Ukraine President Volodymyr Zelensky wouldn’t concede the point. A tense Oval Office meeting Friday that was supposed to end in Ukraine agreeing to share mining resources with the U.S. devolved into a heated argument as President Donald Trump and Vice President J.D. Vance insisted Ukraine should express more gratitude for U.S. support and agree to a ceasefire with Russia, even without clear security guarantees from the U.S.
“You don’t have the cards right now,” Trump told Zelensky, as the two interrupted each other during a forceful exchange in front of TV cameras.
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Dive Brief:
An Arizona bill that would cut all state funding for public colleges offering classroom instruction related to diversity, equity and inclusion cleared a key legislative hurdle Thursday. State Senate lawmakers advanced the bill in a preliminary vote, and a final Senate vote on the measure could come as soon as Monday.
If enacted, the legislation would prohibit faculty at the state’s public universities and community colleges fromrelating “contemporary American society” to a wide range of social and economic topics, including whiteness, antiracism, unconscious bias and gender-based equity.
It would also ban colleges from teaching that racially neutral or color-blind policies or institutions “perpetuate oppression, injustice, race-based privilege, including white supremacy and white privilege, or inequity.”
Dive Insight:
State Sen. David Farnsworth introduced the bill earlier this month, saying in a recent press release that he was motivated to do so after taking a class at a nearby community college.
“The course provided by the local community college represents the very ideology that is dividing America, teaching students to view white American men through a lens of privilege and oppression,” he said.
Farnsworth further described education about gender fluidity as “indoctrination” and said his proposal puts “students’ academic futures over political agendas.”
If the bill is enacted, faculty would not be allowed to “relate contemporary American society to”:
Critical theory.
Whiteness.
Systemic racism.
Institutional racism.
Antiracism.
Microaggressions.
Systemic bias.
Implicit bias.
Unconscious bias.
Intersectionality.
Gender identity.
Social justice.
Cultural competence.
Allyship.
Race-based reparations.
Race-based privilege.
Race-based diversity.
Gender-based diversity.
Race-based equity.
Gender-based equity.
Race-based inclusion.
Gender-based inclusion.
The bill would allow colleges to teach about subjects related to racial hatred or race-based discrimination, like slavery and Japanese-American internment in World War II — but only if instructors do not include any of the above subjects.
The proposal faces an uncertain fate, as control of Arizona’s executive and legislative branches is split between parties, with a Democratic governor but Republican control of the House and Senate.
Despite growing more conservative through the 2024 election, the Republican party doesn’t have a veto-proof supermajority. And Arizona Gov. Katie Hobbs, who has voiced support for and spearheaded DEI initiatives, is unlikely to sign the bill.
Even so, the bill threatens large pools of funding for Arizona’s higher education institutions, especially its three public universities.
Arizona’s public four-year institutions receive 74% of their funding from state support,according to a 2024 report from theState Higher Education Executive Officers Association.
For example, the University of Arizona’s main campus got almost $303 million in state general funds in fiscal 2024.
Farnsworth’s bill comes as Arizona colleges are already facing two powerful headwinds — a $96.9 million reduction in overall state funding for fiscal year 2025 and a wave of federal DEI restrictions.
Since taking office Jan. 20, President Donald Trump has signed executive orders attempting to eliminate DEI in higher education and elsewhere, though a court order recently blocked major portions of two of those orders.And the U.S. Department of Education recently issued guidance giving colleges until the end of February to cut all DEI or risk losing federal funding.
The University of Arizona recently took down the webpage for its Office of Diversity and Inclusion. The flagship also removed references to “diversity” and “inclusion” from its land acknowledgement — a statement recognizing the Indigenous tribal land the campus sits on — though the original version remains available on at least one department webpage.
Protesters on the University of Arizona’s main campus called on the institution’s leaders Thursday to continue its DEI initiatives.
As of Thursday evening, almost 2,500 University of Arizona students, employees, affiliates and others signed a letter calling for the institution to reverse the changes it made to its web presence.
“We view your actions as preemptive and harmful over-compliance,” the letter reads, referencing the university’s response to the Education Department’s guidance and Trump’s executive orders. “Faculty, staff, and students should not have to fear political retaliation for upholding academic freedom, engaging in free speech, or advocating for their rights.”
At the same time, we asked OCR to give colleges additional guidance so they have a better idea of what type of speech or conduct might run afoul of its “Dear Colleague” letter. OCR has not yet done so, and with the compliance deadline set for tomorrow, we fear institutions will over-correct and engage in campus censorship.
In fact, we’ve already seen evidence of exactly that.
Grand View University in Iowa, for instance, reportedly cancelled its planned International Women’s Day activities, allegedly to comply with federal DEI directives. This, even though Bondi’s Feb. 6 memo exempts “educational, cultural, or historical observances — such as Black History Month, International Holocaust Remembrance Day, or similar events — that celebrate diversity, recognize historical contributions, and promote awareness without engaging in exclusion or discrimination.”
This type of overcompliance — in this case, cancelling activities or events that are expressly exempted from enforcement — unnecessarily degrades the extracurricular educational environment at higher education institutions and harms the student learning experience.
As we said last week: OCR is bound by the First Amendment and cannot order or compel colleges and universities to violate it. If there is a conflict between federal guidance and the First Amendment, the First Amendment prevails. Whether institutions are overcomplying out of fear of losing federal funding, or in an attempt to prove a point about the directive’s vague language, colleges and universities like Grand View must not preemptively shut down speech.
OCR’s new Title VI letter: FIRE’s analysis and recommendations
News
The Department of Education should provide more clarity about its ‘Dear Colleague Letter’ to ensure protected speech isn’t censored on campus.
This isn’t the first time institutions have overread government directives to justify censorship. In 2021, for example, Idaho passed the “No Public Funds for Abortion Act.” In implementing the bill, the University of Idaho demanded that faculty not “promote or advocate in favor of abortion” or discuss “abortion or contraception” in classroom conversations unless they remained “neutral.” FIRE wrote to the university explaining that such a reading was flatly at odds with the First Amendment. In a thorough memorandum, Idaho Attorney General Raúl Labrador agreed, explaining that the “plain text of the Act does not prohibit public university employees from engaging in speech relating to academic teaching and scholarship that could be viewed as supporting abortion,” thus ending that censorship policy at the University of Idaho.
In that same vein, OCR cannot force schools to violate the First Amendment, a point we’ve hammered since the Obama-era OCR’s “Dear Colleague” letters forced institutions to adopt harassment policies that did exactly that.
OCR must be clear about the type of conduct that runs afoul of its new directives so that institutions are on notice about what’s permissible and what is prohibited. The office has yet to address vagueness in the “Dear Colleague” letter about “institutional programming” that might violate Title VI. That silence is creating a lot of confusion and preemptive censorship, especially when paired with President Trump’s Jan. 21 executive order declaring that government contractors — which includes many institutions of higher education — cannot “operate any programs promoting DEI that violate any applicable Federal anti-discrimination laws.”
FIRE again urges institutions to hold the line on defending the free speech and academic freedom rights of their students and faculty. And we again ask OCR and the federal government to respect those same rights by immediately clarifying that their directives don’t require colleges and universities to violate those well-established rights.
Last week, a federal court enjoined two executive orders — including the Jan. 21 executive order — that prohibit, among other things, “promoting DEI” in violation of federal anti-discrimination law. The district court held the orders violate the First and Fifth Amendments because they discriminate on the basis of viewpoint and content, and are unconstitutionally vague.
While the government will likely appeal and we won’t know the final resolution for some time, the court’s analysis properly identified the orders’ ambiguity as a damning constitutional flaw. What, precisely, constitutes “promoting DEI” in ways that violate anti-discrimination laws? Can colleges host or sponsor speakers on DEI-related topics? Can institutions advertise DEI-related coursework or promote academic research? Restrictions on these activities would violate the First Amendment, but government attorneys were unable to clarify the meaning of the order when asked by the judge. Precision matters, especially when it comes to restrictions on expression. Vague pronouncements that sweep in protected debate, discussion, and programming raise constitutional and practical problems.
The best way forward for colleges is obvious, even if it might not be easy: Irrespective of the federal DEI directives, ditch speech-restrictive, orthodoxy-enforcing DEI bureaucracies and stand up for free expression and academic debate — in every political season.
As Len Gutkin, editor at The Chronicle of Higher Education, recently wrote: “Colleges should draw a sharp distinction between, on the one hand, DEI used in hiring, promotion, and training, and, on the other, curricular and disciplinary offerings.”
That’s the right balance. FIRE again urges institutions to hold the line on defending the free speech and academic freedom rights of their students and faculty. And we again ask OCR and the federal government to respect those same rights by immediately clarifying that their directives don’t require colleges and universities to violate those well-established rights.
Tuition has increased faster than
inflation. State funding has increased faster than inflation.
Administrator salaries have increased faster than inflation. Yet, the
administration is demanding that the teachers, librarians, and
researchers who drive the university’s educational mission take real
wage cuts.
While everyone acknowledges the
financial challenges facing higher education, the UO is receiving more
money per student than ever before. If this money isn’t going toward
student education and knowledge creation, where is it going?
The Facts:
Quality Education Requires Investment in Faculty
The value of a University of Oregon degree depends on the quality of
its professors, instructors, researchers, and librarians. When faculty
wages erode due to artificial austerity, neglect, or slow attrition, it
affects not only the quality of education and research, but also the
long-term value of a UO degree for students and alumni alike.
UO faculty salaries rank near the bottom among our peer institutions in the American Association of Universities (AAU).
United Academics has proposed fair wage increases that would merely adjust salaries for inflation and restore them to pre-pandemic budget levels.
Despite pandemic-related learning loss, the administration is spending less on education per student (adjusted for inflation) than before COVID-19.
The administration has prioritized administrative growth over academic excellence, while faculty have taken on increased workloads since the pandemic.
Faculty Sacrificed to Protect UO—Now It’s Time for Fair Wages
During the pandemic, faculty agreed to potential pay reductions to
help UO weather an uncertain financial future. We made sacrifices to
ensure the university could continue to serve students. Now, as we
bargain our first post-pandemic contract, the administration refuses to
offer wage increases that:
Cover inflation
Acknowledge additional faculty labor since the pandemic
Recognize our unwavering commitment to UO’s educational mission
Our Vision for UO: Excellence in Teaching & Research
The University of Oregon’s mission is clear:
“The University of Oregon is a comprehensive public research
university committed to exceptional teaching, discovery, and service. We
work at a human scale to generate big ideas. As a community of
scholars, we help individuals question critically, think logically,
reason effectively, communicate clearly, act creatively, and live
ethically.”
Our vision for the University of Oregon is one where the educational
and research mission are at the fore; an institution of higher learning
where we attract and maintain the best researchers and instructors and
provide a world class education for the citizens of Oregon and beyond.
Yes, this will take a shift in economic priorities, but only back to
those before the pandemic. Our demands are neither extravagant nor
frivolous. Our demand is that the fiduciaries of the University of
Oregon perform their primary fiduciary duty: support the mission of the
University of Oregon.
Why This Matters Now
We are currently in state-mandated mediation, a final step before a
potential faculty strike. Striking is a last resort—faculty do not want
to disrupt student learning. However, the administration’s arguments for
austerity do not align with the university’s financial situation or
acknowledge the increased faculty labor and inflated economic reality
since the pandemic. If the administration does not relent, we may have
no choice but to strike.
We Need Your Support
A strong show of support from the UO community—students, parents,
alumni, donors, legislators and citizens of Oregon and beyond—can help
pressure the administration to do the right thing.
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Dive Brief:
The University of Findlaywon’t move forward with its planned merger with Bluffton University after a Wednesday voteby Findlay’s board.
Findlay is terminating its memorandum of understanding with Bluffton, signed last March, according to a news release.The university cited time and expenses required to complete the merger, as well as the costs of keeping their respective NCAA teams at different divisions.
“For us, due diligence in this case has demonstrated that partnering in key ways is a better solution,” Findlay President Katherine Fell said in a statement.
Dive Insight:
Bluffton had no control over Findlay’s decision not to proceed with their joint merger application with their accreditor, the Higher Learning Commission, according to Cheryl Hacker, chair of Bluffton’s board of trustees.
The private Christian universities, both in Ohio, announced their planned merger in March 2024. At the time, both boards unanimously approved the plan.
“From a vantage point in the future, we will look back at this moment in the history of higher education as one that required new approaches and bold actions,” Findlay’s Fell said then. “I believe this merger will prove to be both.”
Findlay is by far the larger institution, with 5,057 students in fall 2023, compared to Bluffton’s 678.
It’s the financially stronger one as well, with $238.2 million in assets and $84.7 million in total revenue in fiscal 2023,well over double what Bluffton reported on both counts. Although both institutions posted operating deficits in fiscal 2023, Bluffton’s was larger even though it brought in less revenue.
Their original plan called for Findlay to maintain both of their campuses post-merger. They would also maintain their athletic teams under their current NCAA divisions — Division II for Findlay, Division III for Bluffton. This was a “key” element of the merger, Findlay said Thursday.
“However, regulations necessitate separate processes for athletic financial aid distribution and prohibit the sharing of resources and sports facilities, resulting in fewer synergies in those areas than originally anticipated,” the university said.
Following Findlay’s decision to terminate the merger process, Bluffton’s Hacker said that the university “continues to be financially stable, strategically independent, and well-prepared for the future,” and that the termination would not detract from its mission.
Bluffton also noted that it will “continue to explore strategic partnerships that support the long-term goals of the institution and the students it serves.”
Officials at both universities also maintained that the due diligence and preparation process was valuable and educational, even though it wouldn’t result in a merger.
According to Fell, the process “resulted in an invaluable reflective process for both campuses through the examination of strengths, areas for growth, and capacity to innovate and change within the evolving landscape of higher education.”
The expense and complexity of merging higher education institutions are among the key challenges in making a combination work, experts say.
Attacks at the federal level on working families make state and local work like this all the more necessary. States can and must step up to create more protections for borrowers!
After slashing a popular reading program from the budget, Gov. Mike Braun said Friday he asked First Lady Maureen Braun to spearhead an initiative to keep Dolly Parton’s Imagination Library in Indiana.
“She has agreed and she will work with philanthropic partners and in consultation with state leadership to identify funding opportunities for the book distribution program,” the governor said in a news release.
The program gifts free, high quality, age-appropriate books to children from birth to age five on a monthly basis, regardless of family income.
Former Gov. Eric Holcomb included a statewide expansion of the program in his 2023 legislative agenda. The General Assembly earmarked $6 million for the program in the state’s last biennial budget — $2 million in the first year and $4 million in the second — to ensure that all Hoosier kids qualify to receive free books.
But when Gov. Braun prepared his budget proposal in January he discontinued the funding as part of an overall effort to rein in state spending.
“I am honored to lead this work to help ensure our youngest Hoosiers have as much exposure as possible to books and learning,” said First Lady Maureen Braun. “Indiana has many strong community partners and I am confident we will collaborate on a solution that grows children’s love of reading.”
Jeff Conyers, president of The Dollywood Foundation, said he appreciates Braun’s commitment to early childhood literacy.
“The Imagination Library brings the joy of reading to over 125,000 Hoosier children each month in all 92 counties across the state, and we are encouraged by Governor and First Lady Braun’s support to ensure its future in Indiana. We look forward to working with the Governor and First Lady, state leaders, and Local Program Partners to keep books in the hands of Indiana’s youngest learners and strengthen this foundation for a lifetime of success,” he said.
Indiana Capital Chronicle is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Indiana Capital Chronicle maintains editorial independence. Contact Editor Niki Kelly for questions: [email protected].
Georgetown UniversityAs Xavier University of Louisiana enters its centennial year, the nation’s oldest Catholic institution—Georgetown University—celebrated the institution’s 100-year legacy and the 45th anniversary of its Institute for Black Catholic Studies (IBCS).
Last Thursday’s event, titled “Reflecting on the Significance of the Institute for Black Catholic Studies and the Journey Toward Reconciliation,” included a discussion among leaders from Xavier’s IBCS, the Descendants Truth & Reconciliation Foundation, and Georgetown University. It also showcased an exhibition co-created by the Georgetown University Library, highlighting the impact of the IBCS—a graduate program dedicated to fostering Black Catholic theology, ministry, and leadership.
Founded in 1925 by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, Xavier University of Louisiana remains the only historically Black Catholic university in the United States. The Georgetown event not only honored Xavier’s continued contributions but also reflected on the role of Black Catholic scholarship in shaping faith and social justice initiatives.
Dr. Kathleen Dorsey Bellow, director of IBCS, acknowledged the deep collaboration between Xavier and Georgetown.
Reflecting on her journey, Bellow shared how she initially hesitated to attend the IBCS in 1989 but was transformed by the experience.
“I immediately appreciated that I was on holy ground,” said Bellow. “After my very first class, I knew I would complete the program and try to come back every summer after that. I needed to be refreshed, challenged, and affirmed in my mission as a Black Catholic woman in church and society,” she said. She said that the Institute was created to form strong Catholics who can express and explain their faith in ways that resonate with their communities.
IBCS offers two tracks: a graduate theology program for future church leaders and a continuing education track for lay people seeking deeper faith formation. The program takes a well-rounded approach by including challenging coursework, combined with cultural experiences, prayer, and opportunities to build strong communities.
“We study together, we pray together, we have African dance and drumming in the evenings,” Bellow said. “We are Black and Catholic Sunday through Saturday, and our mission is to share the gift of Blackness in the life of the Church.”
The legacy of resistance, persistence, and transcendence was also central to the event’s discussion, a theme introduced by Father Joseph Brown, S.J., a leading scholar and former head of IBCS.
Monique Trusclair Maddox, CEO of the Descendants Truth & Reconciliation Foundation discussed her family’s history of enslavement by the Jesuit order and the impact of learning about Georgetown University’s role in the sale of enslaved persons to save the institution.
For years, the story remained buried until 2004, when Patricia Bayonne-Johnson uncovered it while tracing her family history. Since then, researchers along with the Jesuits, have worked to trace the lineage of those enslaved by the Society of Jesus and the Catholic Church. Their efforts have identified over 10,000 descendants, a number that continues to grow.
Trusclair Maddox detailed her spiritual journey, including prayers for peace and understanding, and the establishment of the Descendants Truth and Reconciliation Foundation. The foundation, supported by JP Morgan Chase, has issued over $166,000 in scholarships and launched programs for home modifications and racial healing. Maddox emphasized the need for systemic change and called for broader awareness and participation in restorative justice efforts.
“We knew that reconciliation required more than an acknowledgment, but demanded action,” Trusclair Maddox said. “Restorative justice isn’t just about the past, it’s about what we do today to shape a more just future,” she added, and called on institutions and individuals to engage in meaningful change toward racial healing.
As part of an effort to support the Descendants Truth & Reconciliation Foundation, Maddox highlighted a series of grassroots initiatives to raise awareness through media and marketing. He also announced the Jesuit order’s commitment of $100 million over the first five years to fund the foundation’s operations.
“Now that we have operational dollars and we’re starting to give our grants to not just descendants, but also into transformation programs and truth-telling, we’re going to continue to build our programs,” Trusclair Maddox said.
Dr. Joseph Ferrara, senior vice president and chief of staff at Georgetown University, said that he is excited about the school’s continued partnership with Xavier University.
“We’re grateful for this opportunity to celebrate alongside Xavier and to recognize their importance to Catholic higher education,” Ferrara said. “We have an opportunity to reflect on the legacy at Xavier and the process toward reconciliation. Georgetown is very happy to be a part of the process, and that’s a journey we’re still on.”
Keene, NH – Acclaimed furniture brand Whitney Brothers® today announced its new elevatED™ Collection of furniture for young learners received a BEST of 2024 award from Design Journal, a leading global trade resource for interior designers, architects and facility managers.
A Design Journal panel of 2,400 internationally renowned interior designers, architects and facility managers cited the elevatED™ Collection’s distinct contemporary style and its inventive adaptation across 46 individual pieces in the collection. Each piece is constructed in textured white oak and white melamine structural elements that form crisp, pleasing lines with refined contrasting color accents. Brushed nickel legs add design counterpoint and rich visual interest.
The elevatED™ Collection comprises 46 individual and modular pieces for young learner activities including art, STEM / sensory, literacy development, play, tables, seating, lockers and storage. Each piece is flexible, mobile or modular to enable furnishing a dynamic learning environment for young learners completely within the elevated™ Collection.
Technical attributes of the collection include FSC certified wood material and Eco-Certified Composite (ECC) certification, an exemplary commitment to sustainability and environmental stewardship. The finish on each piece includes proven antimicrobial properties, an important attribute that contributes to the health and well-being of young children.
“The Design Journal BEST of 2024 award recognizes how a fresh, modern expression of furniture can play a central role in creating a dynamic learning environment for our youngest learners,” said Mike Jablonski, president of Whitney Brothers®. “The elevatED™ Collection is another great example of our brand’s innovation and commitment to furnish learning environments that inspire and engage young children.”
About Design Journal Design Journal is a leading international trade resource for interior designers, architects and facility managers since 1988. The Design Journal awards program is one of the most prominent design recognition platforms in the world for the fields of architecture and design. Each year, a global advisory board of 2,400 internationally renowned industry professionals preside over a rigorous evaluation process to select projects and products that represent the highest standards of design excellence.
About Whitney Brothers® Founded in 1904, Whitney Brothers® is a 100% employee-owned producer of furniture for Early Learning and institutional childcare environments sold through educational distributors and dealers to schools, childcare centers, Head Start facilities, churches, libraries, museums and residential homes throughout North America and around the world. The brand’s rich 121-year history reflects old world craftsmanship blended with state of the art manufacturing technology to create products of uncompromising quality, design, innovation, safety, durability and value. Each product is UL GREENGUARD® Gold and antimicrobial certified, qualifies for LEED credits, meets or exceeds applicable CPSIA, ASTM and BIFMA requirements, supported by a Limited Lifetime Warranty and proudly made in America.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Gaby PachecoTheDream.US, the nation’s largest college and career success program for undocumented immigrant students, has released its 10-year impact report, highlighting remarkable achievements despite significant challenges faced by Dreamers across the United States.
Since its founding in 2014, the organization has provided more than 11,000 college scholarships to undocumented students attending nearly 80 partner colleges in 20 states and Washington, D.C. The report, titled “From Dreams to Destinations: A Decade of Immigrant Achievements and the Future Ahead,” details how these students have excelled academically and professionally despite facing substantial barriers.
“In our wildest dreams, we could not have imagined the outcome,” write co-founders Don Graham, Henry Muñoz, and Carlos Gutierrez in the report. “TheDream.US has enrolled 11,000 students in close to 80 Partner Colleges. 76% of those who chose four-year colleges have graduated.”
The organization’s scholars have consistently outperformed national averages, with a 92% first-year persistence rate and a 76% graduation rate for National Scholarship recipients, compared to the 88% and 72% national averages, respectively. Even more impressive, Opportunity Scholarship recipients, who must relocate to attend one of five partner colleges in states that offer in-state tuition, achieve an 85% graduation rate.
Most of TheDream.US scholars arrived in the United States at a very young age – the median age of arrival is just 4 years old. They come from more than 120 countries, with 86% from Latin America, and pursue degrees primarily in high-demand fields: 28% in science, math and technology; 23% in business; 19% in social sciences; and 16% in health and medicine.
The report highlights a concerning shift in the immigration landscape over the past decade. When TheDream.US launched, most scholarship recipients had protection under the Deferred Action for Childhood Arrivals (DACA) program. Today, 75% of scholars are fully undocumented without work authorization, as court decisions have ended new DACA enrollments.
Despite these challenges, the organization’s 4,000+ alumni have found ways to thrive. Among those with work authorization, 93% are employed full-time or in graduate school six months after graduation. Many work for major companies including Apple, Microsoft, Bank of America, and JPMorgan Chase, with over half working in business, healthcare, and education.
Gaby Pacheco, the organization’s President and CEO, embodies the impact of educational opportunity. Once an undocumented student herself who was incorrectly told she couldn’t attend college, Pacheco now leads the organization after a journey that included walking 1,500 miles from Miami to Washington, D.C., spearheading the campaign that paved the way for DACA, and helping pass in-state tuition legislation in Florida.
“Like the more than 11,000 TheDream.US Scholars we have supported, I grew up in this nation, attended its schools, and received the gift of education thanks to believers in my potential,” Pacheco writes. “Like me, I know our Scholars and our 4,000 Alumni have a lot to offer—if given continued opportunities to help our nation thrive.”
Looking ahead, TheDream.US plans to continue supporting Dreamers’ access to higher education while also providing immigration and legal resources, preparing scholars for careers as employees or entrepreneurs, and advocating for permanent protections and legal pathways.
The report concludes with a call for continued support, emphasizing that investment in Dreamers’ education benefits not only the students but also strengthens America’s communities, competitiveness, and economic vitality.
