Math anxiety isn’t just about feeling nervous before a math test. It’s been well-known for decades that students who are anxious about math tend to do worse on math tests and in math classes.
But recently, some of us who research math anxiety have started to realize that we may have overlooked a simple yet important reason why students who are anxious about math underperform: They don’t like doing math, and as a result, they don’t do enough of it.
We found that highly math-anxious students went on to perform worse not just in math classes, but also in STEM classes more broadly. This means that math anxiety is not something that only math teachers need to care about — science, technology and engineering educators need to have math anxiety on their radar, too.
We also found that students who were anxious about math tended to avoid taking STEM classes altogether if they could. They would get their math and science general education credits out of the way early on in college and never look at another STEM class again. So not only is math anxiety affecting how well students do when they step into a STEM classroom, it makes it less likely that they’ll step into that classroom in the first place.
This means that math anxiety is causing many students to self-sort out of the STEM career pipeline early, closing off career paths that would likely be fulfilling (and lucrative).
Our study’s third major finding was the most surprising. When it came to predicting how well students would do in STEM classes, math anxiety mattered even more than math ability. Our results showed that if you were a freshman in college and you wanted to do well in your STEM classes, you would likely be better off reducing your math anxiety than improving your math ability.
We wondered: How could that be? How could math anxiety — how you feel about math — matter more for your academic performance than how good you are at it? Our best guess: avoidance.
If something makes you anxious, you tend to avoid doing it if you can. Both in our research and in that of other researchers, there’s been a growing understanding that in addition to its other effects, math anxiety means that you’ll do your very best to engage with math as little as possible in situations where you can’t avoid it entirely.
In some of our other work, we found that math-anxious students were less interested in doing everyday activities precisely to the degree that they thought those activities involved math. The more a math-anxious student thought an activity involved math, the less they wanted to do it.
If math anxiety is causing students to consistently avoid spending time and effort on their classes that involve math, this would explain why their STEM grades suffer.
What does all of this mean for educators? Teachers need to be aware that students who are anxious about math are less likely to engage with math during class, and they’re less likely to put in the effort to study effectively. All of this avoidance means missed opportunities for practice, and that may be the key reason why many math-anxious students struggle not only in math class, but also in science and engineering classes that require some math.
Giving students clear structure on how they should be studying (trying lots of practice problems) and how often they should be studying (spaced out over multiple days, not just the night before a test) was effective at helping students overcome their math anxiety and perform better.
Especially heartening was the fact that the effects seen during the study persisted in semesters beyond the intervention; these students tended to make use of the new skills into the future.
Math anxiety researchers will continue to explore new ways to help math-anxious students fight their math-avoidant proclivities. In the meantime, educators should do what they can to help their students struggling with math anxiety overcome this avoidance tendency — it could be one of the most powerful ways a math teacher can help shape their students’ futures.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
DECATUR, IL. — A fistfight at a high school football game nearly defined Shawn Honorable’s life.
It was 1999 when he and a group of teen boys were expelled and faced criminal charges over the incident. The story of the “Decatur Seven” drew national headlines and protests led by the Rev. Jesse Jackson, who framed their harsh treatment as blatant racism. The governor eventually intervened, and the students were allowed to attend alternative schools.
Honorable, now 41, was encouraged by support “from around the world,” but he said the incident was traumatizing and he continued to struggle academically and socially. Over the years, he dabbled in illegal activity and was incarcerated, most recently after a 2017 conviction for accepting a large amount of marijuana sent through the mail.
Today, Honorable is ready to start a new chapter, having graduated with honors last week from a clean energy workforce training program at Richland Community College, located in the Central Illinois city of Decatur. He would eventually like to own or manage a solar company, but he has more immediate plans to start a solar-powered mobile hot dog stand. He’s already chosen the name: Buns on the Run.
“By me going back to school and doing this, it shows my nephews and my little cousins and nieces that it is good to have education,” Honorable said. “I know this is going to be the new way of life with solar panels. So I’ll have a step up on everyone. When it comes, I will already be aware of what’s going on with this clean energy thing.”
Shawn Honorable graduated with honors last week from Richland Community College’s clean energy workforce training program in Decatur, Illinois, part of a network of hubs funded by the state’s 2021 Climate and Equitable Jobs Act. Credit: Lloyd DeGrane/Canary Media
After decades of layoffs and factory closings, the community of Decatur is also looking to clean energy as a potential springboard.
Located amid soybean fields a three-hour drive from Chicago, the city was long known for its Caterpillar, Firestone Tire, and massive corn-syrup factories. Industrial jobs have been in decline for decades, though, and high rates of gun violence, child poverty, unemployment, and incarceration were among the reasons the city was named a clean energy workforce hub funded under Illinois’ 2021 Climate and Equitable Jobs Act (CEJA).
Decatur’s hub, based at Richland Community College, is arguably the most developed and successful of the dozen or so established statewide. That’s thanks in part to TCCI Manufacturing, a local, family-owned factory that makes electric vehicle compressors. TCCI is expanding its operations with a state-of-the-art testing facility and an on-site campus where Richland students will take classes adjacent to the manufacturing floor. The electric truck company Rivian also has a factory 50 miles away.
“The pieces are all coming together,” Kara Demirjian, senior vice president of TCCI Manufacturing, said by email. “What makes this region unique is that it’s not just about one company or one product line. It’s about building an entire clean energy ecosystem. The future of EV manufacturing leadership won’t just be on the coasts — it’s being built right here in the Midwest.”
Powering Rural Futures:Clean energy is creating new jobs in rural America, generating opportunities for people who install solar panels, build wind turbines, weatherize homes and more. This five-part series from the Rural News Network explores how industry, state governments and education systems are training this growing workforce.
Related: Want to read more about how climate change is shaping education? Subscribe toour free newsletter.
The Decatur CEJA program has also flourished because it was grafted onto a preexisting initiative, EnRich, that helps formerly incarcerated or otherwise disenfranchised people gain new skills and employment. The program is overseen by the Rev. Courtney Carson, a childhood friend of Honorable and another member of the Decatur Seven.
“So many of us suffer significantly from our unmet needs, our unhealed traumas,” said Carson, who was jailed as a young man for gun possession and later drag racing. With the help of mentors including Rev. Jackson and a college basketball coach, he parlayed his past into leadership, becoming associate pastor at a renowned church, leading a highway construction class at Richland, and in 2017 being elected to the same school board that had expelled him.
Carson, now vice president of external relations at the community college, tapped his own experience to shape EnRich as a trauma-informed approach, with wraparound services to help students overcome barriers — from lack of childcare to PTSD to a criminal record. Carson has faith that students can overcome such challenges to build more promising futures, like Decatur itself has done.
“We have all these new opportunities coming in, and there’s a lot of excitement in the city,” Carson said. “That’s magnificent. So what has to happen is these individuals who suffered from closures, they have to be reminded that there is hope.”
Marcus James was part of the first cohort to start the program last October, just days after his release from prison.
He was an 18-year-old living in Memphis, Tennessee, when someone shot at him, as he describes it, and he fired back, with fatal consequences. He was convicted of murder and spent 12 years behind bars. After his release he made his way to Decatur, looking for a safer place to raise his kids. Adjusting to life on the outside wasn’t easy, and he ended up back in prison for a year and a half on DUI and drug possession charges.
Following his release, he was determined to turn his life around.
“After I brought my kids up here, I end up going back to prison. But at that moment, I realized, man, I had to change,” James told a crowd at an event celebrating the clean jobs program in March.
The Rev. Courtney Carson, vice president of external relations at the community college. Credit: Lloyd DeGrane/Canary Media
James said that at first, he showed up late to every class. But soon the lessons sank in, and he was never late again. He always paid attention when people talked, and he gained new confidence.
“As long as I put my mind to it, I can do it,” said James, who would like to work as a home energy auditor. Richland partners with the energy utility Ameren to place trainees in such positions.
“I like being out in the field, learning new stuff, dealing with homes, helping people,” James said, noting he made energy-efficiency improvements to his own home after the course.
Illinois’ 2017 Future Energy Jobs Act (FEJA) launched the state’s clean energy transition, baking in equity goals that prioritize opportunities for people who benefited least and were harmed most by the fossil fuel economy. It created programs to deploy solar arrays and provide job training in marginalized and environmental justice communities.
FEJA’s rollout was rocky. Funding for equity-focused solar installations went unspent while workforce programs struggled to recruit trainees and connect them with jobs. The pandemic didn’t help. The follow-up legislation, CEJA, expanded workforce training programs and remedied snafus in the original law.
Melissa Gombar is principal director of workforce development programs for Elevate, a Chicago-based national nonprofit organization that oversaw FEJA job training and subcontracts for a Chicago-area CEJA hub. Gombar said many community organizations tasked with running FEJA training programs were relatively small and grassroots, so they had to scramble to build new financial and human resources infrastructure.
“They have to have certain policies in place for hiring and procurement. The influx of grant money might have doubled their budget,” Gombar said. Meanwhile, the state employees tasked with helping the groups “are really talented and skilled, trying their best, but they’re overburdened because of the large lift.”
CEJA, by contrast, tapped community colleges like Richland, which already had robust infrastructure and staffing. CEJA also funds community organizations to serve as “navigators,” using the trust and credibility they’ve developed in communities to recruit trainees.
Richland Community College received $2.6 million from April 2024 through June 2025, and the Community Foundation of Macon County, the hub’s navigator, received $440,000 for the same time period. The other hubs similarly received between $1 million and $3.3 million for the past year, and state officials have said the same level of funding will be allocated for each of the next two years, according to the Illinois Clean Jobs Coalition.
CEJA hubs also include social service providers that connect trainees with wraparound support; businesses like TCCI that offer jobs; and affiliated entrepreneur incubators that help people start their own clean energy businesses. CEJA also funded apprenticeship and pre-apprenticeship programs with labor unions, which are often a prerequisite for employment in utility-scale solar and wind.
“The sum of the parts is greater than the whole,” said Drew Keiser, TCCI vice president of global human resources. “The navigator is saying, ‘Hey, I’ve connected with this portion of the population that’s been overlooked or underserved.’ OK, once you get them trained, send their resumes to me, and I’ll get them interviewed. We’re seeing a real pipeline into careers.”
The hub partners go to great lengths to aid students — for example, coordinating and often paying for transportation, childcare, or even car repairs.
“If you need some help, they always there for you,” James said.
In 1984, TCCI began making vehicle compressors in a Decatur plant formerly used to build Sherman tanks during World War II. A few decades later, the company began producing compressors for electric vehicles, which are much more elaborate and sensitive than those for internal combustion engines.
In August 2023, Gov. JB Pritzker joined TCCI President Richard Demirjian, the Decatur mayor, and college officials for the groundbreaking of an Electric Vehicle Innovation Hub, which will include a climatic research facility — basically a high-tech wind tunnel where companies and researchers from across the world can send EV chargers, batteries, compressors, and other components for testing in extreme temperatures, rain, and wind.
A $21.3 million capital grant and a $2.2 million electric vehicle incentive from the state are funding the wind tunnel and the new facilities where Richland classes will be held. In 2022, Pritzker announced these investments as furthering the state goal of 1 million EVs on the road by 2030.
Far from the gritty industrial environs that likely characterized Decatur workplaces of the past, the classrooms at TCCI feature colorful decor, comfortable armchairs, and bright, airy spaces adjacent to pristine high-tech manufacturing floors lined with machines.
“This hub is a game changer,” said Keiser, noting the need for trained tradespeople. “As a country, we place a lot of emphasis on kids going to college, and maybe we’ve kind of overlooked getting tangible skills in the hands of folks.”
A marketing firm founded by Kara Demirjian – Richard Demirjian’s sister – and located on-site with TCCI also received clean energy hub funds to promote the training program. This has been crucial to the hub’s success, according to Ariana Bennick, account executive at the firm, DCC Marketing. Its team has developed, tested, and deployed digital billboards, mailers, ads, Facebook events, and other approaches to attract trainees and business partners.
“Being a part of something here in Decatur that’s really leading the nation in this clean energy initiative is exciting,” Bennick said. “It can be done here in the middle of the cornfields. We want to show people a framework that they can take and scale in other places.”
With graduation behind him, Honorable is planning the types of hot dogs and sausages he’ll sell at Buns on the Run. He said Tamika Thomas, director of the CEJA program at Richland, has also encouraged him to consider teaching so he can share the clean energy skills he’s learned with others. The world seems wide open with possibilities.
“A little at a time — I’m going to focus on the tasks in front of me that I’m passionate about, and then see what’s next,” Honorable said. He invoked a favorite scene from the cartoon TV series “The Flintstones,” in which the characters’ leg power, rather than wheels and batteries, propelled vehicles: “Like Fred and Barney, I’ll be up and running.”
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
The College Board this month changed the criteria for its National Recognition Program awards in a move that could shift tens of thousands of scholarship dollars from Black and Latino students to white students.
Colleges used the awards to recruit and offer scholarships to high-performing students from groups underrepresented in higher education. The award previously recognized academic achievement by students in five categories — Black, Hispanic, Native American, first-generation and those living in rural areas or small towns.
The racial categories have been eliminated.
Now, students living in small towns and rural areas can still earn the award if they score in the top 10 percent among all small-town and rural students in their state on the PSAT — a precursor to the SAT that is administered in high schools around the country. The same is true for first-generation students but not for students in underrepresented racial categories.
Related: Interested in more news about colleges and universities? Subscribe to our free biweeklyhigher education newsletter.
Critics said they were disappointed by the College Board’s decision.
“They believed racial inequality was something important to address yesterday, and by changing that, they’re implying that it’s not something important to fight for now,” said Rachel Perera, a fellow in government studies at the liberal Brookings Institution. “That’s the heart of the question that’s being debated — although it’s not being debated in explicit terms — does racial discrimination exist?”
In a statement on its website, the College Board noted the 2023 Supreme Court ruling that prohibited the use of race in admissions, although the National Recognition Program awards were used for scholarships and recruitment, not admissions.
“Recent legal and regulatory actions have further limited the utility of these awards for students and colleges,” the statement says. Also, President Donald Trump has repeatedly made clear his disapproval of race-conscious policies in higher education, and some states have banned consideration of race in scholarship decisions.
In 2023-24, the College Board issued 115,000 recognition awards, and a little less than half were in the racial categories. The previous year there were more than 80,000 awards and the majority were for Black, Hispanic and Native American students. While the College Board doesn’t hand out money itself, universities use it to select students for scholarships. The Board has not maintained a list of which institutions used the racial categories, according to Holly Stepp, College Board’s director of communications.
The College Board started the program in 1983 to recognize high-performing Hispanic students. In 2020, the other two racial categories and the small town and rural designations were added. First-generation students could win the award starting last year. Small towns could include those with modest incomes or wealthy enclaves like Aspen, Colorado. All students must also have at least a B+ average.
While students of all races can now earn the awards, the removal of the racial categories will likely disproportionately affect Black and Hispanic students.
On average, Asian and white students score higher on PSATs. White students’ average score on the PSAT last year was 994 last year compared with 821 for Black students — a gap of 173 points. Asian students’ average was even higher at 1108 while Hispanic and Native American students averaged 852 and 828 respectively.
“It’s a move towards race-blind categories when we know that education and access to education isn’t race-blind,” said Wil Del Pilar, senior vice president at the left-leaning policy and advocacy group EdTrust.
Some conservatives praised the move, however, arguing that race-conscious scholarship and recruitment programs were ways to get around the Supreme Court’s rulings on affirmative action and that they were a form of reverse discrimination.
Jonathan Butcher, senior research fellow in education policy at the conservative Heritage Foundation, said he believes that racial discrimination does exist and should be addressed, but that race-conscious education policies were both illegal and ineffective.
“If you are using racial preferences, you are setting students up for a loss of confidence when they struggle in a situation they’re not prepared for,” Butcher said.
In place of the racial categories, a new designation has been added this year that recognizes students who score in the top 10 percent of their high school on the PSAT.
Experts say colleges are unlikely to offer scholarships to all students who score in the top 10 percent of every high school in the country, given the cost that would entail. Officials at the University of New Mexico, for example, said they would stop using the College Board designations beginning in the 2026-27 school year.
“We’re currently analyzing our scholarship strategy, but changes will be made across the board,” said Steve Carr, the university’s director of communications, in an email.
In 2023-24, the University of New Mexico awarded scholarships based on the College Board designations worth $15,000 each to 149 Black, Hispanic and Native American students.
The University of Arizona also offered scholarships to students who earned National Recognition Program awards in the racial designations last year.
“The university was already evaluating its scholarship strategy and will consider the College Board’s announcement as we determine how best to move forward and support our students,” said Mitch Zak, spokesman for the University of Arizona, in an email.
In addition to the PSAT scores, students are eligible for the College Board award if they score a 3 or higher out of 5 on two Advanced Placement exams taken during their ninth and/or 10th grade year, although many high schools don’t uniformly offer AP courses to freshmen and sophomores.
“We can’t really have a conversation around merit if we’re not all at the same starting point in terms of what we receive from our K-12 education,” said Del Pilar, “and how we’re able to navigate the test prep environment, or the lack of test prep that certain communities receive.”
Contact senior investigative reporter Meredith Kolodner at 212-870-1063 or kolodner@hechingerreport.org or on Signal at merkolodner.04
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
The recent decision to cancel $400 million in AmeriCorps grants is nothing short of a crisis. With over 1,000 programs affected and 32,000 AmeriCorps and Senior Corps members pulled from their posts, this move will leave communities across the country without critical services.
The cuts will dismantle disaster recovery efforts, disrupt educational support for vulnerable students and undermine a powerful workforce development strategy that provides AmeriCorps members with in-demand skills across sectors including education.
AmeriCorps provides a service-to-workforce pipeline that gives young Americans and returning veterans hands-on training in high-demand industries, such as education, public safety, disaster response and health care. Its nominal front-end investment in human capital fosters economic mobility, enabling those who engage in a national service experience to successfully transition to gainful employment.
As leaders of Teach For America and City Year, two organizations that are part of the AmeriCorps national service network and whose members receive education stipends that go toward certification costs, student loans or future education pursuits, we are alarmed by how this crisis threatens the future of the education and workforce pipelines that power our nation’s progress, and it is deeply personal. We both started our careers as corps members in the programs we now lead.
Aneesh began his journey as a Teach For America corps member teaching high school English in Minnesota. Jim’s path began with City Year, serving at a Head Start program in Boston. We know firsthand that AmeriCorps programs are transformative and empower young people to drive meaningful change — for themselves and their communities.
At Teach For America, AmeriCorps grants are essential to recruiting thousands of new teachers every year to effectively lead high-need classrooms across the country. These teachers, who have a consistent and significant positive impact on students’ learning, rely on the AmeriCorps education awards they earn through their two years of service to pay for their own education and professional development, including new teacher certification fees, costs that in some communities exceed $20,000.
Termination of these grants threatens the pipeline of an estimated 2,500 new teachers preparing to enter classrooms over the summer. At a time when rural and urban communities alike are facing critical teacher shortages, cutting AmeriCorps support risks leaving students without the educators they need and deserve.
City Year, similarly, relies on AmeriCorps to recruit more than 2,200 young adults annually to serve as student success coaches in K-12 schools across 21 states, 29 cities and 60 school districts.
These AmeriCorps members serving as City Year student success coaches provide tutoring and mentoring that support students’ academic progress and interpersonal skill development and growth; they partner closely with teachers to boost student achievement, improve attendance and help keep kids on track to graduate. Research shows that schools partnering with City Year are two times more likely to improve their scores on English assessments, and two to three times more likely to improve their scores on math assessments.
Corps members gain critical workforce skills such as leadership, problem-solving and creative thinking, which align directly with the top skills employers seek; the value of their experience has been reaffirmed through third-party research conducted with our alumni. The City Year experience prepares corps members for success in varied careers, with many going into education.
AmeriCorps-funded programs like Breakthrough Collaborative and Jumpstart further strengthen this national service-to-workforce pathway, expanding the number of trained tutors and teacher trainees while also preparing corps members for careers that make a difference in all of our lives.
Those programs’ trained educators ensure all students gain access to excellent educational opportunities that put them on the path to learn, lead and thrive in communities across the country. And the leaders of both organizations, like us, are AmeriCorps alumni, proof of the lasting effect of national service.
Collectively, our four organizations have hundreds of thousands of alumni whose work as AmeriCorps members has impacted millions of children while shaping their own lives’ work, just as it did ours. Our alumni continue to lead classrooms, schools, districts, communities and organizations in neighborhoods across the country.
The termination of AmeriCorps grants is a direct blow to educators, schools and students. And, at a time when Gen Z is seeking work that aligns with their values and desire for impact, AmeriCorps is an essential on-ramp to public service and civic leadership that benefits not just individuals but entire communities and our country at large.
For every dollar invested in AmeriCorps, $17 in economic value is generated, proving that national service is not only efficient but also a powerhouse for economic growth. Rather than draining resources, AmeriCorps drives real, measurable results that benefit individual communities and the national economy.
Moreover, two-thirds of AmeriCorps funding is distributed by governor-appointed state service commissions to community- and faith-based organizations that leverage that funding to meet local needs. By working directly with state and local partners, AmeriCorps provides a more effective solution than top-down government intervention.
On behalf of the more than 6,500 current AmeriCorps members serving with Teach For America and City Year, and the tens of thousands of alumni who have gone on to become educators, civic leaders and changemakers, we call on Congress to protect AmeriCorps and vital national service opportunities.
Investing in AmeriCorps is an investment in America’s future, empowering communities, strengthening families and revitalizing economies. Let’s preserve the fabric of our national service infrastructure and ensure that the next generation of leaders, educators and community advocates who want to serve our nation have the ability to do so.
Aneesh Sohoni is Teach For America’s new CEO. Previously, he was CEO of One Million Degrees and executive director of Teach For America Greater Chicago-Northwest Indiana. He is a proud alum of Teach For America.
Jim Balfanz, a recognized leader and innovator in the field of education and national service, is CEO and a proud alum of City Year.
Contact the opinion editor at opinion@hechingerreport.org.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
Patricia McGuire has always been an outspoken advocate for her students at Trinity Washington University, a small, Catholic institution that serves largely Black and Hispanic women, just a few miles from the White House. She’s also criticized what she calls “the Trump administration’s wholesale assault on freedom of speech and human rights.”
In her 36 years as president, though, McGuire told me, she has never felt so isolated, a lonely voice challenging an agenda she believes “demands a vigorous and loud response from all of higher education. “
It got a little bit louder this week, after Harvard University President Alan Garber refused to capitulate to Trump’s demands that it overhaul its operations, hiring and admissions. Trump is now calling on the IRS to rescind Harvard’s tax-exempt status.
The epic and unprecedented battle with Harvard is part of Trump’s push to remake higher education and attack elite schools, beginning with his insistence that Harvard address allegations of antisemitism, stemming from campus protests related to Israel’s bombardment of Gaza following attacks by Hamas in October 2023.
Related: Become a lifelong learner. Subscribe to our free weekly newsletter featuring the most important stories in education.
Garber responded that “no government — regardless of which party is in power — should dictate what private universities can teach, whom they can admit and hire, and which areas of study and inquiry they can pursue” — words that Harvard faculty, students and others in higher education had been urging him to say for weeks. Students and faculty at Brown and Yale are asking their presidents to speak out as well.
Many hope it is the beginning of a new resistance in higher education. “Harvard’s move gives others permission to come out on the ice a little,” McGuire said. “This is an answer to the tepid and vacillating presidents who said they don’t want to draw attention to themselves.”
Harvard paved the way for other institutions to stand up to the administration’s demands, Ted Mitchell, president of the American Council on Education, noted in an interview with NPR this week.
Stanford University President Jonathan Levin immediately backed Harvard, noting that “the way to bring about constructive change is not by destroying the nation’s capacity for scientific research, or through the government taking command of a private institution.”
Former President Barack Obama on Monday urged others to follow suit.
A minuscule number of college leaders had spoken out before Harvard’s Garber, including Michael Gavin, president of Delta College, a community college in Michigan; Princeton University’s president, Christopher Eisgruber; Danielle Holley of Mount Holyoke; and SUNY Chancellor John B. King Jr. Of more than 70 prominent higher education leaders who signed a petition circulated Tuesday supporting Garber, only a handful were current college presidents, including Michael Roth of Wesleyan, Susan Poser of Hofstra, Alison Byerly of Carleton, David Fithian of Clark University, Jonathan Holloway of Rutgers University and Laura Walker of Bennington College.
Speaking out and opposing Trump is not without consequences: The president retaliated against Harvard by freezing $2.2 billion in grants and $60 million in contracts to Harvard.
Many higher ed leaders think it’s going to take a bigger, collective effort fight for everything that U.S. higher education stands for, including those with more influence than Trinity Washington, which has no federal grants and an endowment of just $30 million. It’s also filled with students working their way through school.
About 15 percent are undocumented and live in constant fear of being deported under Trump policies, McGuire told me. “We need the elites out there because they have the clout and the financial strength the rest of us don’t have,” she said. “Trinity is not on anyone’s radar.”
Some schools are pushing back against Trump’s immigration policies, hoping to protect their international and undocumented students. Occidental College President Tom Stritikus is among the college presidents who signed an amicus brief this month detailing concerns about the administration’s revocation of student and faculty visas and the arrest and detention of students based on campus advocacy.
“I think the real concern is the fear and instability that our students are experiencing. It is just heartbreaking to me,” Stritikus told me. He also spoke of the need for “collective action” among colleges and the associations that support them.
The fear is real: More than 210 colleges and universities have identified 1,400-plus international students and recent graduates who have had their legal status changed by the State Department, according to Inside Higher Ed. Stritikus said Occidental is providing resources, training sessions and guidance for student and faculty.
Many students, he said, would like him to do more. “When I’m around students, I’m more optimistic for our future,” Stritikus said. “Our higher education system has been the envy of the world for a very long time. Clearly these threats to institutional autonomy, freedom of expression and the civil rights of our community put all that risk.”
Back at Trinity Washington, McGuire said she will continue to make calls, talk to other college presidents and encourage them to take a stronger stand.
“I tell them, you will never regret doing what is right, but if you allow yourself to be co-opted, you will have regret that you caved to a dictator who doesn’t care about you or your institution.”
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
BIRMINGHAM, Ala. — In a corner of Huffman High School, the sounds of popping nail guns and whirring table saws fill the architecture and construction classroom.
Down the hall, culinary students chop and saute in the school’s commercial kitchen, and in another room, cosmetology students snip mannequin hair to prepare for the state’s natural hair stylist license.
Starting this fall, Alabama high school students can choose to take these classes — or any other state-approved career and technical education courses — in place of upper level math and science, such as Algebra 2 or chemistry.
Alabama state law previously required students to take at least four years each of English, math, science and social studies to graduate from high school. The state is now calling that track the “Option A” diploma. The new “Option B” workforce diploma allows students to replace two math and two science classes with a sequence of three CTE courses of their choosing. The CTE courses do not have to be related to math or science, but they do have to be in the same career cluster. Already, more than 70 percent of Alabama high school students take at least one CTE class, according to the state’s Office of Career and Technical Education/Workforce Development.
The workforce diploma will give students more opportunities to get the kind of skills that can lead to jobs right after high school, legislators said. But there’s a cost: Many universities, including the state’s flagship University of Alabama, require at least three math credits for admission. The workforce diploma would make it more difficult for students on that track to get into those colleges.
The law passed in 2024 alongside a spate of bills aimed at boosting the state’s labor participation rate, which at 58 percent as of January remained below the national rate of 63 percent. Simply put, Alabama wants to get more of its residents working.
Alabama is giving high school students a new pathway to a high school diploma: fewer math and science classes in exchange for more career and technical education courses. Credit: Tamika Moore for The Hechinger Report
The new diploma option also comes at a time when public perception of college is souring: Only 36 percent of U.S. adults have a lot of confidence in higher education, according to a 2024 Gallup poll. Just 43 percent of Alabama high schoolers who graduated in 2023 enrolled in one of the state’s public colleges the following fall.
“The world of higher education is at a crossroads,” said Amy Lloyd, executive director of the education advocacy nonprofit All4Ed and former assistant secretary for the Office of Career, Technical, and Adult Education at the U.S. Department of Education. “Americans are questioning the value of the return on their investment: Is it worth my money? Is it worth my time?”
Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free newsletter on K-12 education.
One recent afternoon in Huffman High School’s architecture class, a few students in bright yellow safety vests were measuring a wall they had built. At the end of the semester, the project will culminate in a tiny home.
Lucas Giles, a senior, started taking architecture his sophomore year as a way to “be able to fix things around the home without having to call other people,” he said. The new workforce diploma option won’t apply to him since he’s graduating this year, but he said he likely would have opted for it to fit more architecture classes into his schedule — that is, until he learned it would make it harder for him to attend college and study engineering.
“I wouldn’t have the credits,” Giles realized.
Students who earn a workforce diploma and end up wanting to go to college after all can enroll in community colleges, or aim for state colleges that have less stringent admissions requirements, said Alabama education chief Eric Mackey. The key to the new diploma will be ensuring school counselors are properly advising students, he added.
“That’s where the counselor comes in and says, ‘If you want to be a nurse, then yes, you need the practical stuff at the career tech center — taking blood pressure and trauma support — but you also need to be taking biology, physiology, chemistry and all those things, too,’” Mackey said.
Because the diploma only makes sense for a specific subset of students — those who do not plan to go to a four-year college that requires more math or science and who cannot otherwise fit CTE classes in their schedule — counselors have a huge role to play in guiding students. As of 2023, there were 405 students for every counselor in Alabama’s public schools, well over the recommended ratio of 250 to 1.
Mackey said the state added career coaches in recent years to ease the counseling workload, but in many districts there is just a single coach, who rotates among schools.
Samantha Williams, executive director of the nonprofit Birmingham Promise, fears the workforce diploma may shut off students’ options too early. Birmingham Promise helps students in Birmingham City Schools pay college tuition and connects them to internship opportunities while in high school.
“Do you really think that all of our school districts are preparing students to know what they want to do” by the time they’re in high school, Williams asked.
Williams also worries that lower-performing students might be steered to this diploma option in order to boost their schools’ rankings.
Students who opt for the workforce diploma will not have their ACT test scores included in their schools’ public reports. Legislators decided that schools should not have to report standardized test scores for students who did not have to take the requisite math and science classes.
“The concern a lot of people voiced was ‘Hey, isn’t everyone just going to place the kids who are underperforming in the workforce diploma so their ACT scores don’t bring down the whole?’” Williams said. “There’s a strong perverse incentive for people to do that.”
Speaking to the state’s Board of Education last fall, Mackey warned the “furor of the state superintendent will come down on” anyone who tries to redirect students toward the workforce diploma because of low ACT scores.
At Headland High School in rural Henry County, Alabama, every student takes at least one CTE course, according to Principal Brent Maloy. The most popular classes, he said, are financial management and family consumer science.
“We don’t force them in — everybody registers themselves, they pick their own classes,” Maloy said. “But there’s just about a zero percent chance that a kid’s not going to have a career tech class when they graduate.”
The school has hosted information sessions for parents and students about the new diploma option ahead of next school year. In a poll of rising juniors and seniors, 20 percent said they would like to pursue a workforce diploma, and another 30 percent said they might be interested. Maloy is anticipating about 25 percent of students will actually opt in to the pathway.
Most graduates of Headland enroll in a two-year school after graduation anyway, Maloy said, and the workforce diploma won’t hinder that. But the high school has only one counselor for its 450 students, and making sure students fully understand this diploma pathway — and its limitations — is likely to add pressure and extra responsibilities on counselors with heavy workloads.
Students hold up the wall of a tiny home they’re building in a career and tech architecture class at Huffman High School in Birmingham, Alabama. Credit: Ariel Gilreath/The Hechinger Report
“There’s so much pressure on our secondary counselors already just to make sure that all of the boxes are checked before graduation. It’s going to put an extra box for them to check,” Maloy said.
Ultimately, state businesses and industries want this change, said Mackey, who started his career as a middle and high school science teacher.
“They were saying, ‘We really need students with skills over, say, calculus,’” Mackey said. “That doesn’t mean some students don’t need calculus — we want to still offer those higher math courses and higher science courses.”
But, reflecting on his own experience as a high school science teacher, “I can tell you that every student doesn’t need high school chemistry,” Mackey said.
The chamber of commerce in Mobile, Alabama, is one group that advocated for the workforce diploma. Career tech classes are a good way for students to better learn what they want to do before graduating high school, and they are also an avenue for students to get skills in high wage industries prevalent in Alabama, said Kellie Snodgrass, vice president of workforce development at the Mobile Chamber.
Less than half of high school graduates in the region end up enrolling in college after graduation, Snodgrass said, and only 20 percent of high-wage jobs in Mobile require a college degree. A large chunk of jobs in the state, and in Mobile in particular, are in manufacturing.
“It’s terrible when a student goes away to college and comes back and can’t find a job, when we have thousands of open jobs here,” Snodgrass said.
In an emailed statement, Trevor Sutton, the vice president of economic development at the Birmingham Business Alliance, said the diploma option was a “win for the state of Alabama” that would allow students a chance to learn both “hard and soft skills like communication and time management.”
At least 11 states have embraced policies that give students flexibility to use career tech courses for core academic credits, according to a review from the Education Commission of the States.
Like Alabama, Indiana also made changes to its diploma requirements in 2024. After more than a year of public debate, the state created three graduation pathways that are meant to lead to college admissions, the workforce, or enlistment in the military. Those changes will be effective for students in the class of 2029, or current eighth graders.
Having industry buy-in on career tech programs is important, said Lloyd with All4Ed, because most students will need either an industry or post-secondary credential to land a job with a comfortable wage.
“The reality is a high school diploma is not enough in today’s labor market to have a guaranteed ticket to the middle class,” Lloyd said.
The problem, Lloyd said, is most K-12 industry credentials have little use to employers. Only 18 percent of CTE credentials earned by K-12 students in the U.S. were in demand by employers, according to a 2020 report from the Burning Glass Institute.
The key in Alabama will be ensuring students are going into career pathways that line up with job demand, Snodgrass said. Out of the more than 33,000 CTE credentials Alabama high school students earned in 2023, only 2 percent were in manufacturing, which is one of the state’s highest need areas.
Still, attitudes toward high school CTE courses — once largely thought of as classes for students who struggled academically — have improved significantly over the years. And many schools offer CTE programs like aerospace, robotics or conservation that could help students get into high-demand undergraduate programs at universities.
“We’re increasingly blurring the lines between what has been historically siloed in people’s minds in terms of career education versus academic education,” Lloyd said. “Those are very often one and the same.”
This story about Alabama high school requirements was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
After weeks of uncertainty, two tribal colleges have been told they can hire back all employees who were laid off as part of the Trump administration’s deep cuts across the federal workforce in February, part of a judge’s order restoring some federal employees whose positions were terminated.
Haskell Indian Nations University in Kansas and Southwestern Indian Polytechnic Institute, widely known as SIPI, in New Mexico lost about 70 employees in mid-February amid widespread staffing cuts to federal agencies. While most of the nation’s 37 tribal colleges and universities are chartered by American Indian tribes, Haskell and SIPI are not associated with individual tribes and are run by the federal government.
About 55 employees were laid off and 15 accepted offers to resign, according to a lawsuit filed last month by tribes and students. The colleges were forced to cancel or reconfigure a wide range of services, from sports and food service to financial aid and classes. In some cases, instructors were hired by other universities as adjuncts and then sent back to the tribal colleges to keep teaching.
Related: Interested in more news about colleges and universities? Subscribe to our free biweekly higher education newsletter.
It was not clear this week when and if the workers would return, whether the employees who resigned would also be offered their jobs back, or if the government would allow colleges to fill vacancies. Both colleges said some employees had turned down the offers.
The Bureau of Indian Education, which runs the colleges, declined to answer questions except to confirm the laid-off workers would be offered jobs with back pay to comply with a judge’s order that the government reverse course on thousands of layoffs of probationary employees. But the agency also noted the jobs would be available “as the White House pursues its appeals process,” indicating possible turmoil if an appeals court reinstates the layoffs.
Both colleges said the bureau also has refused to answer most of their questions.
SIPI leaders were told last week that the positions were being restored, said Adam Begaye, chairman of the SIPI Board of Regents. The 270-student college lost 21 employees, he said, four of whom decided to take early retirement. All but one of the remaining 17 agreed to return, Begaye said.
The chaos has been difficult for those employees, he said, and the college is providing counseling.
“We want to make sure they have an easy adjustment, no matter what they’ve endured,” Begaye said.
The chairman of Haskell’s Board of Regents, Dalton Henry, said he was unsure how many of the 50 lost employees were returning. Like SIPI, Haskell was forced after the layoffs to shift job responsibilities and increase the workload for instructors and others.
Haskell was reviewed by accreditors in December, and Henry said he was worried how the turmoil would affect the process. Colleges and universities must be accredited to offer federal and state financial aid and participate in most other publicly funded programs.
Henry declined to discuss his thoughts on the chaos, saying there was nothing the college could do about it.
“Whatever guidance is provided, that’s what we have to adhere to,” he said. “It’s a concern. But at this point, it’s the federal government’s decision.”
The Bureau of Indian Affairs declined to make the presidents of the two colleges available for interviews.
Tribal colleges and universities were established to comply with treaties and the federal trust responsibility, legally binding agreements in which the United States promised to fund Indigenous education and other needs. But college leaders argue the country has violated those contracts by consistently failing to fund the schools adequately.
In the federal lawsuit claiming the Haskell and SIPI cuts were illegal, students and tribes argued the Bureau of Indian Education has long understaffed the colleges. The agency’s “well-documented and persistent inadequacies in operating its schools range from fiscal mismanagement to failure to provide adequate education to inhospitable buildings,” plaintiffs claimed.
Sen. Jerry Moran and Rep. Tracey Mann, both Kansas Republicans, said before Trump took office that they plan to introduce a bill shifting Haskell from federal control to a congressional charter, which would protect the university from cuts across federal agencies such as the Bureau of Indian Education.
“[F]or the last few years the university has been neglected and mismanaged by the Bureau of Indian Education,” Moran said in a written statement in December. “The bureau has failed to protect students, respond to my congressional inquiries or meet the basic infrastructure needs of the school.”
The February cuts brought rare public visibility to tribal colleges, most of which are in remote locations. Trump’s executive orders spurred outrage from Indigenous communities and a flurry of national news attention.
“We’re using this chaos as a blessing in disguise to make sure our family and friends in the community know what SIPI provides,” said Begaye, the SIPI board president.
The uncertainty surrounding the colleges’ funding has left a lasting mark, said Ahniwake Rose, president and CEO of the American Indian Higher Education Consortium, which advocates for tribal colleges. But she added she was proud of how the schools have weathered the cuts.
“Indian country is always one of the most resourceful and creative populations,” she said. “We’ve always made do with less. I think you saw resilience and creativity from Haskell and SIPI.”
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
Abrupt cuts in federal funding for life saving medical research. Confusing and misleading new guidance about campus diversity programs. Cancellation, without due process, of hundreds of millions of dollars in federal grants and contracts held by a major university. Mass layoffs at the Education Department, undermining crucial programs such as federal student aid.
All of this, and more, in the opening weeks of the second Trump administration.
The president has made clear that colleges and universities face a moment of unprecedented challenge. The partnership the federal government forged with American higher education long ago, which for generations has paid off spectacularly for our country’s civic health, economic well-being and national security, appears in the eyes of many to be suddenly vulnerable.
America must not permit this partnership to weaken or dissolve. No nation has ever built up its people by tearing down its schools. Higher education builds America — and together, we will fight to ensure it continues to do so.
Some wonder why more college and university presidents aren’t speaking out. The truth is, many of them fear their institutions could be targeted next.
They are also juggling immense financial pressures and striving to fulfill commitments to teaching and research.
But the American Council on Education, which I lead, has always stood up for higher education. We have done it for more than a century, and we are doing it now. We will use every tool possible — including litigation, advocacy and coalition-building — to advance the cause.
ACE is the major coordinating body for colleges and universities. We represent institutions of all kinds — public and private, large and small, rural and urban — with a mission of helping our members best serve their students and communities.
Let me be clear: We welcome scrutiny and accountability for the public funds supporting student aid and research. Our institutions are subject to state and federal laws and must not tolerate any form of discrimination, even as they uphold freedom of expression and the right to robust but civil protest.
We also know we have much work to do to raise public confidence in higher education and the value of a degree.
However, we cannot allow unwarranted attacks on higher education to occur without a vigorous and proactive response.
When the National Institutes of Health announced on Feb. 7 a huge cut in funding that supports medical and health research, ACE joined with the Association of American Universities, the Association of Public and Land-grant Universities and a number of affected universities in a lawsuit to stop this action.
ACE has almost never been a plaintiff in a lawsuit against the federal government, but the moment demanded it. We are pleased that a federal judge has issued a nationwide preliminary injunction to preserve the NIH funding.
When the Education Department issued a “Dear Colleague” letter Feb. 14 that raised questions about whether campus programs related to diversity, equity and inclusion would be permissible under federal law, ACE organized a coalition of more than 70 higher education groups calling for the department to rescind the letter.
We raised concerns about the confusion the letter was causing. We pointed out that the majority opinion from Chief Justice John Roberts in the Students for Fair Admissions case acknowledged that diversity-related goals in higher education are “commendable” and “plainly worthy.”
We invited the department to engage with the higher education community to promote inclusive and welcoming educational environments for all students, regardless of race or ethnicity or any other factors. We remain eager to work with the department.
Unfortunately, in recent days the administration has taken further steps we find alarming.
ACE denounced the arbitrary cancellation of $400 million in federal grants and contracts with Columbia University. Administration officials claimed their action was a response to failures to adequately address antisemitism at Columbia, though it bypassed well-established procedures for investigating such allegations. (The Hechinger Report is an independent unit of Teachers College, Columbia University.)
Ultimately, this action will eviscerate academic and research activities, to the detriment of students, faculty, medical patients and others.
Make no mistake: Combating campus antisemitism is a matter of utmost priority for us. Our organization, along with Hillel International and the American Jewish Committee, organized two summits on this topic in 2022 and 2024, fostering important dialogue with dozens of college and university presidents.
We also are deeply concerned about the letter the Trump administration sent to Columbia late last week that makes certain demands of the university, including a leadership change for one of its academic departments. To my mind, the letter obliterated the boundary between institutional autonomy and federal control. That boundary is essential. Without it, academic freedom is at risk.
Meanwhile, layoffs and other measures slashing the Education Department’s workforce by as much as half will cause chaos and harm to financial aid and other programs that support millions of students from low- and middle-income families. We strongly urge the administration to change course and Congress to step in if it does not.
Despite all that has happened in the past several weeks, we want President Trump and his administration to know this: Higher education is here for America, and ready to keep building. Colleges and universities have long worked with the government in countless ways to strengthen our economy, democracy, health and security. We cannot abandon that partnership. We must fortify it.
Ted Mitchell is president of the American Council of Education in Washington, D.C.
Contact the opinion editor at opinion@hechingerreport.org.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
This spring, the number of high school graduates in the United States is expected to hit its peak. Starting in the fall, enrollment will likely enter a period of decline that could last a decade or more.
This looming “demographic cliff” has been on the minds of education leaders for nearly two decades, dating back to the start of the Great Recession. A raft of college closures over the past five years, exacerbated by the pandemic, has for many observers been the canary in the coal mine.
In the years to come, schools at all levels — reliant on per-pupil funding for K-12 and on tuition dollars for colleges and universities — will begin feeling the squeeze.
The question now is whether to treat the cliff as a crisis or an opportunity.
Related: Interested in innovations in the field of higher education? Subscribe to our free biweeklyHigher Education newsletter.
As they prepare for enrollment shortfalls, superintendents and college presidents are primarily focused on crisis management. With good reason, they’re spending the bulk of their time on the hard short-term decisions of cutting programs and personnel to meet looming budget shortfalls.
In the precious few years before the situation becomes even more dire, the question is whether schools should just continue bracing for impact — or if they can think bigger in ways that could be transformative not just for the landscape of education, but for the economy more broadly. In my view, they should think about what it would look like to make a moment of crisis a real opportunity.
Here are some ideas about how that could happen. The first involves blurring the lines between high school and college.
Colleges today feel immense pressure because there aren’t enough high school graduates. High schools feel similar pressure because there are fewer young people around to enroll each year — not to mention the chronic absenteeism and disengagement that has persisted since the pandemic.
What if the two worked more closely together — in ways that helped high schools keep students engaged while enabling colleges to reach a broader range of students?
In many states, this is already happening. At last count, 2.5 million high schoolers took at least one dual-enrollment course from a college or university. But it’s not enough to just create tighter connections between one educational experience and another. Today’s students — and today’s economy — also demand clearer pathways from education to careers. It makes sense to blur the lines between high schools, colleges and work.
So imagine taking these changes even further — to a world in which instead of jumping from high school to college, students in their late teens entered entirely new institutions that paid them for work-based learning experiences that would lead them to a degree and eventually a career.
That’s a lofty goal. But it’s the kind of big thinking that both high schools and colleges may need to reinvent themselves for the country’s shifting demographics.
Colleges have an opportunity right now to double down on creating and expanding job-relevant programs — and to think even bigger about who they serve. That could include expanding opportunities for adult learners who have gained skills outside the classroom through credit for prior learning and competency-based learning. It could also mean speeding up the development of industry-relevant coursework to better align with the needs of the labor market and leaning into short-form training programs to upskill incumbent workers.
Not every student is ready to invest four years of time and money to earn a bachelor’s degree. But they shouldn’t have to be — and colleges have a chance to expand their offerings in ways that give students more pathways into today’s fast-changing economy and further education if they so choose.
Part of the problem with the current trajectory from high school to college is that the wrong things get incentivized. Both K-12 schools and colleges get money and support based on the number of students they enroll and (sometimes) the number of people who graduate — not on how well they do at helping people gain the skills to effectively participate in the economy.
That’s not anyone’s fault. But it often boils down to a matter of policy. Which means that changing policy can create new incentives to tighten the connections between high school, college and work.
States like Colorado are already taking the lead on this shift. Colorado’s “Big Blur” task force put out a report with recommendations on how to integrate learning and work, including by creating a statewide data system to track the outcomes of educational programs and updating the state’s accountability systems to better reflect “the importance of learners graduating ready for jobs and additional training.”
If schools and policymakers stay the course in the decade to come, they already know what’s ahead: declining enrollment, decreased funding and the exacerbation of all the challenges that they’ve already begun to face in recent years.
It’s not the job of the education system to turn the tide of demographic change. But the system does have a unique, and urgent, opportunity to respond to this changing landscape in ways that benefit not only students but the economy as a whole. The question now is whether education leaders and policymakers can seize that opportunity before it’s too late.
Contact the opinion editor at opinion@hechingerreport.org.
This story about demographic cliff in higher education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
Imagine a classroom in which young students are excitedly discussing their future aspirations and a career in medicine feels like a tangible goal rather than a distant dream. Now, imagine that most of the students come from historically marginalized communities — Black, Hispanic and Indigenous populations — that disproportionately face higher rates of chronic illness, shorter life expectancies and poorer health outcomes.
For many students from underrepresented backgrounds, a medical career feels out of reach. The path to becoming a doctor is daunting, full of obstacles like financial hardship, lack of mentorship and systemic inequities in education. Many students are sidelined long before they consider medical school, while those who persist face an uphill battle competing against peers with far more resources and support.
To mitigate these disparities, we must look beyond our hospitals and medical schools and into the places where young minds are shaped: our K-12 classrooms. Early exposure to health care careers can ignite curiosity and show students that they belong in places where they have historically been excluded.
Related: Become a lifelong learner. Subscribe to our free weekly newsletter to receive our comprehensive reporting directly in your inbox.
Organizations like the Florida State University College of Medicine, with its “Science Students Together Reaching Instructional Diversity and Excellence” (SSTRIDE) program, are leading the way in breaking down barriers to medical careers for underrepresented students. SSTRIDE introduces middle and high school students to real-world medical environments, giving them firsthand exposure to health care settings that might otherwise feel distant or inaccessible. Then, the program threads together long-term mentorship, academic enrichment and extracurricular opportunities to build the confidence and skills students need to reach medical school.
The 15 White Coats program in Louisiana takes a complementary but equally meaningful approach: transforming classroom environments by introducing culturally relevant imagery and literature that reflect the diversity of the medical profession. For many students, seeing doctors who look like them — featured in posters or books — can challenge internalized doubts and dismantle societal messages that suggest they don’t belong in medicine. Through fundraising efforts and scholarships, other initiatives from 15 White Coats tackle the financial barriers that disproportionately hinder “minority physician aspirants” from pursuing medical careers.
The impact of these programs can be profound. Research shows that students exposed to careers in science or medicine at an early age are far more likely to pursue these fields later in life. And medical students who belong to underrepresented groups are the most likely to return to underserved communities to practice. Their presence can improve communication, foster patient trust and drive innovation in addressing health challenges unique to those communities.
These programs can even have a ripple effect on families and entire communities. When young people pursue careers in medicine, they become role models for siblings, friends and neighbors. This creates a culture of aspiration in which success feels both possible and accessible, shifting societal perceptions and inspiring future generations to aim higher.
But programs like 15 White Coats and SSTRIDE cannot thrive without sustained investment. We need personal and financial commitments to dismantle the systemic barriers that prevent students from underrepresented groups from entering medicine.
Policymakers and educators must step up. Federal and state educational funding should prioritize grants for schools that partner with hospitals, medical schools and health care organizations. These partnerships should offer hands-on experiences like shadowing programs, medical summer camps and health care-focused career fairs. Medical professionals also have a role to play — they can volunteer as mentors or guest speakers, offering valuable guidance and demystifying the path to a medical career.
As a medical student, I know how transformative these experiences can be. They can inspire students to envision themselves in roles they might never have imagined and gain the confidence to pursue dreams that once seemed out of reach.
Let’s be clear, representation in medicine is not about optics. It’s about improving health outcomes and driving meaningful change. Building a stronger, more diverse pipeline to the medical profession is not just an educational priority. It’s a public health imperative.
An investment in young minds today is an investment in a health care system that represents, understands and serves everyone. Equity in health care starts long before a patient walks into a doctor’s office. It begins in the classroom.
Surya Pulukuri is a member of the class of 2027 at Harvard Medical School.
This story about health equity was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
