how politics affected her family — that it became gripping.

    Alla is married to the Russian-Israeli stand-up comedian Maxim Galkin, who at 49 is 27 years her junior (their 12-year-old twins Liza and Harry were born via a surrogate mother).

    Straight-talking and irreverent, Galkin shared a stage with Ukraine’s comedian-turned-president Volodymyr Zelensky for Russia’s iconic New Year’s Eve show in 2013. He opposed the war with Ukraine, when it broke out in 2022.

    After Galkin spoke out, Alla said she was summoned to the Kremlin for a “talk” with Sergei Kiriyenko, the first deputy chief of staff of the presidential administration. The conversation seemed to be friendly enough. But a few days later, Galkin was declared a “foreign agent”.

    Alla said that when their children went to school after that, they were mocked as the children of spies and told that their father was a foreign agent and their parents were enemies. The family packed up and left — first to Israel and then to Cyprus. They spend their summer holidays in Latvia.

    “They call me a traitor,” Alla said in the interview. “And what exactly did I betray? I have said that I could leave my homeland, which I love very much, only in one case — if my homeland betrayed me. And it has betrayed me.”

    Strong words from a woman who has been a celebrity in Russia for decades.

    A performer for the people

    Classically trained to conduct choirs, Alla shot to stardom in 1975 when she won the grand prix at the Golden Orpheus international song contest in Bulgaria with the song “Arlekino” (Harlequin).

    Banned by the Communist Party from collaborating with ABBA, she became huge in her own right — as big as Tina Turner, say, in the United States — and always sang for the people. In 1986, for example, she appeared in a special concert for the firemen who risked their lives in the aftermath of a devastating explosion at the Chernobyl nuclear plant in northern Ukraine, when it was part of the Soviet Union.

    Because Alla never projected herself as a diva but rather as “the woman who sings”, she won the hearts of millions and was loved by everyone, from housewives to mafia bosses. In the 1990s, there was even a petition calling for her to stand as Russian president, which she modestly laughed off.

    Russian journalist and writer Mikhail Zygar, who now lives in Berlin, wrote that Alla’s statements against Putin are important because she had never been a political activist.

    “Millions of Russians always considered her ‘one of their own’ — because through her songs she expressed the pain and suffering of ordinary Russians,” he said. “The fact that she has stopped keeping silent and spoken out openly against the war is a very important signal. She has always been the voice of millions of mute, wordless, unhappy Russians. Now they will think the way she put it — that’s how her interview is being described on social media.”

    Perhaps the biggest indication of the strength of the interview was the speed and viciousness with which the Russian authorities reacted.

    Foreign Ministry spokeswoman Maria Zakharova called it a “bazaar of hypocrisy” while parliamentary deputy Vitaly Milonov said: “I believe that in her interview, Pugacheva said enough not only to warrant the status of ‘foreign agent’ but also to fall under several criminal articles, including the justification of terrorism.” The pro-Kremlin ruler of Chechnya, Ramzan Kadyrov, went so far as to call Alla an “enemy of the people”.


    Questions to consider:

    1. In what ways could it be “patriotic” to criticise your own country?

    2. Should art and politics be mixed?

    3. Can you think of other artists or musicians who have risked their popularity by standing out against their government’s policies?


     



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  • Smart strategies to help students find the perfect college

    Smart strategies to help students find the perfect college

    Key points:

    You’ll often hear two words come up in advising sessions as students look ahead to college: match and fit. They sound interchangeable, but they’re not.

    Match refers to what colleges are looking for from students. It’s mostly determined by admissions requirements such as GPA and test scores, and in some cases, other criteria like auditions, portfolios, or athletic ability. Fit is more of an art than a science; it refers to what the student is looking for in a college, including personal preferences, social and cultural environment, financial factors, and academic offerings. When we talk to students about college fit, it’s an opportunity for them to ask themselves whether they like what a certain institution offers beyond being admitted.

    In the college admissions process, both terms matter. A strong match without a good fit can leave a student disengaged and negatively affect their chances of graduating from college. Nearly a quarter of undergraduate freshmen drop out before their second year, and it seems likely to me that a lot of these cases boil down to bad fits. On the other hand, a great fit that isn’t a match could be difficult for admission in the first place, and if a student is admitted anyway, the rigorous coursework they encounter might be more than they’re ready for. To maximize postsecondary success, advisors, families, and students alike should fully understand the difference between match and fit and know how to approach conversations about each of them.

    Match: Reach, target, and solid

    As I’ve worked with advisors over the years, one of the best ways we’ve found to guide students on match is using the categories of “Reach,” “Target,” and “Solid” schools. We can determine which schools belong to what category using the data that colleges share about the average incoming GPAs and test scores of admitted classes. Typically, they report weighted GPAs and composite test scores from the middle 50 percent of accepted applicants, i.e., from the students who fall anywhere from the 25th to 75th percentile of those admitted.

    • Reach: These are schools where admission is less likely, either because a student’s test scores and GPA are below the middle 50 percent or because the school traditionally admits only a small percentage of eligible applicants.
    • Target: These are schools where either GPA or test scores fall in the middle 50 percent of admitted students.
    • Solid: These are schools where students are well within the middle 50 percent for both GPA and test scores.

    Building a balanced college list across these categories is essential in the college planning process. Often, I see high-achieving students over-index on too many Reach schools, which may make it hard for them to get accepted anywhere on their list, simply because their preferred schools are ultra-selective. Meanwhile, parents and guardians may focus heavily on fit and overlook whether the student actually meets the college’s admission criteria. Advisors play a key role in keeping these data-informed conversations grounded with the goal of a balanced list of college options for students to pursue.

    The importance of early planning

    Timing matters. In general, if you meet with students early enough, conversations about fit are productive, but if you’re meeting with students for the first time in their senior year, the utmost priority should be helping them build a balanced list. Ideally, we want to avoid a situation where a student thinks they’re going to get into the most competitive colleges in the country on the strength of their GPA and test scores, only to find out that it’s not that easy. If advisors wait until senior year to address match, students and families may already have unrealistic expectations, leading to difficult conversations when options are limited.

    On the other hand, we would stress that although GPA is the factor given the most weight by admissions offices, there are ways to overcome match deficits with other elements of a college application. For instance, if a student worked part-time to support their family or participated in co-curricular activities, colleges using holistic review may see this as part of the student’s story, helping to balance a GPA that falls outside the typical range. These experiences highlight a student’s passions and potential contributions to their chosen major and campus community. We don’t want students to have unrealistic expectations, but we also shouldn’t limit them based on numbers alone.

    In any case, advisors should introduce both match and fit concepts as early as 9th grade. If students have a specific college in mind, they need to be aware of the match requirements from the first day of freshman year of high school. This allows students to plan and track academic progress against requirements and lets families begin exploring what kind of environment, resources, and financial realities would make for the right fit.

    Fit: A personal process

    Once match is established, the next step is making sure students ask: “What do I want in my college experience?” The answers will involve a wide range of factors:

    • Institutional type: Public or private? Small liberal arts college or large research university?
    • Academic considerations: What majors are offered? Are there study abroad programs? Internship opportunities?
    • Student life: What is the student body like? What kind of extracurriculars, sports, and support services are offered? Are there fraternities and sororities? What is the campus culture?
    • Affordability: What financial aid or scholarships can I expect? What is the true net cost of attendance?
    • Outcomes: What a student hopes to gain from their postsecondary experience, including specific degrees or credentials, career preparation, financial benefits, personal growth, and skill development.

    Fit also requires conversations within families. I’ve found that open communication can reveal misunderstandings that would otherwise falsely limit students’ options. Sometimes students assume their parents want them close to home, when in fact, parents just want them to find the right environment. Other times, families discover affordability looks very different once they use tools like free cost calculators. Ongoing dialogue about these topics between advisors, students, and families during the high school years helps prepare for better decisions in the end.

    Bringing it all together

    With more than 4,000 colleges and universities in the U.S. alone, every student can find a college or university that aligns with their goals and abilities. Doing so, however, is both an art and a science. Advisors who help families focus on both dimensions, and start the conversation early, set students up to receive those treasured acceptance letters and to thrive once they arrive on campus.

    For school districts developing their proficiency in postsecondary readiness factors, like advising, there is an increasing amount of support available. For one, TexasCCMR.org, has free guidance resources to strengthen advising programs and other aspects of college and career readiness. While Texas-focused, many of the insights and tools on the site can be helpful for districts across the country in building their teams’ capabilities.

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  • Why one reading expert says ‘just-right’ books are all wrong

    Why one reading expert says ‘just-right’ books are all wrong

    by Jill Barshay, The Hechinger Report
    October 27, 2025

    Timothy Shanahan, a professor emeritus at the University of Illinois at Chicago, has spent his career evaluating education research and helping teachers figure out what works best in the classroom. A leader of the National Reading Panel, whose 2000 report helped shape what’s now known as the “science of reading,” Shanahan has long influenced literacy instruction in the United States. He also served on the National Institute for Literacy’s advisory board in both the George W. Bush and Barack Obama administrations.

    Shanahan is a scholar whom I regularly consult when I come across a reading study, and so I was eager to interview him about his new book, “Leveled Reading, Leveled Lives.” (Harvard Education Press, September 2025). In it, Shanahan takes aim at one of the most common teaching practices in American classrooms: matching students with “just-right” books. 

    He argues that the approach — where students read different texts depending on their assessed reading level — is holding many children back. Teachers spend too much time testing students and assigning leveled books, he says, instead of helping all students learn how to understand challenging texts.

    “American children are being prevented from doing better in reading by a longstanding commitment to a pedagogical theory that insists students are best taught with books they can already read,” Shanahan writes in his book. “Reading is so often taught in small groups — not so teachers can guide efforts to negotiate difficult books, but to ensure the books are easy enough that not much guidance is needed.”

    Comprehension, he says, doesn’t grow that way.

    The trouble with leveled reading

    Grouping students by ability and assigning easier or harder books — a practice known as leveled reading — remains deeply embedded in U.S. schools. A 2018 Thomas B. Fordham Institute survey found that 62 percent of upper elementary teachers and more than half of middle school teachers teach at students’ reading level rather than at grade level.  

    That may sound sensible, but Shanahan says it’s not helping anyone and is even leading teachers to dispense with reading altogether. “In social studies and science, and these days, even in English classes,” he said in an interview, “teachers either don’t assign any readings or they read the texts to the students.” Struggling readers aren’t being given the chance — or the tools — to tackle complex material on their own.

    Instead, Shanahan believes all students should read grade-level texts together, with teachers providing more support for those who need it.

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    “What I’m recommending is instructional differentiation,” he said in our interview. “Everyone will have the same instructional goal — we’re all going to learn to read the fourth-grade text. I might teach a whole-class lesson and then let some kids move on to independent work while others get more help. Maybe the ones who didn’t get it, read the text again with my support. By the end, more students will have reached the learning goal — and tomorrow the whole class can take on another text.”

    27 different ways

    Shanahan’s approach doesn’t mean throwing kids into the deep end without help. His book outlines a toolbox of strategies for tackling difficult texts, such as looking up unfamiliar vocabulary, rereading confusing passages, or breaking down long sentences. “You can tip over into successful reading 27 different ways,” he said, and he hopes future researchers discover many more. 

    He is skeptical of drilling students on skills like identifying the main idea or making inferences. “We’ve treated test questions as the skill,” he said. “That doesn’t work.”

    There is widespread frustration over the deterioration of American reading achievement, especially among middle schoolers. (Thirty-nine percent of eighth graders cannot reach the lowest of three achievement levels, called “basic,” on the National Assessment of Educational Progress.) But there is little agreement among reading advocates on how to fix the problem. Some argue that what children primarily need is more knowledge to grasp unfamiliar ideas in a new reading passage, but Shanahan argues that background knowledge won’t be sufficient or as powerful as explicit comprehension instruction. Other reading experts agree. Nonie Lesaux, dean of the Harvard Graduate School of Education who specializes in literacy in her own academic work, endorsed Shanahan’s argument in an October 2025 online discussion of the new book. 

    Shanahan is most persuasive in pointing out that there isn’t strong experimental evidence to show that reading achievement goes up more when students read a text at their individual level. By contrast, a 2024 analysis found that the most effective schools are those that keep instruction at grade level. Still, Shanahan acknowledges that more research is needed to pinpoint which comprehension strategies work best for which students and in which circumstances.

    Misunderstanding Vygotsky

    Teachers often cite the Russian psychologist Lev Vygotsky’s “zone of proximal development” to justify giving students books that are neither too easy nor too hard. But Shanahan says that’s a misunderstanding of Vygotsky’s work.

    Vygotsky believed teachers should guide students to learn challenging things they cannot yet do on their own, he said.

    He offers an analogy: a mother teaching her child to tie their shoes. At first, she demonstrates while narrating the steps aloud. Then the child does one step, and she finishes the rest. Over time, the mother gradually releases control and the child ties a bow on his own. “Leveled reading,” Shanahan said, “is like saying, ‘Why don’t we just get Velcro?’ This is about real teaching. ‘Boys and girls, you don’t know how to ride this bike yet, but I’m going to make sure you do by the time we’re done.’ ”

    Related: What happens to reading comprehension when students focus on the main idea

    Shanahan’s critique of reading instruction applies mainly from second grade onward, after children learn how to read and are focusing on understanding what they read. In kindergarten and first grade, when children are still learning phonics and how to decode the words on the page, the research evidence against small group instruction with different level texts isn’t as strong, he said. 

    Learning to read first – decoding – is important. Shanahan says there are rare exceptions to teaching all children at grade level. 

    “If a fifth grader still can’t read,” Shanahan said, “I wouldn’t make that child read a fifth-grade text.” That child might need separate instruction from a reading specialist.

    Advanced readers, meanwhile, can be challenged in other ways, Shanahan suggests, through independent reading time, skipping ahead to higher-grade reading classes, or by exploring complex ideas within grade-level texts.

    The role of AI — and parents

    Artificial intelligence is increasingly being used to rewrite texts for different difficulty levels. Shanahan is skeptical of that approach. Simpler texts, whether written by humans or generated by AI, don’t teach students to improve their reading ability, he argues.

    Still, he’s intrigued by the idea of using AI to help students “climb the stairs” by instantly modifying a single text to a range of reading levels, say, to third-, fifth- and seventh-grade levels, and having students read them in quick succession. Whether that boosts comprehension is still unknown and needs to be studied.

    AI might be most helpful to teachers, Shanahan suspects, to help point to a sentence or a passage that tends to confuse students or trip them up. The teacher can then address those common difficulties in class. 

    Shanahan worries about what happens outside of school: Kids aren’t reading much at all.

    He urges parents to let children read whatever they enjoy — regardless if it’s above or below their level — but to set consistent expectations. “Nagging may not be effective,” he said. “But you can be specific: ‘After dinner Thursday, read the first chapter. When you’re done, we’ll talk about it, and then you can play a computer game or go on your phone.’ ”

    Too often, he says, parents back down when kids resist. “They are the kids. We are the adults,” Shanahan said. “We’re responsible. Let’s step up and do what’s right for them.”

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about reading levels was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

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