Category: News

  • Education Dept. Lifts Freeze on Remaining Federal Funds – The 74

    Education Dept. Lifts Freeze on Remaining Federal Funds – The 74


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    A freeze on federal education funding that prompted two lawsuits has been lifted, and states will be able to access the money next week, the U.S. Department of Education announced Friday.

    The White House Office of Management and Budget (OMB), which argued that districts were spending the money to advance a “radical left-wing agenda,” has completed its review of five different programs totaling $5.5 billion, said Madison Beidermann, spokeswoman for the department. 

    The funds support education for English learners and migrant students and pay for staff training and extra instructional positions. The news came a week after the administration released over $1.3 billion for summer and afterschool programs, which was also held up for review.

    The department alerted states June 30, one day before they expected to receive the money, that the review was in process, forcing programs to cut staff and end summer programs early. Congress appropriated the funds for this coming school year, and President Donald Trump signed the budget in March. 

    The release of the funds, announced just hours before Education Secretary Linda McMahon was scheduled to meet with the nation’s governors in Colorado Springs, Colorado, comes as superintendents nationwide were preparing to eliminate services like literacy and math coaches, according to a survey conducted by AASA, the School Superintendents Association. Half of the 628 chiefs who responded from 43 states said they would have to lay off staff who work with special education students if the funds weren’t released. American Federation of Teachers President Randi Weingarten brought the message to attendees at the union’s annual TEACH conference in Washington, D.C. 

    “The administration backed down and we are getting the money,” she said to a cheering audience. “Those of you who lobbied yesterday, thank you. Those of you who brought the lawsuit, thank you.”

    Attorney generals from 24 blue states and the District of Columbia sued on July 14 over the freeze, arguing that the administration’s actions were harming schools. School districts, parents, unions and nonprofits filed a second challenge on July 21, saying that OMB has never stood in the way of the department’s practice of releasing the funds in two steps, first on July 1 and the rest on Oct. 1. Republican senators joined their Democratic colleagues in pressuring the administration to free up the money.

    Friday’s announcement doesn’t mean the legal fight is over. In a statement, Skye Perryman, president and CEO of Democracy Forward, which is handling the second case, said the legal team would “continue to monitor the situation and work in court to ensure the administration fully complies with the law and that these resources reach the schools and students who need them most.” 

    Districts can now start the school year without the shortfall, but that doesn’t mean advocates’ worries are over about future disruptions to funding. The July 1 distribution date is a longstanding practice, not something written into the law. 

    Tara Thomas, government affairs manager for AASA, said her organization wants to “have additional conversations” with Congress or the administration to “ensure that this type of uncertainty at the last minute doesn’t happen again. Districts need to continue to rely on stable, timely, reliable federal funding.”

    Another fight over education funds could also be ahead. The White House is reportedly preparing another recissions package that would target education funding. Thomas said she didn’t know what might be included, but it could be cuts that the Department of Government Efficiency made to grant programs. 

    On Friday, Trump signed a recissions package, pulling back $9 billion in funds from public television and foreign aid.


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  • KEDGE to launch associated campus in India

    KEDGE to launch associated campus in India

    The new associated campus, which is being launched in collaboration with Vijaybhoomi University in Karjat, a town near Mumbai, and its business education arm, the Jagdish Sheth School of Management, will initially offer a bachelor in business administration program starting September 2025.

    The collaboration with Vijaybhoomi aligns perfectly with our vision to nurture global leaders with a strong foundation in innovation and ethics
    Alexandre de Navailles, KEDGE

    To be eligible for the undergraduate program, students must have completed or be currently enrolled in grade 12, India’s equivalent of the final year of high school, and either have a minimum SAT score of 1300 or pass KEDGE’s internal entrance exam.

    “In line with its mission to educate future leaders in their local contexts, KEDGE already operates associated campuses in Abidjan and Dakar (Africa), as well as in Shanghai and Suzhou (China),” read a statement by the grande école. 

    “This new strategic partnership in South Asia, established with Vijaybhoomi University and its JAGSoM Business School, will enable the joint development of innovative programmes. These will combine KEDGE’s academic expertise with the evolving needs of the Indian market in areas such as sustainable management, the creative industries, sport, entrepreneurship and innovation.” 

    As its associated campus prepares to introduce a BBA program within the next two months, KEDGE’s collaboration with Vijaybhoomi University will also lead to the launch of several master of science programs in areas such as sports management, arts and creative industries, sustainable transformation, luxury management, entrepreneurship and innovation, and design.

    These programs are expected to launch in September 2026 and will be delivered at the Vijaybhoomi University campus, with select modules featuring remote lectures from KEDGE faculty based in France.

    According to a report by Careers360, an executive MBA and a PhD program tailored for working professionals are also expected to be introduced in the coming years.

    Moreover, a dedicated India operations team appointed by KEDGE will oversee all academic affairs related to the associated campus.

    “This partnership is a testament to KEDGE’s mission to extend its global footprint and bring top-tier education closer to students worldwide. The collaboration with Vijaybhoomi aligns perfectly with our vision to nurture global leaders with a strong foundation in innovation and ethics,” stated Alexandre de Navailles, general manager, KEDGE. 

    KEDGE’s India plans build on the success of its ventures in other parts of Asia and Africa.

     In China, the school has established two Franco-Chinese institutes – both recognised by the Chinese Ministry of Education – focused on art, design management, humanities, and social sciences, together welcoming over 300 high-potential Chinese students each year.

    Meanwhile in Africa, its Dakar campus in Senegal, operational since 2008, offers bachelor’s and master’s programs in management along with executive education. The Abidjan campus in Côte d’Ivoire, launched in 2020, reflects the school’s ambition to grow its footprint across the continent.

    Though French institutions have previously been encouraged to establish fully fledged campuses in India, Campus France has been actively exploring joint campus opportunities, a focus highlighted during The PIE Live India 2025.

    Moreover, it’s not just KEDGE, ranked among the top 10 business schools in France, that is expanding its presence. 

    ESCP, another leading French business school, has partnered with IIT Bombay and IIT Madras to facilitate student and faculty exchanges, joint research, and the integration of emerging technologies in sustainability, entrepreneurship, and AI.

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  • Strategic planning pays off for MENA region in QS rankings

    Strategic planning pays off for MENA region in QS rankings

    Universities across the MENA region have made significant strides in the latest 2026 QS World University Rankings (WUR), reflecting a sustained push in attracting international institutions and students.

    From a previous list of 88 institutions featured in the rankings last year, the numbers increased to a total of 115 in 2026, with the region’s most notable climb being that of King Fahad University of Petroleum and Minerals in Saudi Arabia, which has been listed in the top 100 globally at a rank of 67 – a historic record for institutions in the region.

    The 16 MENA countries also added 27 new entries from across nine countries, second as a region only to Asia, which added 54 new institutions from across 19 countries.

    Among these, the University of Tripoli marked Libya’s debut in the QS WUR. Apart from Libya, only two other countries, Guatemala and Honduras, entered the rankings for the first time this year, each with one institution.

    When examining year-on-year changes, some 53% of institutions in the MENA region either maintained or improved their global ranking, while only 23% saw a decline.

    This is the lowest proportion of declining institutions among all global regions, outperforming Europe, where the maintain/improve versus decline rate stands at 52% to 44%, and Australia and New Zealand (AUNZ), where the rate is 36% to 61%.

    Countries that are part of the Gulf Cooperation Council (GCC), Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates, all share a common approach in making significant investments in research and education, aligned with bold national visions.

    Collectively, GCC countries outperform the MENA region average across all nine QS World University Rankings indicators. Their institutions particularly excel under the global engagement lens, which looks at internationalisation indicators such as international faculty ratio (IFR), international student ratio (ISR), and international research network (IRN). This reflects their strong global appeal in attracting international talent and fostering cross-border academic collaboration.

    Saudi Arabia leads MENA region

    Among the top 25 countries by number of ranked institutions, Saudi Arabia leads the MENA region – with 22 universities featured in the QS WUR 2026, six more than in 2024. The overall average score of Saudi institutions increased by 38%, from 20.7 to 28.5, over the past two editions.

    These advancements are arguably a result of Saudi’s 2030 Vision, as the country promised to have at least five of its universities among the top 200 universities in international rankings, thus budgeting for substantial funding for research, university-industry collaboration, and global partnerships.

    The rankings come as Dubai expands its international branch campus ecosystem, aiming to host 50% international students by 2030 as a part of its Education 33 strategy, positioning itself as an international education hub.

    Qatar also finds itself in a similar position, as Qatar University moved 10 places up to reach 112 globally. The country’s investment in research infrastructure and faculty recruitment has improved its performance in citations per faculty – a key QS metric.

    The Qatar National Vision 2030 aims to establish a world-class education system aligned with labour market needs, offering high-quality, accessible learning for all stages of life. It emphasises the development of independent and accountable institutions, robust public-private research funding, and active global engagement in cultural and scientific domains.

    Meanwhile, outside the GCC, four other countries have shown particularly impressive performances: Egypt, Jordan, Iraq, and Lebanon. These countries rank among the top six in the MENA region in terms of ranked institutions, sharing the spotlight with Saudi Arabia and the United Arab Emirates.

    According to QS’s Best Student Cities rankings, Jordan’s capital, Amman, is now the best city in the Middle East. Additionally, Jordan saw multiple universities ranked in the WUR this year, with the University of Jordan, Jordan University of Science and Technology, and the German Jordanian University improving in previous years.

    While none have yet reached the global top 400, the country is investing in STEM-focused faculty and expanding regional collaborations, especially with the Gulf.

    Meanwhile, Egypt now has 13 institutions featured in QS rankings, with Cairo University, Ain Shams University, and The American University in Cairo (AUC) leading the way.

    And in Lebanon, the American University of Beirut remains the top Lebanese institution and one of the top institutions in the MENA region.

    Despite geopolitical tensions in Lebanon, a surprise improvement occurred as the Lebanese University (LU) climbed from 577 globally in 2024 to 515 in the WUR 2026. And after the Lebanese American University placed round 701-710 globally in 2025, in 2026 it projected to 535 on the list.

    What’s next?

    Stakeholders discussed the potential reasons why universities from the MENA region have shown such a marked jump in the ranking yea on year.

    “From my perspective, key drivers include stronger institutional strategies around internationalisation, improved research output, and increasing collaborations with global partners,” Gulf Medical University academic quality assurance & institutional effectiveness specialist, Salaheldin Mostafa Khalifa, told The PIE News.

    “We can expect continued upward momentum for MENA universities in global rankings. Many institutions are investing heavily in research infrastructure, international collaborations, and faculty development,” he added.

    Meanwhile, QS broke down the “sustained progress” that universities in the regions have seen over the past year.

    We can expect continued upward momentum for MENA universities in global rankings. Many institutions are investing heavily in research infrastructure, international collaborations, and faculty development
    Salaheldin Mostafa Khalifa, Gulf Medical University

    “There are clear signs of upward momentum,” said product and research advisor at QS, Wesley Siquera, noting that the umber of ranked MENA institutions had jumped from 84 to 115 between the QS WUR 2024 and 2026 editions.

    “Finally, national development strategies provide strong indicators of where future progress may come from,” he added. “Several of the regional ‘visions’ explicitly set goals for placing domestic universities among the world’s top institutions. If these targets are met, we could see by 2030: three Omani universities in the top 500, five Saudi universities in the top 200, and seven Egyptian universities in the top 500.”

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  • “Fix issue with Indian student visas”

    “Fix issue with Indian student visas”

    As student visa backlogs continue to plague US embassies around the world and the start of the fall semester looms, a bipartisan group of 14 lawmakers have urged the US state department to resolve issues with Indian student visas.  

    “As members of Congress who represent research universities, we are concerned by reports from our constituent universities about Indian students who have been unable to obtain visas to continue their education in the United States,” they urged Rubio. 

    Indian students, the largest group of international students in the US, contribute $9 billion annually to the US economy, added the lawmakers, led by Democratic congresswoman Deborah Ross of North Carolina.  

    In a letter sent to the State Department on July 24, the group said they had seen “first-hand” how the contributions of Indian students to science and research “keep our nation competitive”. 

    “We are dismayed at the possibility that many of these bright young individuals may be blocked… from continuing their education and research in the United States,” they continued.  

    Thirteen of the letter’s 14 signatories are member of the Democratic party, with Nebraska representative Don Bacon the only Republican to join the efforts.  

    With classes starting in just over a month, thousands of students… are at risk of missing the start of the academic year

    The letter follows a near four-week suspension of student visa appointments by the state department that began during the peak season for visa processing, causing continued backlogs that remain nearly one month on from the lifting of the freeze. 

    Though backlogs are impacting students across the globe, the congresspeople raised particular concerns about delays at Indian embassies, with the Indian mission website still carrying a warning that the scheduling of visa appointments this summer cannot be guaranteed.   

    The Indian Ministry of External Affairs (MEA) is understood to have taken the matter up with the US Embassy in New Delhi as well as the US State Department, with news of the delays being widely circulated by Indian media.  

    As previously reported by The PIE News, some Indian education consultancies are expecting 80% declines in student levels going to the US, reporting that students are “refreshing their portal everyday” in search of appointments.  

    The largest source market to the US, visa issuance to Indian students saw a notable drop this May, falling by 41% compared to the same period in 2025, with stakeholders fearing that June data will reveal a worsening picture as the full impact of the visa pause takes hold.  

    Across the board, May 2024 data showed a 22% year-on-year reduction in the number of F-1 visas issued. Exchange visitor visas were also down 13%.  

    Appealing to Rubio, the congresspeople emphasised the integral contributions of Indian students to research universities in the US, as well as the wider value of educational exchange: “vital to encouraging collaboration between our nations”.  

    Advocacy efforts are also stepping up in the sector, led by the US for Success Coalition, a national alliance of more than 50 organisations spanning business, education and innovation.  

    “This delay and the resulting backlogs couldn’t have come at a worse time,” said Jill Welch, spokesperson for the coalition. 

    “With classes starting in just over a month, thousands of students – particularly from high-demand countries like India – are at risk of missing the start of the academic year,” Welch said.  

    The coalition highlighted the widespread consequences of the visa backlogs. If students are barred from entering the US, it could jeopardise the country’s position as the leading destination for global talent, with ripple effects touching local economies and long-term implications for scientific research. 

    “When we close doors – intentionally or by bureaucratic delay – we send a clear message to the world: that the US may longer be the destination of choice for the best and brightest,” it said. “That is not just a lost opportunity; it is a strategic risk”.  

    The alliance has called on the State Department to immediately “surge” resources to process new and returning international student visas and ensure there is interview capacity in high-demand countries.  

    Referring to Rubio’s new rules around social media vetting, it called on the department to prioritise both security and efficiency, “so that screening processes do not become barriers to opportunity”. 

    “For every three international students, one US job is created or sustained,” said the coalition, citing their annual economic contribution of nearly $44bn annually.  

    What’s more, “they are ambassadors of democracy and American values creating allyship between the United States and other countries,” they said, highlighting the value of people-to-people exchanges in ensuring the country’s national security. 

    The increasingly challenging visa policy landscape is already having an impact on student interest, with young people increasingly turning to other destinations, namely the UK.  

    Sector leaders are calling for “immediate action” to prevent the worst damages while there is still time before the full extent of declines become clear in September.  

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  • Why should we care about cuts to funding for science education?

    Why should we care about cuts to funding for science education?

    Key points:

    The Trump administration is slashing the funding for new projects focused on STEM education and has terminated hundreds of grants focused on equitable STEM education. This will have enormous effects on education and science for decades to come.

    Meaningful science education is crucial for improving all of our lives, including the lives of children and youth. Who doesn’t want their child or grandchild or neighbor to experience curiosity and the joy of learning about the world around them? Who wouldn’t enjoy seeing their child making careful observations of the plants, animals, landforms, and water in their neighborhood or community? Who wouldn’t want a class of kindergartners to understand germ transmission and that washing their hands will help them keep their baby siblings and grandparents healthy? Who doesn’t want their daughters to believe that science is “for them,” just as it is for the boys in their classroom?

    Or, if those goals aren’t compelling for you, then who doesn’t want their child or grandchild or neighbor to be able to get a well-paying job in a STEM field when they grow up? Who doesn’t want science itself to advance in more creative and expansive ways?

    More equitable science teaching allows us to work toward all these goals and more.

    And yet, the Department of Government Efficiency has terminated hundreds of grants from the National Science Foundation that focused squarely on equity in STEM education. My team’s project was one of them.  

    At the same time, NSF’s funding of new projects and the budget for NSF’s Education directorate are also being slashed.

    These terminations and drastic reductions in new funding are decimating the work of science education.

    Why should you care?

    You might care because the termination of these projects wastes taxpayers’ hard-earned money. My project, for example, was 20 months into what was intended to be a 4-year project, following elementary teachers from their teacher education program into their third year of teaching in classrooms in my state of Michigan and across the country. With the termination, we barely got into the teachers’ first year–making it impossible to develop a model of what development looks like over time as teachers learn to engage in equitable science teaching.

    You might care because not funding new projects means we’ll be less able to improve education moving forward. We’re losing the evidence on which we can make sound educational decisions–what works, for whom, and under what circumstances. Earlier NSF-funded projects that I’ve been involved with have, for example, informed the design of curriculum materials and helped district leaders. Educators of future teachers like me build on findings of research to teach evidence-based approaches to facilitating science investigations and leading sense-making discussions. I help teachers learn how they can help children be change-makers who use science to work toward a more just and sustainable world.  Benefits like these will be eliminated.

    Finally, you might care because many of the terminated and unfunded projects are what’s called NSF Early Career Awards, and CAREER program funding is completely eliminated in the current proposed budget. CAREER grants provide crucial funding and mentoring for new researchers. A few of the terminated CAREER projects focus on Black girls and STEM identity, mathematics education in rural communities, and the experiences of LGBTQ+ STEM majors. Without these and other NSF CAREER grants, education within these fields–science, engineering, mathematics, data science, artificial intelligence, and more, from preschool through graduate school–will regress to what works best for white boys and men.

    To be sure, universities have some funds to support research internally. For the most part, though, those funds are minimal. And, it’s true that terminating existing projects like mine and not funding new ones will “save” the government some money. But toward what end? We’re losing crucial evidence and expertise.

    To support all children in experiencing the wonder and joy of understanding the natural world–or to help youth move into high-paying STEM jobs–we need to fight hard to reinstate federal funding for science and science education. We need to use every lever available to us–including contacting our representatives in Washington, D.C.–to make this happen. If we aren’t successful, we lose more than children’s enjoyment of and engagement with science. Ultimately we lose scientific advancement itself.

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  • Top Hat Acquires OpenClass IP and Welcomes Founder to Team

    Top Hat Acquires OpenClass IP and Welcomes Founder to Team

    Top Hat’s engineering team is gaining a valuable new voice with the addition of Alec Kretch, whose work and experience sits at the intersection of technical innovation and learning science. As the founder of OpenClass—an AI-powered platform that helps educators design meaningful, mastery-based assignments—Kretch is a strong advocate for using assessment as a tool for learning rather than simple measurement. The acquisition of OpenClass’s intellectual property, along with Kretch’s appointment to Top Hat’s engineering team, will support Top Hat’s continued investment in discipline-specific solutions and in expanding the company’s capabilities around authentic assessment. These efforts align with a growing institutional focus on career readiness and helping students build practical skills they can carry into life after graduation

    “Alec has shown how technology can help educators create richer, more effective learning experiences through relevant, real-world application,” said Maggie Leen CEO of Top Hat. “His work with OpenClass aligns closely with our focus on supporting instructors with tools that encourage deeper thinking and meaningful student engagement.”

    OpenClass was originally developed to help computer science instructors create authentic assignments, where students solve in-browser coding problems and receive immediate, actionable feedback. While built with programming in mind, the underlying approach is broadly applicable across disciplines. Authentic assessment encourages students to apply what they’ve learned in practical contexts, fostering critical thinking, creativity, and lasting understanding in ways traditional assignments often fall short. This kind of learning experience is especially vital as students increasingly look to higher education to build the skills they’ll need to succeed in their future careers.

    Over the past few years Top Hat has expanded innovation across many disciplines. Aktiv Chemistry, for example, which the company acquired in 2022, offers interactive tools designed to meet the unique needs of chemistry educators and learners. Offering personalized, authentic assessments that reflect the real-world scenarios students will face in their careers supports Top Hat’s mission to spark better teaching and more meaningful learning.

    “Top Hat is the gold standard for evidence-based learning platforms,” said Kretch. “We share a vision for the future of higher education—one that’s equitable, personalized, and focused on helping students develop real skills. I’m excited to help bring the best of OpenClass to more instructors and learners.”

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  • How the FY25 funding freeze impacts students across America

    How the FY25 funding freeze impacts students across America

    This press release originally appeared online.

    Key points:

    Communities across the nation began the budget process for the 2025-2026 school year after Congress passed the FY25 Continuing Resolution on March 14, 2025. Historically, states receive these funds on July 1, enabling them to allocate resources to local districts at the start of the fiscal year. 

    Even though these funds were approved by Congress, the Administration froze the distribution on June 30. Since that time, AASA, The School Superintendents Association, has advocated for their release, including organizing hundreds of superintendents to meet with offices on the Hill to share information about its impact, the week of July 7.  

    On July 16, the Office of Management and Budget (OMB) announced that Title IV-B or 21st Century funds (afterschool funds) would be released. AASA’s Executive Director issued a statement about the billions of dollars that remain frozen. 

    To gather more information about the real-world effects on students across America, AASA conducted a survey with its members. 

    From July 11th to July 18th, AASA received responses from 628 superintendents in 43 states.

    Eighty-five percent of respondents said they have existing contracts paid with federal funds that are currently being withheld, and now have to cover those costs with local dollars.

    Respondents shared what will be cut to cover this forced cost shift: 

    • Nearly three out of four respondents said they will have to eliminate academic services for students. The programs include targeted literacy and math coaches, before and after school programming, tutoring, credit recovery, CTE and dual enrollment opportunities.
    • Half of respondents reported they will have to lay off teachers and personnel. These personnel include those who work specifically with English-language learners and special education students, as well as staff who provide targeted reading and math interventions to struggling students.
    • Half of respondents said they will have to reduce afterschool and extracurricular offerings for students. These programs provide STEM/STEAM opportunities, performing arts and music programs, and AP coursework. 
    • Four out of five respondents indicated they will be forced to reduce or eliminate professional development offerings for educators. These funds are used to build teachers’ expertise such as training in the science of reading, teaching math, and the use of AI in the classroom. They are also used to ensure new teachers have the mentors and coaching they need to be successful.  

    As federal funding is still being withheld, 23 percent of respondents have been forced to make tough choices about how to reallocate funding, and many districts are rapidly approaching similar inflection points.  

    Notably, 29 percent of districts indicated that they must have access to these funds by August 1 to avoid cutting critical programs and services for students. Twenty-one percent of districts will have to notify parents and educators about the loss of programs and services by August 15.  

    Without timely disbursement of funding, the risk of disruption to essential educational supports for children grows significantly.

    As one superintendent who completed the survey said, “This isn’t a future problem; it’s happening now. Our budget was set with these funds in mind. Their sudden withholding has thrown us into chaos, forcing drastic measures that will negatively impact every student, classroom, and school in our district. We urgently need these funds released to prevent irreparable harm to our educational programs and ensure our students get the quality education they deserve.” 

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  • Malvern International partners with Liverpool Hope University

    Malvern International partners with Liverpool Hope University

    The deal encompasses pathway and pre-master’s programs from the upcoming Liverpool Hope University International Study Centre, which will be based at the university’s Hope Park Campus.

    Claire Ozanne, vice-chancellor and rector at Liverpool Hope University, said the new study centre will form an “exciting and important part” of the institution’s international strategy – one that would “further enhance our position as a global university and one that has an inclusive approach to education”.

    “International students and the rich diversity of ideas and experiences they bring to our campuses hugely enhance the academic experience for all of our students,” she added.

    Malvern International said that through the partnership, students attending the centre can expect to find a challenging curriculum, set to enhance their English language proficiency and the skills to help them successfully transition into university life.

    International students and the rich diversity of ideas and experiences they bring to our campuses hugely enhance the academic experience for all of our students
    Claire Ozanne, Liverpool Hope University

    Ashleigh Veres, senior director, university recruitment and partnerships at Malvern International, said that the deal marked “an important step forward and a proud moment for Malvern as we continue to grow and diversify our pathways division, scaling up our capabilities to deliver exceptional services that benefit both universities and students”.

    She added: “We are delighted to partner with Liverpool Hope University, an institution renowned for its excellent student satisfaction and commitment to academic excellence. Together, we are dedicated to providing transformative opportunities for students while expanding the University’s global reach and impact.” 

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  • Why stories still matter in a fast-moving world

    Why stories still matter in a fast-moving world

    Key points:

    Seventeen years after Suzanne Collins first introduced us to The Hunger Games, the world is still captivated by Panem. The latest installment, Sunrise on the Reaping, dives into Haymitch’s backstory and has been called a “propulsive and heart-wrenching addition” to the series by The New York Times. For many of us, books like these aren’t just stories–they’re cultural moments.

    I remember reading the original trilogy on my iPad while training for a half-marathon. Katniss’ fight against the Capitol powered me through some of my longest runs. That’s the magic of books: They meet us where we are and carry us somewhere else entirely. They become part of our personal history, woven into our memories and milestones.

    But the power of books goes far beyond personal nostalgia. When a major title drops, it’s not just a release date–it’s a shared experience. Readers rush to get their hands on it. Social media lights up with reactions. Libraries field waitlists. These moments remind us why books matter. They connect us, challenge us, and inspire us.

    This fall, we’re about to experience two more of these moments. On October 21, Diary of a Wimpy Kid: Partypooper hits shelves. Jeff Kinney’s beloved series has become a rite of passage for young readers, and this latest installment–centered around Greg Heffley’s attempt to throw himself the ultimate birthday bash–is already generating buzz. It’s funny, relatable, and perfectly timed for a generation that’s grown up with Greg’s awkward, hilarious adventures.

    Just a few weeks later, on November 11, Dog Man: Big Jim Believes arrives. Dav Pilkey’s Dog Man series has redefined what it means to be a children’s book phenomenon. With its blend of humor, heart, and comic-style storytelling, Dog Man has helped countless kids fall in love with reading. This new title promises to be no different, offering a story about belief, friendship, and finding strength within.

    These books aren’t just for kids–they’re cultural touchstones. They bring generations together. Parents read them with their children. Teachers use them to spark classroom discussions. Librarians build displays around them. And kids? They devour them and talk about them with the kind of passion usually reserved for blockbuster movies or viral games.

    And yes, there’s a business side to books. Pricing, distribution, marketing strategies–they all matter. Behind every book on a shelf is a network of people working to make that moment possible. Publishers, authors, illustrators, binders, warehouse teams, sales reps, marketers, and more. It’s easy to forget that when you’re holding a finished book, but every title is the result of countless decisions, collaborations, and passions.

    In a world dominated by screens, short-form content, and constant notifications, books offer something different. They ask us to slow down. To focus. To imagine. To empathize. And that’s more important than ever.

    Literacy isn’t just about reading words on a page–it’s about understanding the world. It’s about critical thinking, emotional intelligence, and the ability to engage with complex ideas. Books help build those skills. They give kids the tools to navigate life, not just school.

    Because in a world that’s constantly changing, books remain one of our most powerful tools for understanding it–and each other. The world needs stories. And stories need us.

    Britten Follett
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  • El Paso Community College Helps Design State Program for Adults Without High School Diplomas – The 74

    El Paso Community College Helps Design State Program for Adults Without High School Diplomas – The 74


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    Kurt Micklo lost interest in academics after he failed to make the basketball team as a sophomore at Chapin High School. Soon after, he fathered a son and began to work full time, which put him further behind in his studies.

    A counselor finally advised him during his junior year that he should withdraw and try to earn a GED. He dropped out and – through hard work – found professional success as a general manager of a subcontracting logistics company. However, the lack of a high school diploma haunted him. He wants one to give his family – especially his mother – another reason to be proud of him.

    A busy work and family schedule have kept him from returning to school, but the flexibility of a new state program aimed at people aged 18 and older without a high school diploma will allow him to earn a diploma and a college career and technical education, or CTE, credential for programs such as health care, welding or computer science at the same time.

    The concept of Opportunity High School Diploma was part of House Bill 8, which the state Legislature passed in 2023. The state funneled about $2 million into this program to help the approximately 4.3 million Texans as of 2023, including about 30,000 adult El Pasoans, without a diploma to earn the academic credits most of them will need to acquire higher-paying jobs. The program is scheduled to launch in spring 2026.

    “If I could juggle it, I’d be pretty interested” in the program, said 34-year-old Micklo, a father of three ages 15, 10 and 5. He is the general manager of three warehouses, two in El Paso and one in Laredo, Texas, as well as four sites near the international ports of entry with Mexico in El Paso, Tornillo and Santa Teresa, New Mexico, were commodities are offloaded.. “It would make my stepfather (a retired educator) and my mother happy if I earned my high school diploma.”

    El Paso Community College is one of five community college districts in the state selected for the design and implementation phases of this program. The other institutions in the design phase are Alamo Colleges District, Austin Community College, Dallas College and San Jacinto College near Houston.

    They work under the direction of the Texas Higher Education Coordinating Board. The board will review the instructional outcomes and performance expectations that the college collaborators created during an October meeting. Once finalized, the college faculty will begin to work with school districts to design the curriculum.

    The program is flexible for students who probably work full time and have family obligations. Courses would have suggested timelines, but students would turn in assignments as their schedule allowed through the end of the term.

    Micklo, a Northeast resident, said the promised flexibility is the only reason he might consider the program. As for his credential, he said he would need to review EPCC’s career and technical education options. The college offers more than 100 career programs such as HVAC, or heating, ventilation and air conditioning, and electrical, automotive or diesel technologies.

    Students will be co-enrolled in competency-based high school curriculum such as math, civics, sciences and communication, and a career and technical workforce program. Competency based courses are focused more on a students’ mastery of a skill or subject than the amount of time spent in a classroom.

    Isela Castañón Williams

    Isela Castañón Williams, professor and coordinator of EPCC’s teacher preparation programs, is in charge of the college’s 13-member team. She called the project a “monumental task” because of its scope and uniqueness. She said her team, and its counterparts, played a critical role in the design phase.

    “Faculty at EPCC are very innovative,” she said. “I think that my colleagues have approached this process with a great deal of enthusiasm. We’re always looking to provide better services and educational experiences to the community we serve.”

    EPCC faculty advocated for the program to be designed to accommodate English Second Language and English Language Learner populations, a THECB spokesman said in a July 1 statement. He said last year that the board selected EPCC for the project’s design phase because of its border insights, and because its CTE degrees and credentials are in line with the program.

    While the state wants to attract students aged 18 and older, EPCC officials will aim for people 25 and older so as to not compete with K-12 school districts that have their own dropout recovery programs. EPCC, which will offer the program at its five campuses, expects some of the program’s younger students to come from rural areas outside El Paso.

    Steven E. Smith

    Steven E. Smith, vice president of Instruction and Workforce Education at EPCC, said the state will provide funds to the colleges to cover tuition for initial cohorts. He expects the first groups will range from 30 to 50 students and scale up from there.

    “We think this is a big market in El Paso, and I think once the word starts to get out, that will grow tremendously,” Smith said.

    The administrator said that he would work on ways to market the program later this month with the college’s External Relations, Communication & Development Division. He said the college would work with school district partners to build lists of potential OHSD students.

    “As you might imagine, that is a pretty difficult population to identify and reach out to because they are not in the system anymore,” Smith said.

    This article first appeared on El Paso Matters and is republished here under a Creative Commons Attribution-NoDerivatives 4.0 International License.


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