Category: Data

  • Are Chinese students losing interest in the ‘big four’?

    Are Chinese students losing interest in the ‘big four’?

    Once the world’s largest source of international students, China is no longer expected to fuel further student growth in the ‘big four’ destinations, according to predictions from Bonard Education shared in a recent webinar. 

    “China is no longer the easy goldmine it once was”, Bonard senior research consultant, Su Su, told attendees, highlighting the “visible trend” of Chinese students choosing alternative options closer to home.  

    The US has seen the most noticeable decline in Chinese enrolments, which broadly started across traditional destinations in 2020/21 and has continued in the US over the past five years, according to Bonard data.  

    Amid the downturn in Chinese mobility to the US, India surpassed China as America’s largest sending country in 2023 and new government data has shown this gap continue to widen.

    Source: BONARD

    The UK, however, is bucking the trend and has witnessed continued modest growth in Chinese students since 2020, though this cohort’s visa approval rate saw a 6% year-on-year decline in 2024. 

    Elsewhere, Canada experienced a 21% drop in Chinese visa approvals last year as the impact of the government’s study permit caps took hold, but university enrolment nevertheless remains stable, signalling the visa decline is concentrated in non-university level students.  

    Meanwhile, Australia and New Zealand saw a modest rebound in Chinese enrolment in 2023/24, with Su maintaining that China was still a “pivotal” source market despite fluctuations.  

    The waning dominance of China as a source market can partly be attributed to the state of the economy, with financial pressure becoming the most cited factor impacting study decisions, according to Bonard’s agent network.

    “Middle class families are experiencing slower financial growth, and, as a result, are more economically conscious,” explained Su, fuelling a rise in shorter term English language courses as well as impacting the post-secondary sector. 

    What’s more, China’s urban unemployment rate among 16-24-year-olds jumped to an all-time high of 19% last year, pushing career outcomes up the priority list for students and their families, said Su.  

    Given the financial context, “families are determined to make every RMB count”, said Su, with more affordable Asian destinations becoming increasingly attractive in China.  

    The PIE News has previously reported on the rise of intra-Asian mobility, with countries in the region increasingly seeing internationalisation as critical to sustaining economic growth, plugging workforce gaps and driving innovation.

    In particular, the National Universities of Singapore and Hong Kong were highlighted as hitting the sweet spot by offering highly regarded international degrees at a lower price than traditional destinations – catering to families who still value prestige and the merits of an international education, but who are shopping “smarter”.  

    Elsewhere, Japan, South Korea and Malaysia are on the rise, with the Japanese government pursuing an ambitious goal of attracting 400,000 international students by 2033 and Malaysia streamlining international admissions through a new centralised system.

    But it’s not just affordability that is changing the landscape: perceived policy volatility “can shape perspective just as much as the price”, said Su, highlighting the damaging impact of Donald Trump’s erratic policy announcements in the US.  

    “Recent headlines in the US are raising serious concerns among families, whether or not the policies are enacted,” Su warned. 

    By comparison, despite some restrictions in the UK: “It feels more stable… agencies are describing the UK as the safest bet due to its clear communication of policies,” attendees heard.  

    That being said, political environments tend to have a temporary impact on student decision-making, with agencies and institutions advised that now is the time to “adapt and rethink” rather than turning away from the Chinese market.  

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  • New ELT study takes aim at “less traditional” tests

    New ELT study takes aim at “less traditional” tests

    The report by the Universities of Dundee and Cambridge highlights concerns about “the preparedness of students admitted through less traditional tests” as well as worries about the “security, validity and perceived inadequacy” of tests run by Duolingo and Oxford Education Group (OIEG).  

    The study draws on evidence from 50 UK universities, though its critics point out that many of the statements seem to be based on qualitative perspectives and anecdotal evidence from a small sample – comments that the report’s authors have hit out against.

    It is causing disturbance in the ELT world, with Duolingo highlighting that four out of the five authors are affiliated with a “single competitor test” – the IELTS test. For their part, the report’s authors have maintained that the study was carried out objectively.

    The study found the IELTS test to be widely regarded as the “common currency” of SELT, “largely due to the high level of trust in IELTS as a reliable and valid measure of language proficiency”, said the authors.  

    The most widely accepted English language test by UK universities, IELTS, is co-owned by IDP, Cambridge University Press and the British Council. 

    Other tests including TOEFL, C1 Advanced, and the Pearson Test of English (PTE), were found to be accepted by a high number of the institutions surveyed, while Duolingo was only accepted by six universities.  

    “Unfortunately, this study is based on the perceptions of a small group and relies on outdated views rather than robust empirical evidence,” a spokesperson for Duolingo told The PIE News in response to the findings. 

    They commented: “Every Ivy League university accepts the Duolingo English Test (DET), as do a third of Russell Group institutions and over 5,900 institutions worldwide,” adding that the DET “combines academic rigour and integrity with accessibility and affordability”. 

    Meanwhile, English testing expert Michael Goodine advised test takers “to keep in mind that the criticisms mentioned in the study are anecdotal and not presently supported by comparative data”.

    What’s more, at the time of the survey, Duolingo was only accepted at six universities, compared to IELTS. which was accepted at all 50.

    Given the experiences of surveyed staff sharing their worries about declining standards of English: “Clearly, then, Duolingo isn’t the problem,” suggested Goodine. “Maybe the traditional tests are also problematic,” he posed.

    For its part, Cambridge University Press & Assessment maintained the study was independently peer-reviewed, objecting to comments about the research being conducted on a “small” group or to their views being “outdated”.

    “The researchers did not seek views on any specific test,” said the spokesperson, adding that interviewees were asked about their personal experiences with the tests, changes since the pandemic, internal decision-making processes around test selection and their experience of the English levels of students admitted with such tests.

    “We hope this evidence will help universities to consider the relative merits of different modes of language assessment. Now is the time to put quality first,” they added.

    Maybe the traditional tests are also problematic

    Michael Goodine, Test Resources

    The report’s authors note that the shift to online learning and testing during the pandemic “has led to a perceived decline in language standards, with many staff members worried that students are not meeting the necessary threshold for successful academic engagement”.   

    “The lack of transparency and external validation, especially for newer tests, exacerbates these concerns, as many of these tests provide little evidence of comparability beyond marketing information,” they say, calling for universities to use evidence-based approaches when selecting which English language tests to use.  

    In addition to the choice of test, much of the report is dedicated to findings highlighting the growing concerns among university personnel about the declining English language proficiency of international students. 

    When asked to evaluate the academic literacy of the international students they teach, 44% of respondents said it was ‘poor’, 47% deemed it to be ‘mixed’ or ‘varied’, with less than 10% judging it to be ‘good’.   

    “Admitting students without sufficient English jeopardises their educational experience and places strains on institutions and faculty,” said Pamela Baxter, managing director for IELTS at Cambridge University Press & Assessment.  

    “These are some of the highest stakes exams around – that enable people to migrate and study”, said Baxter, adding that international students comprise 23% of the UK’s total student population, and “greatly enrich” universities, but must be admitted with the right standards.  

    The study finds a “great divide” between EAP and academic staff placing a greater emphasis on test validity and language proficiency, as compared to recruitment and admissions personnel who tend to priorities accessibility and cost.  

    Such a disparity highlights the “need for a more integrated approach to decision-making”, the authors argue.  

    The report comes as the UK SELT sector is bracing for a dramatic overhaul, caused by the government’s ongoing development of a dedicated Home Office English Language Test (HOELT), for which a tender process is currently underway.  

    Most recently, the Home Office launched a fourth round of market engagement about digital testing, exploring the viability of incorporating remote testing into the HOELT service.  

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  • Helping professional services get confident with data

    Helping professional services get confident with data

    “I don’t do data.”

    It’s a phrase heard all too often across professional services in UK higher education.

    Despite the sector’s growing reliance on data to inform strategic decisions, evaluate performance, and improve services, a significant skills gap remains—particularly among non-specialist staff.

    Critical skills

    Universities increasingly regard data as a critical asset. But while institutional expectations are rising, many professional services teams feel underprepared to meet what is now expected of them. The ability to interpret, contextualise, and communicate insights from data is now an essential part of most roles. And yet, for many professionals, data remains confusing, intimidating, or simply outside their perceived remit.

    This gap isn’t just about technical skills—it’s about confidence, culture, and collaboration. Professional services staff are often expected to make sense of complex datasets without the training or tools to do so effectively. Everyone is expected to engage with data daily, but few are properly equipped to do so. The result? Missed opportunities, reliance on specialist teams, and a growing divide between “data people” and everyone else.

    That divide threatens more than just productivity. In an era of AI and self-service analytics, the risk is that subject matter expertise gets lost or overridden by automated insights or misunderstood metrics. True value comes not just from accessing data, but from interpreting it through a lens of organisational understanding and professional experience. So how can we bridge the gap between those who do and those who don’t do data?

    The options

    Often the answer seems to be recruiting external data specialists – usually at considerable expense. While this brings in the needed expertise it also creates silos rather than building capability across teams. This approach not only strains budgets—with specialist salaries commanding premium rates in today’s competitive market—but also creates dependency on individuals who may lack contextual understanding of higher education. There is also a problem of longevity. When these specialists eventually leave, they take their knowledge with them, leaving institutions vulnerable.

    By contrast, institutions that invest in developing data confidence across existing staff leverage their team’s deep sector knowledge while creating more sustainable, resilient capabilities. The return on investment becomes clear: upskilling current staff who understand institutional nuances creates more value than repeatedly recruiting external experts who require months to grasp the complexities of university operations.

    Meanwhile, higher education faces an ever-expanding regulatory and statutory data burden. From HESA returns and TEF submissions to access and participation plans and REF preparations, the volume and complexity of mandatory reporting continues to grow. Each new requirement brings not just additional work but increased scrutiny and consequences for inaccuracy or misinterpretation. This regulatory landscape demands that universities distribute data capabilities widely rather than concentrating them in specialist teams who come close to breaking point during reporting seasons.

    When professional services staff across the institution can confidently engage with data, universities can respond more nimbly to regulatory changes, identify compliance risks earlier, and transform what might otherwise be box-ticking exercises into meaningful insights that drive institutional improvement.

    Data confident

    Recognising this challenge, UHR and Strive Higher have developed the Developing Confident Data Partners programme—a practical, supportive course designed specifically for HR and People professionals in higher education. Drawing on insights from UHR’s 6,000+ members, the programme addresses the real barriers to data confidence and equips participants with the skills and language to contribute meaningfully to data-informed conversations.

    By bridging the gap between subject matter expertise and data literacy, this initiative empowers professionals to engage more fully with the data-driven culture of their institutions. As one participant put it:

    The programme boosted my confidence and has taken away some of the mystery that some pure data experts can often create. I know what to do now before I ask for data, and what to say when I do want some.

    In a sector where informed decision-making is critical, the data skills gap in professional services can no longer be ignored. The Confident Data Partners programme is one step toward a more inclusive, capable, and collaborative data culture across UK higher education.

    The journey is just beginning. The opportunities in a data-driven world are endless, but success hinges on individuals understanding how to use data to inform strategy, planning and continuous improvement, and being able to communicate and collaborate with their peers.

    This initiative has been a learning experience for us both. It’s shown how, when data aligns with real-world needs, the results are transformative. Because when data meets purpose – that’s where the magic happens.

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  • International students “crucial” for US growth, states new report

    International students “crucial” for US growth, states new report

    The study, published by the Institue of International Education (IIE), outlines the importance of expanding international study to the US over the next five years as American universities brace for an impending domestic “enrolment cliff”. 

    “Attracting global talent is crucial to driving the US economy and growth, and maintaining US leadership” IIE’s head of research, evaluation and learning Mirka Martel told The PIE News. 

    Martel, co-author of the Outlook 2030 Brief, highlighted the unique capacity of the US to host more international students, who currently make up just 6% of the overall student population.  

    In comparison, international students comprise a much larger proportion of the total student body in the UK (27%), Australia (31%) and Canada (38%). 

    Notably, 36 US states were identified by IIE with international student populations below the 6% line, with Massachusetts, New York and Washington DC the regions with the highest proportions of international students.  

    Meanwhile, US universities are facing a much reported on domestic enrolment cliff, with government figures showing undergraduate enrolment declining by more than two million between 2010 and 2022. 

    What’s more, projections indicate that the number of high school graduates will peak in 2025 and decline by 13% by 2041, with IIE warning that US colleges and universities will be left with “empty seats” if they do not focus on international enrolments.  

    Despite recent reports of declining student interest in the US driven by the Trump administration’s hostile policies, IIE’s Fall 2024 Snapshot predicted a 3% growth in international student levels in the 2024/15 academic year.  

    Martel said she expected this forecast to hold true, pointing to the “exciting” fall increase in undergraduate rates for the first time since Covid and the continuing increase in Optional Practical Training (OPT) stemming from rising graduate rates over the last three years. 

    Outside the US, the total number of globally mobile students has seen exponential growth in recent years, nearly doubling over the past decade to reach 6.9 mil in 2024.   

    With last year witnessing the largest growth since the pandemic, some expect global mobility to exceed 9 million by 2030, driven by the growth of youthful populations in South Asia and Sub-Saharan Africa.  

    This, the report says, will create “a steady pipeline of students seeking future academic study”, highlighting the case of Nigeria where the country’s universities can only admit one-third of the two million annual applicants due to capacity constraints.  

    Elsewhere in India, domestic institutions have significantly expanded their undergraduate studies, but “there remains a strong interest in pursuing graduate studies abroad,” according to IIE. 

    Attracting global talent is crucial to driving the US economy and growth

    Mirka Martel, IIE

    In 2023/24, the number of international students in the US reached a record level of 1.1 million, which was primarily driven by a surge in OPT rather than new enrolments.  

    IIE’s 2030 Outlook highlights the $50bn contribution of international students to the US in 2024, with California ($6.4bn), New York ($6.3bn) and Massachusetts ($3.9) reaping the highest economic benefits.  

    What’s more, last year international students created nearly 400,000 jobs in the US, with the report highlighting their role in driving innovation in key industries, as more than half of international students in the US graduate from STEM fields.  

    It points to Chamber of Commerce predictions of incoming labour market shortages across healthcare, computer and mathematical sciences, and business and financial operations, with international students with US training well-poised to fill the gaps.  

    Beyond the numbers, “[international students] are a political and economic asset for America,” states the report: broadening perspectives in the classroom and furthering business, cultural, economic and political ties after they return home.  

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  • Teacher stress levels have surpassed pandemic-era highs

    Teacher stress levels have surpassed pandemic-era highs

    Key points:

    America’s K-12 educators are more stressed than ever, with many considering leaving the profession altogether, according to new survey data from Prodigy Education.

    The Teacher Stress Survey, which polled more than 800 K-12 educators across the U.S., found that nearly half of teachers (45 percent) view the 2024-25 school year as the most stressful of their careers. The surveyed educators were also three times more likely to say that the 2024-25 school year has been the hardest compared to 2020, when they had to teach during the height of the COVID-19 pandemic.

    Student behavior challenges (58 percent), low compensation (44 percent), and administrative demands (28 percent) are driving teacher burnout and turnover at alarming rates. Public school teachers were more likely to report stress from unrealistic workloads, large class sizes, school safety concerns, and student behavior issues than their private school counterparts.

    “The fact that stress levels for so many teachers have exceeded those of the pandemic era should be a wake-up call,” said Dr. Josh Prieur, director of education enablement at Prodigy Education and former assistant principal in the U.S. public school system. “Teachers need tangible, meaningful, and sustained support … every week of the year.”

    Additional key findings include:

    • The vast majority of teachers (95 percent) are experiencing some level of stress, with more than two-thirds (68 percent) reporting moderate to very high stress. K-5 teachers were the most likely to feel extremely/very stressed (33 percent). Sixty-three percent of teachers report that their current stress levels are higher than when they first started teaching. 
    • Nearly one in 10 teachers surveyed (9 percent) are planning to leave the profession this year, while nearly one in four (23 percent) are actively thinking about it. One-third of teachers do not expect to be teaching three years from now, likely because nearly half (48 percent) of teachers don’t feel appreciated for the work that they do.
    • Teachers are finding ways to prioritize their well-being, but time limits and job pressures often get in the way. Seventy-eight percent of teachers say they actively make time for self-care, but nearly half (43 percent) feel guilty for spending time on self-care and 78 percent have skipped self-care due to work demands. Implementing school-provided self-care perks and mandatory self-care breaks would appeal to teachers, with 85 percent and 76 percent taking advantage of each benefit, respectively.
    • Top solutions that would reduce teachers’ stress include a higher salary (59 percent), a four-day school week (33 percent), stronger classroom discipline policies (32 percent), and smaller class sizes (25 percent). Public school teachers were more likely to prefer a shorter week, while private school educators opted for higher pay. 

    “Teacher Appreciation Week should serve as the starting point for building systems that show we value teachers’ time, talent, and well-being,” said Dr. Prieur. “Districts can do this by investing in tools that reduce the burden on teachers, prioritizing time for self-care and implementing policies that reinforce teachers’ value as an ongoing commitment to bettering the profession.”

    This press release originally appeared online.

    Laura Ascione
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  • Microsoft and FFA help students use smart sensors and AI to learn about the future of farming and technology

    Microsoft and FFA help students use smart sensors and AI to learn about the future of farming and technology

    Microsoft Corp. and the National FFA Organization on Tuesday announced the national expansion of FarmBeats for Students, a cutting-edge educational program integrating smart sensors, data science and artificial intelligence (AI) to teach precision agriculture in classrooms. Starting today, FFA teachers and students throughout the United States, including FFA chapters in 185 middle and high schools, will receive a classroom set of FarmBeats for Students kits free of charge. The kits include ready-to-use sensor systems along with curriculum for teachers and are designed for classrooms of all kinds; no prior technical experience is required.

    More and more farmers are adopting advanced technology, including automating systems such as tractors and harvesters and using drones and data analysis to intervene early against pests and disease, to maximize crop yield, optimize resource usage, and adjust to changing weather patterns. Gaining hands-on experience with machine automation, data science and AI will help American agricultural students remain competitive in the global market.

    Using the FarmBeats for Students kits and free curriculum, students build environmental sensor systems and use AI to monitor soil moisture and detect nutrient deficiencies — allowing them to understand what is happening with their plants and make data-driven decisions in real time. Students can adapt the kit to challenges unique to their region — such as drought, frost and pests — providing them with practical experience in tackling real-world issues in their hometowns.

    “Microsoft is committed to ensuring students and teachers have the tools they need to succeed in today’s tech-driven world, and that includes giving students hands-on experience with precision farming, data science and AI,” said Mary Snapp, Microsoft vice president, Strategic Initiatives. “By teaming up with FFA to bring FarmBeats for Students to students across the country, we hope to inspire the next generation of agriculture leaders and equip them with the skills to tackle any and all challenges as they guide us into the future.”

    “Our partnership with Microsoft exemplifies the power of collaboration in addressing industry needs while fostering personal and professional growth among students,” said Christine White, chief program officer, National FFA Organization. “Supporting agricultural education and leadership development is crucial for shaping the next generation of innovators and problem solvers. Programs like this equip students with technical knowledge, confidence and adaptability to thrive in diverse and evolving industries. Investing in these young minds today sets the stage for a more sustainable, innovative and resilient agricultural future.”

    In addition, teachers, students or parents interested in FarmBeats for Students can purchase a kit for $35 at this link and receive free training at Microsoft Learn.

    Any educator interested in implementing the FarmBeats for Students program can now access a new, free comprehensive course on the Microsoft Educator Learn Center, providing training on precision agriculture, data science and AI, allowing teachers to earn professional development hours and badges. 

    FarmBeats for Students was co-developed by Microsoft, FFA and agriculture educators. The program aligns with the AI for K-12 initiative guidelines; Agriculture, Food and Natural Resources career standards; Computer Science Teachers Association standards; and Common Core math standards.

    For more information about FarmBeats for Students, visit aka.ms/FBFS.

    Kevin Hogan
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  • Supporting Student Wellbeing in Uncertain Times

    Supporting Student Wellbeing in Uncertain Times

    Higher education is operating in a time of rapid change and uncertainty. Changes in federal and state policy, funding, and increasing polarization are reshaping campus environments and profoundly affecting many students’ experiences. As leaders, it is critical to understand how these forces are impacting student wellbeing—and what actions institutions can take to adapt and strengthen their supports for students.

    The Action Network for Equitable Wellbeing (ANEW) is a networked community of higher education changemakers working together to advance systems-level transformation to improve student wellbeing. Drawing on the involvement of more than 200 colleges and universities, our experience shows that while there is no single solution, institutions can act quickly and intentionally to strengthen student support using a practical, data-driven, human-centered approach.

    Through this collaborative work, we’ve identified three strategies that are helping campuses respond more effectively to the rapidly evolving needs of their students: using real-time disaggregated data, conducting empathy interviews, and building a rhythm of frequent data collection and sense-making.

    Collect real-time quantitative data and analyze it thoughtfully

    How students are doing can change rapidly as policies and rhetoric shift, availability of external resources change, significant events on campus or in the world occur, and new barriers or supports emerge. Relying on older data (e.g. survey data collected nine months ago) can miss important changes. Without timely insight, decisions may be based on outdated information or an incomplete understanding. Systematically collecting real-time data helps institutions stay aligned with students’ current realities.

    To support this kind of real-time data collection, ANEW institutions have used the Wellbeing Improvement Survey for Higher Education Settings (WISHES)—a short survey, available at no cost, that provides institutions with timely and actionable data on a range of outcomes and experiences influencing student wellbeing. WISHES helps institutions monitor student wellbeing and stay responsive to the present moment.

    But aggregate data tell only part of the story. To understand how different groups of students are faring, disaggregating data by relevant student characteristics can reveal patterns that may be hidden in campus-wide averages and allow institutions to focus support where it is most needed, such as groups of students who might be disproportionately struggling.

    In fall 2023, the University of California, Irvine administered WISHES, disaggregated its data, and found that Middle Eastern students seemed to be experiencing more challenges than their peers in some measures. “Aggregate data really doesn’t tell you anything [about what to do]—you have to disaggregate,” said Doug Everhart, director of student wellness and health promotion at UC Irvine. “In order to find meaning behind the data, you have to follow up and ask questions to dig into the lived experience and the ‘why’. That focus is what makes [the ANEW] approach so useful.” The real-time disaggregated data allowed the team to better understand the Middle Eastern student experience and develop strategies responsive to their needs.

    Conduct empathy interviews to develop actionable, human-centered insights

    Real-time disaggregated survey data can reveal where differences exist—but it likely won’t explain them. Empathy interview is a method used in diverse sectors and settings to understand what’s behind the patterns in quantitative data. These insights are important for informing what specific changes are needed to better support students.

    An empathy interview is a one-on-one session that uses deep listening and responsive prompts to explore the lived experience of an individual on a specific topic such as wellbeing. Empathy interviews uncover holistic and nuanced perspectives about a student’s life—including what they’re facing, what matters to them, and how they navigate challenges and opportunities. Empathy interviews are not formal research, but they offer a structured way for leaders to move beyond assumptions and gain insights that are authentic, revealing, and actionable from those who are most affected.

    Katy Redd, executive director of the Longhorn Wellness Center at the University of Texas at Austin, reflected on the value of this strategy, “Going through this process pushed us to confront the gap between how we assume students experience college and what their day-to-day reality actually looks like for low-income students. Listening closely helped us notice invisible norms and structures that many students are expected to navigate without support. It shifted our mindset—away from surface-level solutions and toward deeper questions about how our systems function and for whom.”

    Michelle Kelly, assistant vice president for health and wellbeing at the University of Texas at Arlington, described a similar shift in perspective: “There was a moment after our empathy interviews where it just clicked: we’d been asking students to navigate systems we ourselves hadn’t fully mapped. It was humbling—but also motivating. Hearing their stories reminded us that the data isn’t just about trends—it’s about real people trying to make it through college while juggling a hundred other things.”

    These interviews, coupled with WISHES data, revealed insights that were difficult to uncover through other methods and have helped institutions think and act more systematically about what’s shaping students’ experiences and outcomes.

    Develop a rhythm of frequent data collection and sense-making

    Being responsive to student needs isn’t about changing course in response to every complaint—it’s about noticing patterns early and adjusting when needed, which requires more than one-time or yearly data collection. Institutions that build a regular rhythm of frequent data collection and sense-making are better equipped to detect shifts, learn from them, and adapt in ways that support student wellbeing.

    WISHES is most effective when administered multiple times per semester over many years. Data collected frequently over time provide helpful context when trying to understand how students are impacted by significant events on campus or in the world. Institutions can better answer questions like: Are students struggling more or less than they were at similar points of the semester in previous years? In times of extraordinary change, it is easy to imagine that students are doing worse than they were previously. Frequent data collection and sense-making allow us to objectively determine if this assumption is true.

    ANEW institutions that frequently collect data over time using WISHES have been able to understand in close to real time how large external events—such as the pandemic, October 7, and the shifting political environment—have impacted student wellbeing. Schools have reported that WISHES data enabled them to check their assumptions about the impact these events had on student wellbeing. In some cases, assumptions have been disproven using data, allowing schools to avoid trying to solve nonexistent problems or the wrong problem.

    As the University of Maryland reflects, “We’ve administered WISHES 10 times over the past two years and have seen firsthand the benefits of frequent data collection and are excited for the future. We most recently have begun to build a dashboard to display our WISHES metrics over time and democratize these critical insights to a myriad of roles within our campus community, which we hope will lead to more effective support for students across our university.”

    In the face of today’s challenges, higher education has a powerful opportunity—and responsibility—to lead with empathy, insight, and action. By embracing a data-driven, student-centered approach, institutions can move beyond assumptions and truly understand what their students need to flourish. The experiences shared by ANEW institutions demonstrate that meaningful change is not only possible but already underway. Now is the time for campuses to lean in, listen deeply, and build the systems that will support every student’s wellbeing.

    This post was written by Joanna Adams (Rochester Institute of Technology), Jennifer Maltby (Rochester Institute of Technology), and Allison Smith (New York University), with the co-leadership and insights of hundreds of changemakers contributing to the Action Network for Equitable Wellbeing.

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

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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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    eSchool News Staff
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  • Improving State Longitudinal Data Systems

    Improving State Longitudinal Data Systems

    Title: Powering Potential: Using Data to Support Postsecondary Access, Completion, and Return on Investment
    Source: The Data Quality Campaign

    To make decisions about when and where to pursue their next educational credential, students and their families need to be able to understand the full picture of pursuing further education. They need access to real-time program information, which includes data on enrollment and completion, program performance, financial aid availability, employment, and return on investment.

    A new publication from the Data Quality Campaign highlights the current landscape and challenges of state data systems for postsecondary education and offers recommendations to align state and institutional data systems.

    Key findings include:

    How the existing postsecondary and workforce data landscape varies

    According to the report, nearly all states have agencies that oversee postsecondary institutions and collect some student or programmatic data within postsecondary student unit record systems (PSURSs). However, the authors note that agency-specific data are often disconnected from other sectors’ data. As a result, student information cannot connect with postgraduation outcomes, as is possible with statewide longitudinal data systems.

    Education and workforce data systems differ greatly across states. Sixty-eight percent of PSURSs connect to workforce data, but only 11 percent identify the industry and general occupation that individuals are employed in.

    States collect a variety of postsecondary data from institutions through a variety of methods, but the report emphasizes that states identify many common uses of the data, such as in supporting workforce alignment.

    Data challenges that states are facing

    The report observes that federal funding for states to develop data systems has been increasingly siloed, with different grant programs focusing on the development of data systems that each have a narrow focus (e.g., workforce and K–12 data).

    Education and workforce data systems identify students using different methods, making connecting individuals’ data and tracking their pathways difficult. However, the authors note that some states are making changes to improve matching accuracy.

    Recommendations for states to proactively use data in cooperation with postsecondary institutions

    The report recommends that states ensure data are used in collaboration with postsecondary institutions to inform policy and practice. This includes creating guided pathways and aligning institutions’ educational offerings with their states’ workforce needs. By evaluating trends in postsecondary completion, employment outcomes, and employment needs, policymakers can refine programs that guide students into pathways with high completion and high-paying careers.

    Institutions collect a variety of information about students, including enrollment demographics and course grades. According to the report, given many institutions’ limitations to do robust analysis, this information should be integrated with statewide data systems.

    States can use data to make the admissions and financial aid application processes easier for students and to streamline the process of enrolling in high-demand educational offerings. States and institutions can also leverage their shared data to identify students at higher risk of not completing their postsecondary program and tailor financial support, emergency aid, and academic supports to provide on-time interventions to these students.

    To read the full report from the Data Quality Campaign, click here.

    —Austin Freeman

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

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  • Is data infrastructure the missing backbone of UK international HE?

    Is data infrastructure the missing backbone of UK international HE?

    IHEC‘s report,Towards a Future UK International Higher Education Strategy: Resilience, Purpose and Precision, released in April 2025, describes accurate data and timely insights as “the lifeblood” of an effective international education strategy.

    The Commission is calling on the government develop a digital data portal for international student information, accessible to universities and relevant public bodies.

    Its vision is a significant leap from the fragmented systems the sector currently relies on – where data is outdated and siloed across agencies.

    Stakeholders frequently point out that UK policy often trails real-world data by nearly two years.

    The Commission envisions a secure portal compiling data from various sources – Home Office visa issuance, HESA enrolments, accommodation, and health service usage – tracking, almost in real time, where international students are coming from and enrolling.

    Imagine a world where universities can instantly access up-to-date visa grant statistics by country, and local councils can anticipate the number of international students arriving in their area.

    With real-time insights at their fingertips, IHEC suggests that institutions, policymakers, and stakeholders could plan proactively – enhancing housing, support services, and infrastructure.

    “A system like this is entirely within our competence to establish,” according to IHEC.

    This isn’t the only tool the Commission has in its sights. As part of its ambitions, it also advocates for a market intelligence platform that would equip the UK with the insights needed to stay ahead of global competitors.

    “Via a public-private partnership (perhaps a tender to specialist data firms), we could build a system that aggregates data on international education demand worldwide – including demographics, economic indicators, competitor country trends, search engine, and agent application data – to predict future demand patterns,” outlined the report.

    Via a public-private partnership (perhaps a tender to specialist data firms), we could build a system that aggregates data on international education demand worldwide
    IHEC

    The platform would answer key questions like: “Which emerging markets are gaining interest?” or “What’s the projected demand for STEM Masters over the next five years?”

    “The sector must have access to better and more timely data about what is happening in international recruitment markets, as well as how this is playing out
    at institutional and sector levels, to more effectively address challenges and opportunities,” asserted Chris Skidmore, IHEC chair and former UK universities minister.

    With this intelligence, the Commission hopes the UK can spot opportunities early and respond to risks before they grow. It should also include an open-source competitor tracker – comparing performance across countries on things like visa wait times, tuition fees, and scholarship availability – so the UK can see how it stacks up and stay competitive.

    To steer these efforts, the Commission recommends establishing a public-private sector International Education Data and Insight Taskforce, made up of statisticians and analysts from various government departments, as well as industry experts and leaders from the growing number of private sector companies that provide sophisticated data about current and potential future trends.

    The Commission names Enroly, Studyportals, IDP and QS as key players doing valuable work in this area.

    IHEC’s full report ‘Towards a Future UK International Higher Education Strategy: Resilience, Purpose and Precision’ is available here.

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