Category: career

  • Why mentorship networks are essential in the college admissions process

    Why mentorship networks are essential in the college admissions process

    Key points:

    As the vice president of academic affairs and a member of the admissions committee at SSP International (SSPI), a nonprofit organization offering immersive scientific experiences, I review hundreds of applications each year from rising seniors for our flagship program, Summer Science Program. What we’ve learned is that many of our bright and talented students are navigating their academic careers without access to the same supports as similarly high-achieving students.

    Where other Summer Science Program applicants might benefit from private tutors, college consultants, or guidance from parents familiar with the college application process and the high stress of today’s competitive college market, these students rise to the top of the applicant pool without leaning on the same resources as their peers.

    This is especially true for first-generation students who will be the first in their families to graduate from high school, go through the college admissions process, apply for financial aid, and enroll in college. Not only do they need to be more resourceful and self-reliant without the support of their personal networks, but they also often take on the responsibility of guiding their parents through these processes, rather than the other way around.

    School counselor shortage

    For many students who are underrepresented in academia, their exposure to different colleges, careers, and networks comes from their school counselors. While the American School Counselor Association (ASCA) recommends a minimum student-to-school counselor ratio of 250:1, the nationwide shortage of counselors led to a national average ratio of 385:1 between 2020-2023. That is a lot of strain on counselors who already serve as jacks of all trades–needing to keep up with evolving college admissions processes, understand the financial circumstances of hundreds of families, provide emotional support, and stay on top of the job market to advise accordingly. This ultimately affects the level of personalized counseling students receive.

    Making the college admissions process accessible

    In 2020, SSPI launched College Link, a mentorship program offering Summer Science Program alumni access to one-on-one or group mentoring. Mentors support students during their transition from high school to college through guidance on financial aid, early decision/early action processes, college applications, personal essay writing, resume workshopping, and more. To date, College Link has served over 650 mentees and recruited over 580 mentors sourced from SSPI’s 4,200 alumni network.

    This mentorship network comprises individuals from various backgrounds, leading successful and diverse careers in academia and STEM. Mentors like Dr. Emma Louden, an astrophysicist, strategist, and youth advocate who also helped develop the program, provided SSPI’s recent alumni with insights from their real-world professional experiences. This helps them explore a variety of careers within the STEM field beyond what they learn about in the classroom.

    Demographic data from last year’s Summer Science Program cohort showed that 37 percent of participants had parents with no higher education degree. That is why College Link prioritizes one-on-one mentoring for first-generation college alumni who need more personalized guidance when navigating the complexities of the college application and admission process.

    College Link also offers group mentoring for non-first-generation students, who receive the same services from several mentors bringing great expertise on the varying topics highlighted from week to week.

    With the support of College Link, nearly one hundred percent of Summer Science Program alumni have gone on to attend college, including MIT, Stanford, Harvard, Caltech and other prestigious institutions.

    Using College Link as a blueprint

    As the U.S. continues to face a counselor shortage, schools can further support students, especially first-generation students, through the college admissions process by creating mentorship networks using the College Link model. Schools can tap into their alumni network and identify successful role models who are ready to mentor younger generations and guide them beyond the admissions process. With the widespread implementation of Zoom in our everyday lives, it is now easier than ever to build networks virtually.

    Mentorship networks in schools can provide additional support systems for high school students and alleviate the pressures school counselors experience daily during college admissions season. Let’s continue to ensure the college admissions process is accessible to all students.

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  • K-12 districts are fighting ransomware, but IT teams pay the price

    K-12 districts are fighting ransomware, but IT teams pay the price

    Key points:

    The education sector is making measurable progress in defending against ransomware, with fewer ransom payments, dramatically reduced costs, and faster recovery rates, according to the fifth annual Sophos State of Ransomware in Education report from Sophos.

    Still, these gains are accompanied by mounting pressures on IT teams, who report widespread stress, burnout, and career disruptions following attacks–nearly 40 percent of the 441 IT and cybersecurity leaders surveyed reported dealing with anxiety.

    Over the past five years, ransomware has emerged as one of the most pressing threats to education–with attacks becoming a daily occurrence. Primary and secondary institutions are seen by cybercriminals as “soft targets”–often underfunded, understaffed, and holding highly sensitive data. The consequences are severe: disrupted learning, strained budgets, and growing fears over student and staff privacy. Without stronger defenses, schools risk not only losing vital resources but also the trust of the communities they serve.

    Indicators of success against ransomware

    The new study demonstrates that the education sector is getting better at reacting and responding to ransomware, forcing cybercriminals to evolve their approach. Trending data from the study reveals an increase in attacks where adversaries attempt to extort money without encrypting data. Unfortunately, paying the ransom remains part of the solution for about half of all victims. However, the payment values are dropping significantly, and for those who have experienced data encryption in ransomware attacks, 97 percent were able to recover data in some way. The study found several key indicators of success against ransomware in education:

    • Stopping more attacks: When it comes to blocking attacks before files can be encrypted, both K-12 and higher education institutions reported their highest success rate in four years (67 percent and 38 percent of attacks, respectively).
    • Following the money: In the last year, ransom demands fell 73 percent (an average drop of $2.83M), while average payments dropped from $6M to $800K in lower education and from $4M to $463K in higher education.
    • Plummeting cost of recovery: Outside of ransom payments, average recovery costs dropped 77 percent in higher education and 39 percent in K-12 education. Despite this success, K-12 education reported the highest recovery bill across all industries surveyed.

    Gaps still need to be addressed

    While the education sector has made progress in limiting the impact of ransomware, serious gaps remain. In the Sophos study, 64 percent of victims reported missing or ineffective protection solutions; 66 percent cited a lack of people (either expertise or capacity) to stop attacks; and 67 percent admitted to having security gaps. These risks highlight the critical need for schools to focus on prevention, as cybercriminals develop new techniques, including AI-powered attacks.

    Highlights from the study that shed light on the gaps that still need to be addressed include:

    • AI-powered threats: K-12 education institutions reported that 22 percent of ransomware attacks had origins in phishing. With AI enabling more convincing emails, voice scams, and even deepfakes, schools risk becoming test grounds for emerging tactics.
    • High-value data: Higher education institutions, custodians of AI research and large language model datasets, remain a prime target, with exploited vulnerabilities (35 percent) and security gaps the provider was not aware of (45 percent) as leading weaknesses that were exploited by adversaries.
    • Human toll: Every institution with encrypted data reported impacts on IT staff. Over one in four staff members took leave after an attack, nearly 40 percent reported heightened stress, and more than one-third felt guilt they could not prevent the breach.

    “Ransomware attacks in education don’t just disrupt classrooms, they disrupt communities of students, families, and educators,” said Alexandra Rose, director of CTU Threat Research at Sophos. “While it’s encouraging to see schools strengthening their ability to respond, the real priority must be preventing these attacks in the first place. That requires strong planning and close collaboration with trusted partners, especially as adversaries adopt new tactics, including AI-driven threats.”

    Holding on to the gains

    Based on its work protecting thousands of educational institutions, Sophos experts recommend several steps to maintain momentum and prepare for evolving threats:

    • Focus on prevention: The dramatic success of lower education in stopping ransomware attacks before encryption offers a blueprint for broader public sector organizations. Organizations need to couple their detection and response efforts with preventing attacks before they compromise the organization.
    • Secure funding: Explore new avenues such as the U.S. Federal Communications Commission’s E-Rate subsidies to strengthen networks and firewalls, and the UK’s National Cyber Security Centre initiatives, including its free cyber defense service for schools, to boost overall protection. These resources help schools both prevent and withstand attacks.
    • Unify strategies: Educational institutions should adopt coordinated approaches across sprawling IT estates to close visibility gaps and reduce risks before adversaries can exploit them.
    • Relieve staff burden: Ransomware takes a heavy toll on IT teams. Schools can reduce pressure and extend their capabilities by partnering with trusted providers for managed detection and response (MDR) and other around-the-clock expertise.
    • Strengthen response: Even with stronger prevention, schools must be prepared to respond when incidents occur. They can recover more quickly by building robust incident response plans, running simulations to prepare for real-world scenarios, and enhancing readiness with 24/7/365 services like MDR.

    Data for the State of Ransomware in Education 2025 report comes from a vendor-agnostic survey of 441 IT and cybersecurity leaders – 243 from K-12 education and 198 from higher education institutions hit by ransomware in the past year. The organizations surveyed ranged from 100-5,000 employees and across 17 countries. The survey was conducted between January and March 2025, and respondents were asked about their experience of ransomware over the previous 12 months.

    This press release originally appeared online.

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  • Exploring a new standard for preparing students for the future of work

    Exploring a new standard for preparing students for the future of work

    Key points:

    According to the World Economic Forum’s Future of Jobs Report 2025, nearly 40 percent of workers’ core skills will change in just the next five years. As AI, automation, and global connectivity continue to reshape every industry, today’s students are stepping into a world where lifelong careers in a single field are increasingly rare.

    Rather than following a straight path, the most successful professionals tomorrow will be able to pivot, reinvent, and adapt again and again. That’s why the goal of education must also shift. Instead of preparing students for a fixed destination, we must prepare them to navigate change itself.

    At Rockingham County Schools (RCS), this belief is at the heart of our mission to ensure every student is “choice-ready.” Rather than just asking, “What job will this student have?” we’re asking, “Will they be ready to succeed in whatever path they choose now and 10 years from now?”

    Choice-ready is a mindset, not just a pathway

    Let’s start with a quick analogy: Not long ago, the NBA underwent a major transformation. For decades, basketball was largely a two-point game with teams focused on scoring inside the arc. But over time, the strategy shifted to where it is today: a three-point league, where teams that invest in long-range shooters open up the floor, score more efficiently, and consistently outperform those stuck in old models. The teams that adapted reshaped the game. The ones that didn’t have fallen behind.

    Education is facing a similar moment. If we prepare students for a narrow, outdated version of success that prepares them for one track, one career, or one outcome, we risk leaving them unprepared for a world that rewards agility, range, and innovation.

    At RCS, we take a global approach to education to avoid this. Being “choice-ready” means equipping students with the mindset and flexibility to pursue many possible futures, and a global approach expands that readiness by exposing them to a broader range of competencies and real-world situations. This exposure prepares them to navigate the variety of contexts they will encounter as professionals. Rather than locking them into a specific plan, it helps them develop the ability to shift when industries, interests, and opportunities change.

    The core competencies to embrace this mindset and flexibility include:

    • Creative and analytical thinking, which help solve new problems in new contexts
    • Empathy and collaboration, which are essential for dynamic teams and cross-sector work
    • Confidence and communication, which are built through student-led projects and real-world learning

    RCS also brings students into the conversation. They’re invited to shape their learning environment by giving their input on district policies around AI, cell phone use, and dress codes. This encourages engagement and ownership that helps them build the soft skills and self-direction that today’s workforce demands.

    The 4 E’s: A vision for holistic student readiness and flexibility

    To turn this philosophy into action, we developed a four-part framework to support every student’s readiness:

    1. Enlisted: Prepared for military service
    2. Enrolled: Ready for college or higher education
    3. Educated: Grounded in academic and life skills
    4. Entrepreneur: Equipped to create, innovate, and take initiative

    That fourth “E”–entrepreneur–is unique to RCS and especially powerful. It signals that students can create their opportunities rather than waiting for them. In one standout example, a student who began producing and selling digital sound files online explored both creative and commercial skill sets.

    These categories aren’t silos. A student might enlist, then enroll in college, then start a business. That’s the whole point: Choice-ready students can move fluidly from one path to another as their interests–and the world–evolve.

    The role of global education

    Global education is a framework that prepares students to understand the world, appreciate different perspectives, and engage with real-world issues across local and global contexts. It emphasizes transferable skills—such as adaptability, empathy, and critical thinking—that students need to thrive in an unpredictable future.

    At RCS, global education strengthens student readiness through:

    • Dual language immersion, which gives students a competitive edge in a multilingual, interconnected workforce
    • Cultural exposure, which builds resilience, empathy, and cross-cultural competence
    • Real-world learning, which connects academic content to relevant, global challenges

    These experiences prepare students to shift between roles, industries, and even countries with confidence.

    Redesigning career exploration: Early exposure and real skills

    Because we don’t know what future careers will be, we embed career exploration across K-12 to ensure students develop self-awareness and transferable skills early on.

    One of our best examples is the Paxton Patterson Labs in middle schools, where students explore real-world roles, such as practicing dental procedures on models rather than just watching videos.

    Through our career and technical education and innovation program at the high school level, students can:

    • Earn industry-recognized credentials.
    • Collaborate with local small business owners.
    • Graduate workforce-ready with the option to pursue higher education later.

    For students who need immediate income after graduation, RCS offers meaningful preparation that doesn’t close off future opportunities, keeping those doors open.

    And across the system, RCS tracks success by student engagement and ownership, both indicators that a learner is building confidence, agency, and readiness to adapt. This focus on student engagement and preparing students for the world postgraduation is already paying dividends. During the 2024-25 school year, RCS was able to increase the percentage of students scoring proficient on the ACT by more than 20 points to 44 percent. Additionally, RCS increased both the number of students who took AP exams and the number who received a passing score by 12 points to 48 percent.

    Preparing students for a moving target

    RCS knows that workforce readiness is a moving target. That’s why the district continues to evolve with it. Our ongoing focus areas include:

    • Helping graduates become lifelong learners who can retrain and reskill as needed
    • Raising awareness of AI’s influence on learning, creativity, and work
    • Expanding career exploration opportunities that prioritize transferable, human-centered skills

    We don’t know exactly what the future holds. We do know that students who can adapt, pivot, and move confidently from one career path to another will be the most prepared–because the most important outcome isn’t fitting students into today’s job market but preparing them to create value in tomorrow’s.

    At Rockingham County Schools, that’s what being “choice-ready” really means. It’s not about predicting the future. It’s about preparing students to thrive within it wherever it leads.

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  • Making PD meaningful in today’s classrooms

    Making PD meaningful in today’s classrooms

    Key points:

    As a classroom teacher and district leader with over 26 years of experience, I’ve attended countless professional development (PD) sessions. Some were transformative, others forgettable. But one thing has remained constant: the need for PD that inspires, equips, and connects educators. Research shows that effective PD focuses on instructional practice and connects to both classroom materials and real- world contexts.

    I began my teaching career in 1999 through an alternative certification program, eager to learn and grow. That enthusiasm hasn’t waned–I still consider myself a lifelong learner. But over time, I realized that not all PD is created equal. Too often, sessions felt like a checkbox exercise, with educators asking, “Why do I have to be here?” instead of “How can I grow from this?”

    Here are some of my favorite PD resources and experiences:

    edWeb

    edWeb is free to join, and once you’re in, you can dive into as many sessions as you want. The service offers a live calendar of events or on-demand webinars covering a range of topics. Plus, the webinars come with CE certificates, which are approved for teacher re-licensure in states like New York, Massachusetts, Texas, Pennsylvania, Arkansas, Utah, and Nevada.

    You can go deeper into the state-specific options with an interactive map. I also love the community aspect of the platform, as you can connect with peers and learn from experts on so many topics for all preK-12 educators.

    Career Connect
    This summer, I attended the Discovery Education Summer of Learning Series at the BMW facility in Spartanburg, South Carolina, for a day-long professional learning event focused on workforce readiness and preparing students for evolving career landscapes. It was an energizing day being surrounded by passionate educators. One standout resource we dove into more deeply is Career Connect by Discovery Education. Career Connect is within Discovery Education Experience and is available to all educators in South Carolina by the Department of Education.

    This is quickly becoming a priority tool in our district. With early access in the spring, we’ve integrated it across grade levels–from elementary STEM classrooms to our Career Center. The platform offers students live interactions with professionals in various fields, making career exploration both engaging and real. I witnessed this firsthand during a virtual visit with an engineer from Charlotte, N.C., whose insights captivated our students and sparked meaningful conversations about future possibilities.

    Professional Development Hub
    The ASCD + ISTE professional learning hub offers sessions on innovative approaches and tools to design and implement standards-aligned curriculum. Each session is led by educators, authors, researchers, and practitioners who are experts in professional learning. Schools and districts receive a needs assessment, so you know the learning is tailored to what educators really need and want.

    Tips for Meaningful PD
    With over 26 years of experience as a classroom teacher and district leader, I have participated in my fair share of professional learning opportunities. I like to joke that my career began in the late 1900s, but professional development sessions from those first few years of teaching now do feel like they were from a century ago compared to the possibilities presented to teachers and leaders today.

    Over these decades I’ve seen a lot of good, and bad, sessions. Here are my top tips to make PD actually engaging:

    • Choose PD that aligns with your goals. Seek out sessions that connect directly to your teaching practice or leadership role.
    • Engage with a community. Learning alongside passionate educators makes a huge difference. The Summer of Learning event reminded me how energizing it is to be surrounded by people who lift you up.
    • Explore tech tools that extend learning. Platforms like Career Connect and others aren’t just add-ons–they’re gateways to deeper engagement and real-world relevance.

    Professional development should be a “want to,” not a “have to.” To get there, though, the PD needs to be thoughtfully designed and purpose-driven. These resources above reignited my passion for learning and reminded me of the power of connection–between educators, students, and the world beyond the classroom.

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  • Digital learning in a new age

    Digital learning in a new age

    Key points:

    Digital learning–in the form of online, hybrid, and blended schools and courses–is growing steadily in U.S. schools. These learning options can transform education because they allow for learning, teaching, and student engagement outside the confines of traditional physical schools.

    Students no longer have to show up at a school building every morning, and millions of students and families are demonstrating their preference for more flexible learning options by choosing their district’s online schools, charter schools, and private schools.

    Digital learning meets the needs of today’s students, who are seeking flexibility in their scheduling. Many high school students want to pursue sports, arts, and career interests in the form os jobs, internships, and other program. Others simply crave the control an innovative school gives them over the time, place, and pace at which they learn. Digital learning also meets the needs of teachers, who, just like knowledge workers around the world, are interested in employment that allows them to choose their schedules.

    Online and hybrid learning is becoming easier to implement as technology grows and improves. Unlike just a few years ago, when teachers were concerned about using multiple technology tools, much-improved integration and interoperability between platforms is making adoption of multiple tools far easier.

    While relatively few students and families prefer their education to be 100 percent online, many students are selecting hybrid options that combine online and face-to-face interactions. Much like young knowledge workers who are increasingly blending home offices with corporate headquarters, digital learning is showing up in unexpected places as well. Let’s take a closer look at two examples: career and technical education (CTE) and physical education (PE).

    CTE is often perceived as being “hands on” in ways that casual observers might expect would not align well with digital learning–but the truth is exactly the opposite.

    Digital learning is broadening the world of CTE for students. Online and hybrid schools provide CTE programs by offering a combination of online career courses and by partnering with businesses, state and regional training centers, and other
    organizations to combine online learning with on-the-ground, real-world jobs, internships, and learning opportunities.

    Hybrid schools and programs, including those run by mainstream districts, provide academic scheduling flexibility to students who seek to prioritize their time in jobs, internships, or career training. No longer do these students have to fit in their career interests after regular school hours or on weekends–when many companies and high-value jobs are not open or available.

    For example, a student interested in a veterinary career can work at a vet’s office during the regular week and school hours, completing some of their online coursework after normal work hours.

    Virtual Arkansas, a state-supported course provider supporting districts across Arkansas, has made digital CTE a central element of its offerings.

    “CTE is a key part of our value to students and schools across Arkansas. Students, teachers, counselors, and the business community, all appreciate that we are providing flexible options for students to gain real-world expertise and experience via our online and hybrid programs,” said John Ashworth, the programs’ executive director.

    Perhaps even more surprising than CTE shifting to digital is the idea that next generation physical education is based on online tools, adept teachers, and student voice and choice.

    Today’s students are accustomed to going into a coffee shop and ordering their drink with a dozen customized features. And yet, in traditional PE classes, we expect students to all want to learn the same sport, activity, or exercise, at the same time and pace. That’s how too many traditional gym classes operate–based on the factory model of education in which all students do the same thing at the same time.

    There’s a better way, which is being embraced by online schools, hybrid schools, and traditional districts. Online and hybrid PE classes shift exercise, activity, and wellness to match student interests and timing. A student chooses from hundreds of detailed instructional videos in dozens of categories, from aquatics to basketball to yoga, trains using the videos combined with instruction provided by a teacher, and tracks her progress.

    This doesn’t sound like a traditional gym class; instead, it mimics the ways that young adults are active in gyms, yoga studios, and sports leagues all around the country. Consider fitness clubs from the local YMCA to the most high-end club–they are all offering a wide variety of classes, on varied schedules to fit busy lifestyles, and at different levels of expertise. No school can match this, of course, by the traditional approach to gym class. But Joe Titus, founder and CEO of Hiveclass, which offers online physical education courses, points out that student agency to
    choose from a wide variety of PE options is possible–when schools are ready to make the leap.

    Online schools and district programs are already doing so, with fantastic outcomes as students lean into their choices and options. As futurist William Gibson said decades ago, “the future is here, it’s just not evenly distributed.”

    Online and hybrid CTE, physical education, and other options prove the point. The next step is to make these options widely available to all the students who are seeking a better alternative.

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  • Middle and high school students need education, career guidance

    Middle and high school students need education, career guidance

    Key points:

    Students need more support around education paths and career options, including hands-on experiences, according to a new nationwide survey from the nonprofit American Student Assistance.

    The survey of more than of 3,000 students in grades 7-12 offers insights into teens’ plans after high school. The research, Next Steps: An Analysis of Teens’ Post-High School Plans, uncovers evolving trends in teenagers’ attitudes, perceptions, and decision-making about their post-high school plans.

    “This analysis of teens’ post high school plans reveals shifts in students’ thinking and planning. We need to change the way we help young people navigate the complex and evolving landscape of education and career options,” said Julie Lammers, Executive Vice President of ASA. “Starting in middle school, our young people need early access to opportunities that empowers them to explore careers that match their interests and strengths; hands-on, skills-based experiences in high school; and information and resources to navigate their path to postsecondary education and career. All of this will enable them to graduate informed, confident, and empowered about what they want to do with their futures.” 

    The survey offers notable findings regarding parental influence on teens’ planning, perceptions of nondegree pathways like trade or technical school, apprenticeships, and certificate programs, and a continued drop-off in kids’ plans to go to college immediately after high school graduation.

    Key findings include:

    Teens’ interest in college is down while nondegree paths are on the rise. Nearly half of all students said they aren’t interested in going to college, with just 45 percent saying two- or four-year college was their most likely next step. Meanwhile 38 percent of teens said they were considering trade or technical schools, apprenticeships, and technical bootcamp programs, although only 14 percent say that such a path is their most likely next step.

    Parents are one of teens’ biggest influencers—and they’re skeptical of nondegree options. A vast majority (82 percent) of teens said their parents agree with their plans to go to four-year college, while only 66 percent said parents supported plans to pursue a nondegree route. In fact, teens reported parents were actually more supportive (70 percent) of foregoing education altogether right after high school vs. pursuing a nondegree program.    

    A concerning number of young people don’t have plans for further education or training. Nearly one quarter (23 percent) said they have no immediate plans to continue formal education or training upon graduation. Teens not planning to continue education after high school indicated they were thinking of beginning full-time work, entering a family business, starting their own business, or joining the military.

    Teens, and especially middle schoolers, are feeling better prepared to plan their futures. In recent years policymakers, educators, employers, and other stakeholders have pushed to make career-connected learning a more prominent feature of our education to workforce system. Survey results say it’s paying off. Agreement with the statement “my school provides me with the right resources to plan for my next steps after high school” grew from just 59 percent in 2018, to 63 percent in 2021, to 82 percent in 2024. Notably, the largest increase occurred at the middle school level, where confidence in in-school planning resources jumped from 60 percent in 2018 to 90 percent in 2024.

    Girls are much more likely to plan to attend college than boys. Boys and girls are equally interested in college when they’re in middle school, but by high school, more than half (53 percent) of girls say they’re likely to attend college compared to just 39 percent of boys. The gender gap is smaller when it comes to nondegree pathways: 15 percent of high school boys say they will likely attend vocational/trade school, participate in an apprenticeship, or take a certificate program, compared to 10 percent of high school girls.

    City kids aren’t as “into” college. Urban teens were least likely (39 percent) to say they plan to go to college. Suburban teens are much more likely to plan to attend a college program (64 percent) while 46 percent of rural students planned on college.

    Students of color are college bound. More than half (54 percent) of Black teens and 51 percent of Hispanic youth are planning to go to college, compared to 42 percent of White teens.  

    This press release originally appeared online.

    eSchool News Staff
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  • Alliant Credit Union Foundation Grants $108K to Boost AI and Digital Programs at Ridgewood High School

    Alliant Credit Union Foundation Grants $108K to Boost AI and Digital Programs at Ridgewood High School

    The Alliant Credit Union Foundation has awarded a $108,000 grant to Digital Leaders Now, the nonprofit that powers the Digital Leaders Academy at Ridgewood Community High School District 234, to support the implementation of innovative digital opportunity programs.

    The initiative will begin rolling out in Spring 2025, with full program implementation for the 2025-2026 school year. The grant will help students gain critical digital skills, enhance career preparation opportunities at Ridgewood and beyond, and ensure teachers have the necessary resources to integrate technology into the classroom effectively.

    “The Alliant Credit Union Foundation is committed to fostering educational opportunities that prepare students for the future,” said Meredith Ritchie, President of The Alliant Credit Union Foundation. “By partnering with the Digital Leaders Academy, we are helping to bridge the digital divide and ensure that students in Ridgewood Community High School District 234 are equipped with the skills and knowledge they need to succeed in the evolving workforce.”

    The grant will support key initiatives, including:

    • Integration of AI Tools: Students will gain hands-on experience using AI and emerging technologies to enhance their learning and problem-solving skills.
    • Teacher Training & Development: Supporting professional development programs that empower educators with the tools and knowledge to incorporate digital learning strategies into their curriculum.
    • Digital Fluency Expansion: Enhancing student digital literacy and technology-based learning experiences to build a foundation for future careers.
    • Career Readiness Programs: Preparing students for high-demand technology roles by connecting them with industry experts, mentorship opportunities, and real-world applications of digital skills.

    Through this initiative, the Alliant Credit Union Foundation continues its mission of driving positive change in education by expanding access to technology and professional development resources.

    “The Digital Leaders Academy is a testament to the power of partnership and community. With the support of Alliant, we’re equipping students, teachers, and parents with the tools to thrive in the digital age, because when we invest in digital fluency, we unlock limitless potential,” said Caroline Sanchez Crozier, Founder of Digital Leaders Now, an Illinois-based nonprofit, and creator of Digital Leaders Academy.

    Ridgewood Community High School District 234 students will benefit from enhanced learning experiences, giving them a competitive edge in today’s digital economy.

    Kevin Hogan
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  • Students learn the basics of AI as they weigh its use in their future careers

    Students learn the basics of AI as they weigh its use in their future careers

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    On a recent Thursday morning, Michael Taubman asked his class of seniors at North Star Academy’s Washington Park High School: “What do you think AI’s role should be in your future career?”

    “In school, like how we use AI as a tool and we don’t use it to cheat on our work … that’s how it should be, like an assistant,” said Amirah Falana, a 17-year-old interested in a career in real estate law.

    Fernando Infante, an aspiring software developer, agreed that AI should be a tool to “provide suggestions” and inform the work.

    “It’s like having AI as a partner rather than it doing the work,” said Infante during class.

    Falana and Infante are students in Taubman’s class called The Summit, a yearlong program offered to 93 seniors this year and expanding to juniors next year that also includes a 10-week AI course developed by Taubman and Stanford University.

    As part of the course, students use artificial intelligence tools – often viewed in a negative light due to privacy and other technical concerns – to explore their career interests and better understand how technology could shape the workforce. The class is also timely, as 92% of companies plan to invest in more AI over the next three years, according to a report by global consulting firm McKinsey and Company.

    The lessons provide students with hands-on exercises to better understand how AI works and how they can use it in their daily lives. They are also designed so teachers across subject areas can include them as part of their courses and help high school students earn a Google Career Certificate for AI Essentials, which introduces AI and teaches the basics of using AI tools.

    Students like Infante have used the AI and coding skills they learned in class to create their own apps while others have used them to create school surveys and spark new thoughts about their future careers. Taubman says the goal is to also give students agency over AI so they can embrace technological changes and remain competitive in the workfield.

    “One of the key things for young people right now is to make sure they understand that this technology is not inevitable,” Taubman told Chalkbeat last month. “People made this, people are making decisions about it, and there are pros and cons like with everything people make and we should be talking about this.”

    Students need to know the basics of AI, experts say

    As Generation Z, those born between 1997 and 2012, graduate high school and enter a workforce where AI is new, many are wondering how the technology will be used and to what extent.

    Nearly half of Gen Z students polled by The Walton Family Foundation and Gallup said they use AI weekly, according to the newly released survey exploring how youth view AI. (The Walton Family Foundation is a supporter of Chalkbeat. See our funders list here.) The same poll found that over 4 in 10 Gen Z students believe they will need to know AI in their future careers, and over half believe schools should be required to teach them how to use it.

    This school year, Newark Public Schools students began using Khan Academy’s AI chatbot tutor called Khanmigo, which the district launched as a pilot program last year. Some Newark teachers reported that the tutoring tool was helpful in the classroom, but the district has not released data on whether it helped raise student performance and test scores. The district in 2024 also launched its multimillion project to install AI cameras across school buildings in an attempt to keep students safe.

    But more than just using AI in school, students want to feel prepared to use it after graduating high school. Nearly 3 in 4 college students said their colleges or universities should be preparing them for AI in the workplace, according to a survey from Inside Higher Ed and College Pulse’s Student Voice series.

    Many of the challenges of using AI in education center on the type of learning approach used, accuracy, and building trust with the technology, said Nhon Ma, CEO of Numerade – an online learning assistant that uses AI and educators to help students learn STEM concepts. But that’s why it’s important to immerse students in AI to help them understand the ways it could be used and when to spot issues, Ma added.

    “We want to prepare our youth for this competitive world stage, especially on the technological front so they can build their own competence and confidence in their future paths. That could potentially lead towards higher earnings for them too,” Ma said.

    For Infante, the senior in Taubman’s class, AI has helped spark a love for computer science and deepened his understanding of coding. He used it to create an app that tracks personal milestones and goals and awards users with badges once they reach them. As an aspiring software developer, he feels he has an advantage over other students because he’s learning about AI in high school.

    Taubman also says it’s especially important for students to understand how quickly the technology is advancing, especially for students like Infante looking towards a career in technology.

    “I think it’s really important to help young people grapple with how this is new, but unlike other big new things, the pace is very fast, and the implications for career are almost immediate in a lot of cases,” Taubman added.

    Students learn that human emotions are important as AI grows

    It’s also important to remember the limitations of AI, Taubman said, noting that students need the basic understanding of how AI works in order to question it, identify any mistakes, and use it accordingly in their careers.

    “I don’t want students to lose out on an internship or job because someone else knows how to use AI better than they do, but what I really want is for students to get the internship or the job because they’re skillful with AI,” Taubman said.

    Through Taubman’s class, students are also identifying how AI increases the demand for skills that require human emotion, such as empathy and ethics.

    Daniel Akinyele, a 17-year-old senior, said he was interested in a career in industrial and organizational psychology, which focuses on human behavior in the workplace.

    During Taubman’s class, he used a custom AI tool on his laptop to explore different scenarios where he could use AI in his career. Many involved talking to someone about their feelings or listening to vocal cues that might indicate a person is sad or angry. Ultimately, psychology is a career about human connection and “that’s where I come into play,” Akinyele said.

    “I’m human, so I would understand how people are feeling, like the emotion that AI doesn’t see in people’s faces, I would see it and understand it,” Akinyele added.

    Falana, the aspiring real estate attorney, also used the custom AI tool to consider how much she should rely on AI when writing legal documents. Similar to writing essays in schools, Falana said professionals should use their original writing in their work but AI could serve as a launching pad.

    “I feel like the legal field should definitely put regulations on AI use, like we shouldn’t be able to, draw up our entire case using AI,” Falana said.

    During Taubman’s class, students also discussed fake images and videos created by AI. Infante, who wants to be a software developer, added that he plans to use AI regularly on the job but believes it should also be regulated to limit disinformation online.

    Taubman says it’s important for students to have a healthy level of skepticism when it comes to new technologies. He encourages students to think about how AI generates images, the larger questions around copyright infringement, and their training processes.

    “We really want them to feel like they have agency in this world, both their capacity to use these systems,” Taubman said, “but also to ask these broader questions about how they were designed.”

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more on AI in education, visit eSN’s Digital Learning hub.

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  • Ohio District Awarded CoSN Trusted Learning Environment Mini Seal for Student Data Privacy Practices

    Ohio District Awarded CoSN Trusted Learning Environment Mini Seal for Student Data Privacy Practices

    Washington, D.C.  –  CoSN today awarded Delaware Area Career Center in Delaware, Ohio, the Trusted Learning Environment (TLE) Mini Seal in the Business Practice. The CoSN TLE Seal is a national distinction awarded to school districts implementing rigorous privacy policies and practices to help protect student information. Delaware Area Career Center is the sixth school district in Ohio to earn a TLE Seal or TLE Mini Seal. To date, TLE Seal recipients have improved privacy protections for over 1.2 million students.

    The CoSN TLE Seal program requires that school systems uphold high standards for protecting student data privacy across five key practice areas: Leadership, Business, Data Security, Professional Development and Classroom. The TLE Mini Seal program enables school districts nationwide to build toward earning the full TLE Seal by addressing privacy requirements in one or more practice areas at a time. All TLE Seal and Mini Seal applicants receive feedback and guidance to help them improve their student data privacy programs.

    “CoSN is committed to supporting districts as they address the complex demands of student data privacy. We’re proud to see Delaware Area Career Center take meaningful steps to strengthen its privacy practices and to see the continued growth of the TLE Seal program in Ohio,” said Keith Krueger, CEO, CoSN.

    “Earning the TLE Mini Seal is a tremendous acknowledgement of the work we’ve done to uphold high standards in safeguarding student data. This achievement inspires confidence in our community and connects us through a shared commitment to privacy, transparency and security at every level,” said Rory Gaydos, Director of Information Technology, Delaware Area Career Center.

    The CoSN TLE Seal is the only privacy framework designed specifically for school systems. Earning the TLE Seal requires that school systems have taken measurable steps to implement, maintain and improve organization-wide student data privacy practices. All TLE Seal recipients are required to demonstrate that improvement through a reapplication process every two years.

    To learn more about the TLE Seal program, visit www.cosn.org/trusted.

    About CoSN CoSN, the world-class professional association for K-12 EdTech leaders, stands at the forefront of education innovation. We are driven by a mission to equip current and aspiring K-12 education technology leaders, their teams, and school districts with the community, knowledge, and professional development they need to cultivate engaging learning environments. Our vision is rooted in a future where every learner reaches their unique potential, guided by our community. CoSN represents over 13 million students and continues to grow as a powerful and influential voice in K-12 education. www.cosn.org

    About the CoSN Trusted Learning Environment Seal Program The CoSN Trusted Learning Environment (TLE) Seal Program is the nation’s only data privacy framework for school systems, focused on building a culture of trust and transparency. The TLE Seal was developed by CoSN in collaboration with a diverse group of 28 school system leaders nationwide and with support from AASA, The School Superintendents Association, the Association of School Business Officials International (ASBO) and ASCD. School systems that meet the program requirements will earn the TLE Seal, signifying their commitment to student data privacy to their community. TLE Seal recipients also commit to continuous examination and demonstrable future advancement of their privacy practices. www.cosn.org/trusted

    About Delaware Area Career Center Delaware Area Career Center provides unique elective courses to high school students in Delaware County and surrounding areas. We work in partnership with partner high schools to enhance academic education with hands-on instruction that is focused on each individual student’s area of interest. DACC students still graduate from their home high school, but they do so with additional college credits, industry credentials, and valuable experiences. www.delawareareacc.org

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  • Career-connected learning builds a more employable, future-ready generation

    Career-connected learning builds a more employable, future-ready generation

    Key points:

    Abraham Maslow’s Hierarchy of Needs is a fundamental psychological theory that explains human motivation. At its base are physiological and safety needs, followed by love and belonging, esteem, and self-actualization at the peak. While this theory is universally recognized for understanding personal growth in human development, it can also be applied to an individual’s educational journey.

    Had Maslow been an educator, he might have reconsidered the foundation of our education system to one that would align student aptitudes and interests to sustain the rapidly changing workforce. Consider the phrase, “If you give a man a fish, he will be hungry tomorrow. If you teach a man to fish, he will be richer forever.” It could be applied here, too. If we pair students’ strengths and aptitudes with in-demand careers through personalized learning, we are ensuring the success of our students and tomorrow’s workforce, thus realigning motivation and fulfilling the individuals Hierarchy of Needs.

    States have begun investing in career-connected learning (CCL) to connect learning to career pathways as a means to boost employability and inevitably support businesses and the local economy.

    Students are rarely guided toward career paths that match their aptitudes (or natural talents). But if our districts began doing so, we would likely see higher levels of employment and job satisfaction, and lower economic instability and gaps in the job market. This could ultimately impact our communities and the national economy at large.

    While work is being done, there is still plenty to do as the career exposure gap grows, particularly in IT, manufacturing, finance, and more. It’s time for educational stakeholders–policy, K-12 decision makers, guidance counselors and parents alike–to rethink how we prepare young people for their futures.

    The foundation: Addressing basic needs first

    It has become ever so clear that every student, starting as early as junior high, should have the opportunity to take an aptitude assessment. Researchers have identified that students’ natural aptitudes solidify by age 14, forming the foundation for understanding what they’re inherently good at. If Maslow were designing today’s educational experience, this would be the starting point–helping students discover their strengths and setting the stage for growth.

    Students’ ability to learn, and therefore their level of education, has always shown to have direct correlations to their physical well-being and sense of security. Often, students feel discouraged and unengaged in their coursework because it doesn’t connect to their innate strengths, making it harder to feel confident in their abilities and motivated to tap into potential future pathways for employment. 

    When these foundational supports are provided, students are likely to feel ready to explore career opportunities and develop the workplace-ready skills needed in today’s economy.

    Building confidence: Belonging and self-esteem in education

    Students thrive when they feel a sense of belonging–both in the classroom and in the broader community. They also need to build self-esteem by experiencing achievement, recognition, and purpose. Connecting education with natural aptitudes and real-world career experiences can foster this sense of belonging and achievement.

    Encouraging students to participate in internships, apprenticeships, or mentorship programs can bridge the connection between their talents and real-world job opportunities. This fosters a sense of community and a personal identity tied to their future careers and success. CCL helps students understand that they have valuable contributions to make, both in school and beyond, which often leads to students taking ownership of their educational journeys.

    Path to self-actualization: Unlocking career potential

    At the pinnacle of Maslow’s hierarchy is self-actualization. Students are no longer just attending school to pass tests–they are actively seeking knowledge and skills to help them achieve their dreams. Students are often more motivated when they see the relevance of their learning, especially when they understand how it connects to their future aspirations.

    Tech solutions have helped districts provide personalized career assessments and work-based learning experiences for students, which empowers them to explore their career interests in-depth. When we offer students opportunities for hands-on exploration and real-world application, they find greater fulfillment in their educational experiences and a stronger desire to achieve higher learning goals.

    The crisis: How the current system is failing to meet Maslow’s vision

    Most high school graduates (75 percent) do not feel prepared to make college or career decisions after graduation.

    Simultaneously, 40 percent of employers stated that educational institutions do not sufficiently prepare students for their future careers, and 90 percent emphasized the need for stronger partnerships between K-12 schools and postsecondary institutions.

    Despite the clear benefits of linking education to career pathways, more often schools solely focus on academic success, neglecting the broader skills students need to thrive in the workforce. And CCL is frequently seen as a nice-to-have, rather than an essential piece of education. The growing career exposure gap is evidence of this disconnect.

    Closing this disconnect begins with helping people understand where to invest in their skills. 

    A new model: Career-connected learning as the solution

    By ensuring basic needs are met, fostering belonging and esteem, and unlocking students’ potential, we equip students with the real-world skills they need to succeed. CCL benefits every student and should be seen as an essential part of education, not just a nice-to-have.

    Personalized learning platforms, aptitude assessments, career identification, and skill-based learning tools provide the foundation for this transformation. But it’s the convergence among educators, employers, policymakers, and technology providers that will ultimately ensure that every student has the opportunity to realize their full potential. 

    My final thoughts: Maslow would remind us that education isn’t just about filling students’ heads with knowledge–it’s about inspiring them to dream, grow, and discover their limitless opportunities. This vision offers not just hope for individual students, but economic benefits for society as a whole.

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