Category: News

  • Top Hat Unveils AI-Powered Content Enhancer to Fuel Title II Accessibility Compliance

    Top Hat Unveils AI-Powered Content Enhancer to Fuel Title II Accessibility Compliance

    New capabilities in Top Hat Ace enable educators to quickly and easily transform static course materials into accessible, interactive content.

    TORONTO – October 28, 2025 – Top Hat, the leader in student engagement solutions for higher education, today announced the launch of a powerful new accessibility tool in its AI-powered assistant, Ace. Ace Content Enhancer gives faculty the ability to upload existing course materials into Top Hat and receive actionable guidance to meet WCAG 2.1 AA accessibility standards with minimal effort.

    Following the U.S. Department of Justice’s 2024 Title II ruling, public colleges and universities must ensure all digital content meets WCAG 2.1 AA standards as early as April 2026, depending on institution size. But for most professors, the path to compliance is anything but clear. The rules are highly technical, and without dedicated time or training, it can be challenging to ensure materials are fully compliant. Ace Content Enhancer removes this burden by scanning materials in Top Hat in seconds, identifying issues, and providing recommendations to help content meet the standards for accessibility outlined under Title II.

    “We’re helping educators meet this moment by simplifying compliance and making it easier to create learning experiences that serve all students,” said Maggie Leen, CEO of Top Hat. “More than meeting a mandate, this is an opportunity to create content that’s more engaging, and ultimately more effective in supporting student success.”

    A faster, simpler path to compliant courseware

    With Ace’s AI-powered Content Enhancer, faculty can:

    • Scan materials for accessibility issues instantly. Uploaded or existing content in Top Hat is analyzed in seconds, with specific accessibility concerns in text and images flagged for quick review.
    • Remediate with ease. Recommendations and features like auto-generated alt-text remove guesswork and save time.
    • Improve clarity for all learners. Suggested tone helps make content easier to understand and more effective.
    • Make content more relevant. Use Ace to generate real-world examples tailored to students’ interests, academic goals, or backgrounds to boost engagement.
    • Reinforce learning through practice. Ace will suggest interactive, low-stakes questions to deepen understanding and support active learning.

    “Educators retain full control of their content, while Ace eliminates the guesswork, making accessibility improvements fast, intuitive, and aligned with instructional goals,” said Hong Bui, Chief Product Officer at Top Hat. “We’re providing a guided path forward so that accessibility doesn’t come at the expense of interactivity, creativity, or sound pedagogy.”

    The launch of Ace Content Enhancer reflects Top Hat’s broader commitment to accessibility. It builds on existing capabilities—like automatic transcription of slide content—and reinforces the company’s focus on ensuring all student-facing tools and experiences, across web and mobile, meet WCAG 2.1 AA standards, including readings, assessments, and interactive content.

    About Top Hat

    As the leader in student engagement solutions for higher education, Top Hat enables educators to employ evidence-based teaching practices through interactive content, tools, and activities in in-person, online and hybrid classroom environments. Thousands of faculty at more than 1,500 North American colleges and universities use Top Hat to create personalized, engaging and accessible learning experiences for students before, during, and after class. To learn more, please visit tophat.com.

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  • Why busy educators need AI with guardrails

    Why busy educators need AI with guardrails

    Key points:

    In the growing conversation around AI in education, speed and efficiency often take center stage, but that focus can tempt busy educators to use what’s fast rather than what’s best. To truly serve teachers–and above all, students–AI must be built with intention and clear constraints that prioritize instructional quality, ensuring efficiency never comes at the expense of what learners need most.

    AI doesn’t inherently understand fairness, instructional nuance, or educational standards. It mirrors its training and guidance, usually as a capable generalist rather than a specialist. Without deliberate design, AI can produce content that’s misaligned or confusing. In education, fairness means an assessment measures only the intended skill and does so comparably for students from different backgrounds, languages, and abilities–without hidden barriers unrelated to what’s being assessed. Effective AI systems in schools need embedded controls to avoid construct‑irrelevant content: elements that distract from what’s actually being measured.

    For example, a math question shouldn’t hinge on dense prose, niche sports knowledge, or culturally-specific idioms unless those are part of the goal; visuals shouldn’t rely on low-contrast colors that are hard to see; audio shouldn’t assume a single accent; and timing shouldn’t penalize students if speed isn’t the construct.

    To improve fairness and accuracy in assessments:

    • Avoid construct-irrelevant content: Ensure test questions focus only on the skills and knowledge being assessed.
    • Use AI tools with built-in fairness controls: Generic AI models may not inherently understand fairness; choose tools designed specifically for educational contexts.
    • Train AI on expert-authored content: AI is only as fair and accurate as the data and expertise it’s trained on. Use models built with input from experienced educators and psychometricians.

    These subtleties matter. General-purpose AI tools, left untuned, often miss them.

    The risk of relying on convenience

    Educators face immense time pressures. It’s tempting to use AI to quickly generate assessments or learning materials. But speed can obscure deeper issues. A question might look fine on the surface but fail to meet cognitive complexity standards or align with curriculum goals. These aren’t always easy problems to spot, but they can impact student learning.

    To choose the right AI tools:

    • Select domain-specific AI over general models: Tools tailored for education are more likely to produce pedagogically-sound and standards-aligned content that empowers students to succeed. In a 2024 University of Pennsylvania study, students using a customized AI tutor scored 127 percent higher on practice problems than those without.
    • Be cautious with out-of-the-box AI: Without expertise, educators may struggle to critique or validate AI-generated content, risking poor-quality assessments.
    • Understand the limitations of general AI: While capable of generating content, general models may lack depth in educational theory and assessment design.

    General AI tools can get you 60 percent of the way there. But that last 40 percent is the part that ensures quality, fairness, and educational value. This requires expertise to get right. That’s where structured, guided AI becomes essential.

    Building AI that thinks like an educator

    Developing AI for education requires close collaboration with psychometricians and subject matter experts to shape how the system behaves. This helps ensure it produces content that’s not just technically correct, but pedagogically sound.

    To ensure quality in AI-generated content:

    • Involve experts in the development process: Psychometricians and educators should review AI outputs to ensure alignment with learning goals and standards.
    • Use manual review cycles: Unlike benchmark-driven models, educational AI requires human evaluation to validate quality and relevance.
    • Focus on cognitive complexity: Design assessments with varied difficulty levels and ensure they measure intended constructs.

    This process is iterative and manual. It’s grounded in real-world educational standards, not just benchmark scores.

    Personalization needs structure

    AI’s ability to personalize learning is promising. But without structure, personalization can lead students off track. AI might guide learners toward content that’s irrelevant or misaligned with their goals. That’s why personalization must be paired with oversight and intentional design.

    To harness personalization responsibly:

    • Let experts set goals and guardrails: Define standards, scope and sequence, and success criteria; AI adapts within those boundaries.
    • Use AI for diagnostics and drafting, not decisions: Have it flag gaps, suggest resources, and generate practice, while educators curate and approve.
    • Preserve curricular coherence: Keep prerequisites, spacing, and transfer in view so learners don’t drift into content that’s engaging but misaligned.
    • Support educator literacy in AI: Professional development is key to helping teachers use AI effectively and responsibly.

    It’s not enough to adapt–the adaptation must be meaningful and educationally coherent.

    AI can accelerate content creation and internal workflows. But speed alone isn’t a virtue. Without scrutiny, fast outputs can compromise quality.

    To maintain efficiency and innovation:

    • Use AI to streamline internal processes: Beyond student-facing tools, AI can help educators and institutions build resources faster and more efficiently.
    • Maintain high standards despite automation: Even as AI accelerates content creation, human oversight is essential to uphold educational quality.

    Responsible use of AI requires processes that ensure every AI-generated item is part of a system designed to uphold educational integrity.

    An effective approach to AI in education is driven by concern–not fear, but responsibility. Educators are doing their best under challenging conditions, and the goal should be building AI tools that support their work.

    When frameworks and safeguards are built-in, what reaches students is more likely to be accurate, fair, and aligned with learning goals.

    In education, trust is foundational. And trust in AI starts with thoughtful design, expert oversight, and a deep respect for the work educators do every day.

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  • What to Know about NYC School Bus Companies’ Shutdown Threats – The 74

    What to Know about NYC School Bus Companies’ Shutdown Threats – The 74


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    New York City’s troubled yellow school bus system is in the spotlight once again, with threats of a service disruption and looming mass layoffs due to a contract dispute with the city.

    The city’s largest school bus companies notified the state Department of Labor that they are preparing to shut down operations and lay off employees on Nov. 1 if they don’t receive a contract extension, the New York Post first reported Monday.

    Lawmakers, advocates, and city officials immediately condemned the bus companies’ threat, with schools Chancellor Melissa Aviles-Ramos calling the move “deeply upsetting and an act of bad faith.”

    The timing of the bus company’s push, just before November’s mayoral election, for a five-year extension that would outlast the incoming mayor’s first term, “effectively bypassed the oversight of voters and elected officials who manage these vital services,” Aviles-Ramos said.

    Mayoral frontrunner Zohran Mamdani agreed, telling reporters at an unrelated Tuesday press conference that the oversight panel in charge of approving the contract “is right to not give in to the threats.”

    The bus companies argue they have no choice because their temporary contract is expiring and they can no longer operate without a longer-term agreement.

    The episode is the latest in a long history of conflicts over how to manage the sprawling yellow bus system, which relies on a patchwork of largely for-profit companies to ferry some 150,000 students across nearly 19,000 routes each day. All told, the city spent nearly $2 billion on school busing last year.

    Parents and advocates hope this clash can draw renewed attention to problems in a system notorious for delayed and no-show buses, long rides without sufficient AC, and a lack of transparency.

    “There’s this tug of war over the money,” said Sara Catalinotto, the executive director of the advocacy group Parents for Improving School Transportation. “But this is a service, and without it these kids are discriminated against.”

    What’s the history behind these bus contracts?

    The current dispute springs from a disagreement over how to handle the city’s “legacy” school bus contracts, which date back to the 1970s and are typically renewed every five years. They most recently expired in June.

    In the months before the contracts expired, city Education Department officials signaled they were interested in rebidding the contracts, or soliciting offers from a new set of companies to more efficiently modernize buses, increase service, and strengthen sanctions for contract violations.

    Simply renewing the existing contracts gives the city “far less negotiating ability … because we have to continue with this same set of vendors,” Emma Vadehra, the Education Department’s former deputy chancellor, told the City Council in May.

    But city officials say they can’t move forward with rebidding without the option to offer something called the “Employee Protection Provision,” or EPP.

    That protection — built into the legacy contracts for decades — ensures unionized bus workers laid off by one company are prioritized for hiring by other companies, at their existing wages. Drivers and union officials consider the provision a dealbreaker — and would almost certainly strike without it.

    But city officials say a 2011 state court decision prohibits them from inserting EPP into new contracts if they rebid — and only allows them to keep EPP if they extend existing contracts. The only fix, city officials say, is changing state law — an effort that has so far stalled in Albany.

    Without that state legislation, city officials faced a choice: inking another five-year extension or pushing for a shorter-term contract in the hopes state lawmakers quickly clear the way for a rebid.

    Who is opposed to a five-year contract renewal?

    While the city moved ahead with negotiations for a five-year extension, a growing number of advocates, parents, and lawmakers flooded meetings of the Panel for Educational Policy, or PEP — the body that approves Education Department contracts — to push for a shorter-term contract.

    “Do not vote yes to extend for some long period of time,” said Christi Angel, a parent leader in District 75, which serves students with significant disabilities who disproportionately rely on busing, at the September PEP meeting. Roughly 43% of students who ride school buses have disabilities. “Don’t reward bad behavior,” Angel said. “This is a broken system.”

    Their arguments quickly gained traction in the PEP, where multiple members expressed their opposition to a five-year extension at September’s meeting.

    The panel is expected to vote on the five-year extension next month, after the mayoral election, said PEP Chair Greg Faulkner, though he would prefer to wait until the new mayor takes office in January.

    “Shouldn’t the mayor-elect have some say in a billion dollar contract?” said Faulkner. “I just think that’s sound governance.”

    Why are the city and bus companies at odds right now?

    Over the summer, the city and bus companies agreed to two emergency extensions to keep service running, the second of which expires on Oct. 31.

    Without a guarantee of an active contract after that date — since the PEP is not voting this month — the bus companies claim they have no choice but to consider layoffs.

    The city, however, had “long planned” to offer an emergency extension for November and December, and officials delivered the agreement to the bus companies on Monday, Aviles-Ramos said.

    The PEP only votes on those extensions after they’ve already taken effect, Faulkner noted.

    The bus companies, he said, are attempting to “create confusion in order to hold us hostage for a longer term agreement.”

    The bus companies reject that assertion and say they simply cannot survive any longer on emergency extensions, which don’t allow them the kind of long-term certainty they need to operate their businesses.

    “Banks will not finance 30-day extensions, buses can’t be bought, payroll cannot be paid,” said Sean Crowley, a lawyer representing several companies. “Enough is enough!”

    The companies claim that they have already worked out the contours of a new five-year contract extension with the city and are just awaiting the PEP’s approval, though Faulkner said the Education Department hasn’t yet presented the PEP with the contract.

    What happens from here?

    A spokesperson confirmed that several bus companies had received the city’s offer for another emergency contract extension and were reviewing the documents.

    Aviles-Ramos said the city is working to get “alternative transportation services” in place if that falls through.

    But even if the bus companies and city do manage to avoid a service shutdown Nov. 1, the episode raises larger questions about how to make lasting improvements in the troubled system. Ongoing driver shortages make that task even harder.

    The bus companies argue that the five-year contract agreement they sketched out with the city would achieve many of those goals, including stricter accountability to ensure drivers use GPS tracking, more staffing to field parent complaints, and monetary penalties for companies that underperform, according to testimony submitted to the PEP in September.

    But critics continue to push for a shorter-term extension to give the state legislature time to pass EPP legislation, and clear the way for a rebid.

    Mamdani has not offered specifics about how he would manage the school bus system, but said Tuesday that given the many concerns about yellow bus service, any contract extension deserves a “hard look.”

    Some reformers point to changes already underway. Under Mayor Bill de Blasio, the city bought out the largest bus company and turned it over to a nonprofit overseen by the city.

    Matt Berlin, the CEO of that nonprofit, called NYCSBUS, and former director of the city’s Office of Pupil Transportation, believes the nonprofit model has “a lot to offer the city” and could expand.

    Chalkbeat is a nonprofit news site covering educational change in public schools. This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.


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  • Minneapolis School Board Signals Potential School Closures – The 74

    Minneapolis School Board Signals Potential School Closures – The 74


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    The Minneapolis school board has formally asked Superintendent Dr. Lisa Sayles-Adams for information that could lead to school closures. They passed a resolution to the effect at a recent meeting.

    The board first drafted the directive —which asks for an initial report to the board by April 2026 — at two day-long meetings in June and August. The planning follows years of discussion about closing schools in a district with 29,000 students but the capacity for 42,000 and thus a bevy of half-empty schools.

    Even as enrollment declines at a school building, the fixed expenses for building staff — like principals, secretaries, nurses, librarians, culinary workers, custodians and social workers — stay the same or go up. With so many buildings below capacity, a big portion of each Minneapolis student’s funding has to go toward covering these fixed building-level costs, draining money away from instruction and extracurricular activities.

    The board resolution comprises topics for district administrators to investigate, including efficient use of current buildings, potential changes to magnet programs, and ways to increase enrollment in the district.

    Years-long discussion about the financial burden of operating small enrollment schools

    The process for downsizing the district’s footprint has been long and circuitous.

    In October 2022, the district prepared a comprehensive financial assessment forecasting that without significant cost cutting, the district would end up draining its reserves, while expenses would exceed revenues by the end of fiscal year 2026. The district has avoided that fate by cutting services and raising class sizes, but it is still unable to balance its budget without relying on reserves and other one-time funds.

    The 2022 memo did not prescribe closing schools, but it did present an analysis showing enrollment growth alone could not overcome the district’s structural inefficiencies resulting from operating many schools with small enrollments. At the time of the analysis, Anoka-Hennepin was operating 37 school buildings while enrolling about 37,000 students. Minneapolis was operating 61 buildings while enrolling about 29,000 students. Minneapolis had about half as many students per building as Anoka-Hennepin.

    The board first publicly discussed reducing the number of schools in March 2023, when then-board Chair Sharon El-Amin asked Rochelle Cox, the then-interim superintendent, to develop a draft plan for “school transformation.” Neither Cox nor the board took action.

    Two months before current Superintendent Dr. Lisa Sayles-Adams started at the district in early 2024, the School Board passed a “transformation resolution” that directed the district to do an accounting of physical space but stopped short of calling for a timeline on school closures.

    Sayle-Adams promised to tackle “right-sizing” the district after passing a budget in June 2024, because, she said, the community asked her to address the issue.

    Low enrollment schools require more funding per student for building-level staff

    The district is contending with rising costs and operating a significant number of small buildings, as well as buildings operating below capacity. Given the rising fixed costs of operating these buildings, that leaves less money for everything else, from class size reduction to teacher pay and programs commonly found in most school districts like world languages, art, music and athletics.

    Across the district, as building-level enrollment has declined, students have lost access to services like academic support if they’re struggling; staff to address student behavior; and community liaisons to help parents connect with schools. Small elementary schools have difficulty funding full-time positions for electives like art, music and gym, while hiring part-time staff for these positions is challenging. Some elementary students have gone without these electives, or only have music or art for part of the school year.

    Enrollment declines at middle and high schools have meant fewer elective options, like world languages, dance, theater and orchestra, as well as extracurriculars. Students also lose access to advanced coursework — like AP or IB classes — when there are too few students in the school who want to enroll. Many of the district’s high schools are now sharing athletic teams because individual schools lack enough students and funding to support a robust athletics program.

    The decline in services drives some families to schools outside the district that have the services and programs they desire, compounding the enrollment declines.

    Declines in enrollment mitigated by new-to-country students

    Minneapolis Public Schools lost about 15% of its enrollment in the wake of the COVID-19 pandemic, due to a combination of factors including implementing a controversial plan redrawing school boundaries, and keeping its schools closed longer during the pandemic than any other Minnesota district, which was followed in March 2022 by a three week educator strike.

    The district has enjoyed a small enrollment increase both last year and this year. Although the district does not track the immigration status of students, the increase has been attributed almost entirely to students newly arrived to the United States from Central America. Since the 2021-22 school year, English learner students have increased from 17% of the district’s students to 23% in the 2024-25 school year, according to Minnesota Department of Education data.

    This year, the district expects to spend at least $17 million more on English learner services than it receives in funding from state and federal sources. Although the Legislature increased state aid for English learners during the 2023 legislative session, the district’s funding is insufficient to cover the cost of providing the intensive services needed by students with the lowest levels of English proficiency.

    Many of the newcomer students are also unhoused, which has led to growing costs for the district to transport students from shelters outside district boundaries, as required under the federal McKinney-Vento law. The state has started to pay the cost of this transportation under a law passed in 2023.

    It is not clear whether changes to federal immigration policy will impact the district’s ability to continue to rely on newcomers to stabilize or grow enrollment in the future.

    Future enrollment expected to decline, limiting district’s funding

    Hazel Reinhardt, a demographer hired by the district, says enrollment is likely to continue to decline in the coming years because of lower birth rates, fewer families choosing to raise children in the city, and the state’s favorable laws around charter schools and open enrollment, allowing parents to send their children to St. Paul or suburban schools.

    Reinhardt told the board in June that once parents leave for charter and private schools or open enrollment options, “precious few” districts are able to bring them back.

    Most of the district’s funding is based on enrollment, so declining enrollment has created a ballooning fiscal crisis. Growing costs for both labor and services have outpaced increases in state and local funding.

    The district continues to cut services, increase class sizes and pull from its dwindling reserve funds to balance its annual budget. The district is expected to use $25 million from its reserves this school year after using $85 million from reserves last school year.

    The district’s enrollment woes and related financial distress are not unique to Minneapolis, with similar challenges facing large urban districts like Oakland, San Francisco, Denver, Seattle and Portland. Denver and Oakland have closed a small number of schools in recent years, but not enough to stabilize district finances. And school boards in Seattle and San Francisco have walked away from closure plans after significant public pressure, leaving both districts with growing budget deficits.

    Minnesota Reformer is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Minnesota Reformer maintains editorial independence. Contact Editor J. Patrick Coolican for questions: [email protected].


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  • Nevada Funding for Dolly Parton Book Program in Clark County Dries Up – The 74

    Nevada Funding for Dolly Parton Book Program in Clark County Dries Up – The 74


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    Over the past two years, upwards of 18,000 young children in the Las Vegas metro area have received free monthly books in the mail as part of an early literacy program started by country icon Dolly Parton. But that ends this month.

    Storied Inc., the Clark County-based nonprofit partner for Parton’s Imagination Library, last week announced to parents and guardians that its October books would be the last until additional funding for the program is secured. The program, when funded, provides a free, age-appropriate monthly book to children 0 to 5 years old.

    According to Meredith Helmick, executive director of Storied, the nonprofit sought funding from the Nevada State Legislature earlier this year to keep the program going after an initial two-years of state grant funding ended, but they came up empty handed.

    Assembly Speaker Steve Yeager sponsored a bill to appropriate $3.9 million to the United Way of Northern Nevada and the Sierra, which currently runs the Imagination Library for Washoe County residents, to expand the program statewide. The bill was referred to the Assembly Committee on Ways & Means, where it languished until the end of the regular session without a hearing or even a mention, according to the legislature’s website.

    Helmick also hoped the nonprofit program might be able to secure funding through Senate Bill 460, Senate Majority Leader Nicole Cannizzaro’s omnibus education legislation.

    An early version of that bill appropriated $50 million for early childhood literacy readiness programs, but an amendment reduced that to $0 for the fiscal year beginning July 2025 and $12 million for the fiscal year beginning July 2026. Helmick says lawmakers chose to prioritize expansion of preschool seats, a Cannizzaro priority.

    SB460 was heavily negotiated and amended to include many of Gov. Joe Lombardo’s education priorities. Those priorities included setting aside $7 million in grant funding for charter school transportation.

    It appears those other priorities came at the expense of existing innovative programs that were working.

    Helmick says a survey of her families last year found 62% of them had fewer than 20 children’s books in their homes before enrolling their children in the program.

    “This program is such a low cost, high reward program,” she added.

    Helmick is hopeful the program can return to the Las Vegas area. She says Storied is having conversations with large companies and other nonprofits, reaching out to elected officials at all levels of government, and urging their supporters to do the same.

    “We’ve heard rumors of a special session,” she adds. “Can we rewrite SB460 to include the language that it took out? Are there other funds that we could add or tap into that we could fit under? Maybe that’s an avenue.”

    ‘It isn’t just about the books’

    Meredith Helmick and her husband, Kyle, were inspired to start Storied Inc. after attempting to sign up their daughter for Imagination Library only to learn the nationwide program didn’t serve their area.

    Dolly Parton launched Imagination Library in 1995 and the program has since given out more than 250 million free books to children in the United States and four other countries.

    Storied Inc. is one of several partners running the program in Nevada. According to Helmick, the other partners have managed to continue their programs, either in whole or by scaling down the number of kids served.

    The sheer size of Clark County’s population makes that a tougher task for Storied. According to the Imagination Library’s website, nearly 29,000 Nevada children are enrolled, the vast majority through Storied.

    Helmick says that before they even had a chance to market the program or figure out stable funding, an intrepid stranger found the sign up form and shared it on a social media group for parents in Las Vegas.

    “In 48 hours, we had 3,500 kids registered,” she recalls. “It was, like, ‘I guess we’re doing it now.’ But it all worked out beautifully.”

    From there, the program quickly grew just by word of mouth. It was funded from June 2023 to July 2025 by a grant from the state’s Early Childhood Innovative Literacy Program. Participation fluctuates each month as kids are signed up or age out at 5 years old, but Helmick says it stays in the range of 18,000 or 19,000 thousand children spanning most of Clark County.

    (Boulder City residents have a dedicated partner, Reading to Z, which currently serves fewer than 200 kids. Rural Clark County residents who live in Valley Electric Association’s service area can sign up for a program run by the energy cooperative’s charitable foundation.)

    Over the summer, with the funding drying up, Storied stopped accepting new kids into the program.

    “We didn’t want to disappoint families” by starting to send them books only to stop sending them a few months later, said Helmick. “One thing that sets (Imagination Library) apart is these books are sent directly to their home. I am a huge proponent of libraries. I’m there practically every week. But not everybody is able to do that. That is a barrier.”

    Additionally, the books arrive addressed to the child.

    “Getting it in the mail, the label with their name, it gives them ownership of the book,” says Helmick. “It makes a huge difference. I didn’t realize it until I heard it from families.”

    On the inside of each book cover is a note from Imagination Library with tips for parents on conversations they can have with their child about the book, or questions they can ask to boost critical thinking and early reading skills.

    “It isn’t just about the books and the words and the stories you’re reading with your kids,” said Helmick. “It’s sitting together side by side. It’s having conversations with them.”

    Nevada Current is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Nevada Current maintains editorial independence. Contact Editor Hugh Jackson for questions: [email protected].


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  • Students Love AI Chatbots — No, Really – The 74

    Students Love AI Chatbots — No, Really – The 74

    School (in)Security is our biweekly briefing on the latest school safety news, vetted by Mark KeierleberSubscribe here.

    The robots have taken over.

    New research suggests that a majority of students use chatbots like ChatGPT for just about everything at school. To write essays. To solve complicated math problems. To find love. 

    Wait, what? 

    Nearly a fifth of students said they or a friend have used artificial intelligence chatbots to form romantic relationships, according to a new survey by the nonprofit Center for Democracy & Technology. Some 42% said they or someone they know used the chatbots for mental health support, as an escape from real life or as a friend.

    Eighty-six percent of students say they’ve used artificial intelligence chatbots in the past academic year — half to help with schoolwork.

    The tech-enabled convenience, researchers conclude, doesn’t come without significant risks for young people. Namely, as AI proliferates in schools — with help from the federal government and a zealous tech industry — on a promise to improve student outcomes, they warn that young people could grow socially and emotionally disconnected from the humans in their lives. 


    In the news

    The latest in Trump’s immigration crackdown: The survey featured above, which quizzed students, teachers and parents, also offers startling findings on immigration enforcement in schools: 
    While more than a quarter of educators said their school collects information about whether a student is undocumented, 17% said their district shares records — including grades and disciplinary information — with immigration enforcement. 

    In the last school year, 13% of teachers said a staff member at their school reported a student or parent to immigration enforcement of their own accord. | Center for Democracy & Technology

    People hold signs as New York City officials speak at a press conference calling for the release of high school student Mamadou Mouctar Diallo outside of the Tweed Courthouse on Aug. 14 in New York City. (Michael M. Santiago/Getty Images)
    • Call for answers: In the wake of immigration enforcement that’s ensnared children, New York congressional Democrats are demanding the feds release information about the welfare of students held in detention, my colleague Jo Napolitano reports. | The 74
    • A 13-year-old boy from Brazil, who has lived in a Boston suburb since 2021 with a pending asylum application, was scooped up by Immigration and Customs Enforcement after local police arrested him on a “credible tip” accusing him of making “a violent threat” against a classmate at school. The boy’s mother said her son wound up in a Virginia detention facility and was “desperate, saying ICE had taken him.” | CNN
    • Chicago teenagers are among a group of activists patrolling the city’s neighborhoods to monitor ICE’s deployment to the city and help migrants avoid arrest. | NPR
    • Immigration agents detained a Chicago Public Schools vendor employee outside a school, prompting educators to move physical education classes indoors out of an “abundance of caution.” | Chicago Sun-Times
    • A Des Moines, Iowa, high schooler was detained by ICE during a routine immigration check-in, placed in a Louisiana detention center and deported to Central America fewer than two weeks later. | Des Moines Register
    • A 15-year-old boy with disabilities — who was handcuffed outside a Los Angeles high school after immigration agents mistook him for a suspect — is among more than 170 U.S. citizens, including nearly 20 children, who have been detained during the first nine months of the president’s immigration push. | PBS

    Trigger warning: After a Washington state teenager hanged himself on camera, the 13-year-old boy’s parents set out to find out what motivated their child to livestream his suicide on Instagram while online users watched. Evidence pointed to a sadistic online group that relies on torment, blackmail and coercion to weed out teens they deem weak. | The Washington Post

    Civil rights advocates in New York are sounding the alarm over a Long Island school district’s new AI-powered surveillance system, which includes round-the-clock audio monitoring with in-classroom microphones. | StateScoop

    A federal judge has ordered the Department of Defense to restock hundreds of books after a lawsuit alleged students were banned from checking out texts related to race and gender from school libraries on military bases in violation of the First Amendment. | Military.com

    More than 600 armed volunteers in Utah have been approved to patrol campuses across the state to comply with a new law requiring armed security. Called school guardians, the volunteers are existing school employees who agree to be trained by local law enforcement and carry guns on campus. | KUER

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    No “Jackass”: Instagram announced new PG-13 content features that restrict teenagers from viewing posts that contain sex, drugs and “risky stunts.” | The Associated Press

    A Tuscaloosa, Alabama, school resource officer restrained and handcuffed a county commissioner after a spat at an elementary school awards program. | Tuscaloosa News

    The number of guns found at Minnesota schools has increased nearly threefold in the last several years, new state data show. | Axios

    More than half of Florida’s school districts received bomb threats on a single evening last week. The threats weren’t credible, officials said, and appeared to be “part of a hoax intended to solicit money.” | News 6


    ICYMI @The74

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  • Canada’s study permits plunge by 60% in immigration reset

    Canada’s study permits plunge by 60% in immigration reset

    New IRCC data has revealed plummeting international student arrivals from January to August this year, with stakeholders bracing for further declines as the government pushes forward with efforts to reduce temporary residents in Canada.  

    “The international education sector is rightly concerned that study permit approvals are far below the caps, but the news release makes clear that those concerns are not shared by the Carney government,” Regulated Canadian Immigration Consultant (RCIC) Matthew McDonald told The PIE News

    The figures showed less than 90,000 new international students entered Canada from January to August 2025, making it highly unlikely that Canada will meet its goal of issuing 437,000 study permits this year, as announced in January 2025.  

    While international student arrivals have fallen by 60%, the government has painted the figures as a “story of success” in reducing Canada’s temporary resident population, said McDonald.  

    Taken together, the number of work permit holders and study permit holders decreased by 22% from August 2024 to 2025 – a trend that the IRCC said was “a clear sign the measures we’ve put in place are working”.  

    The drop has brought the total number of study permit holders (including those who hold a work and study permit at the same time) down to 802,425 – 21% less than in 2024 and the lowest level since 2021 during the pandemic. 

    It sets Canada on track to drastically miss the government’s target of issuing a total of 437,000 study permits this year, which was a 10% reduction of the original 2024 cap

    Given the expected shortfall, stakeholders are calling for greater transparency about IRCC’s objectives, highlighting the detrimental impact of the decline on institutions whose budgets were largely guided by the 10% cap.  

    The TR data release is a weather balloon … to see if the Canadian public accepts the message that immigration is now under control in Canada

    Matthew McDonald, RCIC

    The timing of the release less than two weeks ahead of the 2025-2027 Immigration Levels plan has not gone unnoticed by commentators, who are expecting an update to align with the incoming 2025 budget and the shifting vision of Canada’s long-standing openness to immigration. 

    “The temporary resident (TR) data release is a weather balloon, alongside updated processing times, to see if the Canadian public accepts the message that immigration is now under control in Canada,” said McDonald. 

    “The Carney government is concerned about the floor, not the ceiling—i.e., about wrestling down the TR population below 5%,” he added.  

    Currently, the government aims to reach the 5% goal by the end of 2027, with Carney acknowledging it will take several years to reduce TR levels by restricting those coming in and transitioning more temporary residents to permanent residency.  

    Notwithstanding any surprises in the upcoming budget and Immigration Levels Plan, McDonald said he expected the government to “hold their foot” on new study and work permit approvals for several years to come.  

    Ahead of the federal budget announcement, the Canadian Bureau for International Education (CBIE) is urging the government to launch a renewed International Education Strategy to “restore Canada’s global brand to bolster its foreign policy and trade relationships”. 

    The body highlighted the economic contributions of international students who contributed nearly CA$40bn to the country in 2022, boosting local communities and filing labour shortages. 

    What’s more, CBIE emphasised the cultural perspectives international students bring to Canada’s campuses and their importance to the country’s soft power, with students who leave becoming ambassadors for Canada in their home countries.  

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  • Bell English to close after 70 years

    Bell English to close after 70 years

    In a statement, Bell Educational Services Ltd confirmed that the group has served notice to put its three schools in Cambridge, London and St Albans into administration due to financial difficulties, with the schools set to close on October 31.

    “It is with deep regret that we announce Bell Educational Services Ltd has made the difficult decision to wind down its operations and will cease to trade shortly,” the group said in a statement.

    “Regrettably, the closure of the schools will also mean that staff members will face redundancy in the coming weeks,” it said, adding: “This is a deeply sad outcome for all involved”.

    English UK is finding replacement courses for some 125 students affected by the news under the student Emergency Support Scheme (SES), which obliges British Council-accredited centres to offer places to those whose schools have closed suddenly. The affected students are currently studying at Bell’s Cambridge and London locations, while the St Albans site will have no students by the closure date at the end of this month.

    English UK’s acting joint chief executive, Huan Japes, said he was “very sorry” for all those caught up in the closure. “[We] wish to pay our respects to the contribution that Bell has made to shaping the English language teaching industry over the last 70 years,” he added.

    “The English UK team is working with Bell management and nearby centres to ensure the students can continue their courses as quickly as possible. We have visited the school to answer the students’ questions in person, and we hope staff who have lost jobs find new employment quickly. We are very grateful to Bell staff and the administrators for managing the closure responsibly and with sensitivity.”

    Bell highlighted its “proud heritage spanning over 70 years” that has been “widely recognised as a pioneer in the teaching of English as a foreign language”.

    But it said it faced “significant cashflow challenges” and was unable to recover financially from the prolonged impact of the pandemic. Nor could it secure a buyer for the business.

    This is a very sad closure, but we don’t see it as part of a wider trend

    Huan Japes, English UK

    Bell school was founded by Frank Bell in 1955, having been inspired to start a language school after teaching languages in a prisoner of war camp.

    English UK noted that many bastions of the ELT sector had worked for Bell at some point in their careers. “We extend our sympathies to all of Bell’s staff, students and partners affected by this closure,” it said.

    Despite the news, Japes asserted that English UK data monitoring showed the UK remained a resilient market for the ELT sector. In spite of “tough trading conditions”, English UK student numbers dipped just 0.6% between 2023 and 2024, he said.

    “Unexpected closures do happen, but they are rare. Bell English’s financial set up was very unusual for our industry as it was run by a charitable foundation. This is a very sad closure, but we don’t see it as part of a wider trend,” he continued.

    “We understand how shocking closures are to affected staff and students, and our student emergency scheme is here to help anyone affected complete their studies as planned. We encourage students and agents to continue booking English courses in the UK with confidence.”

    The company noted that Bell Switzerland SA – of which Bell is the sole shareholder – would be unaffected by the closure and would continue operating as usual.

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  • Policy uncertainty emerges as top barrier to student mobility 

    Policy uncertainty emerges as top barrier to student mobility 

    While affordability remains the greatest obstacle for students, IDP Education’s new Emerging Futures survey has revealed the growing impact of sudden and unclear policy changes shaping students’ international study decisions.  

    “Students and families are prepared to make sacrifices to afford their international education dreams. They can adjust budgets, seek scholarships and rely on part-time work. But they cannot plan for uncertainty,” said IDP chief partnerships officer Simon Emmett.  

    “When the rules change, without warning or clarity, trust falls away. Students hesitate, delay, or choose to study elsewhere.” 

    Drawing on the views of nearly 8,000 international students from 134 countries between July and August 2025, the results highlighted the critical importance of study destinations communicating policy changes to sustain trust among students.  

    The US and UK were rated the lowest for providing clear guidance on visas and arrivals processes, while New Zealand was identified as the top communicator in this respect.  

    What’s more, the UK saw the steepest rise in students withdrawing from plans to study there, indicating recent policy changes including plans to shorten the Graduate Route and increase compliance metrics for universities are creating uncertainty among international students. 

    Of the students who said they were pivoting away from major study destinations, over half (51%) indicated tuition fees had become unaffordable and one in five said it was too difficult to obtain a visa.  

    In markets such as Malaysia, the Philippines and the UAE, students reported delaying or redirecting applications almost immediately after unclear announcements by major destinations, the report said. 

    Meanwhile Canada’s share of withdrawals was shown to have eased, indicating messaging is helping to rebuild stability, the authors suggested, though Canadian study permit issuance has fallen dramatically in 2025.

    Without that stability, even the most attractive destinations risk losing trust

    Simon Emmett, IDP

    Despite policy disruptions in Australia over recent years, the country remained the most popular first-choice destination globally, ranked highly for value for money, graduate employment opportunities and post-study work pathways.  

    At the same time, many respondents flagged sensitivities to recent visa and enrolment changes, highlighting the need for consistent and transparent messaging to maintain Australia’s competitiveness, according to IDP.  

    The US saw the largest decline in popularity, dropping to third place behind Australia and the UK. 

    NAFSA CEO Fanta Aw said the findings should serve as a “wake-up call” that policy uncertainty has real human and economic costs, emphasising the need for “clear and consistent” communication from institutions and policymakers.  

    “Students are paying close attention to how the US administration handles student visas and post-study experiential learning opportunities like Optional Practical Training,” said Aw. 

    Visa restrictions and policy hostility have rocked the US under Trump’s second presidency, with global visa appointments suspended for nearly a month this summer, as well as thousands of student visa revocations and travel restrictions on 12 nations.  

    Post-study work opportunities are increasingly fragile in the US with government plans to overhaul the H-1B skilled worker visa to favour better paid jobs and OPT coming under increased scrutiny from policymakers. 

    Emmett highlighted the knock-on effect of these policy shocks, with student journeys being disrupted “not by ambition, but by uncertainty”. 

    “Countries that provide predictability will win the confidence of students and their families. Without that stability, even the most attractive destinations risk losing trust,” he said. 

    Despite financial and political challenges, demand for global study remained strong, with half of all prospective students intending to apply within six months, and a further 29% within a year. 

    South Asia emerged as the main driver of intent, with more than 60% of students surveyed from India, Pakistan and Bangladesh preparing near-term applications, though this region was also the most sensitive to abrupt or confusing policy shifts.  

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  • Effective tools to foster student engagement

    Effective tools to foster student engagement

    Key points:

    In my classroom, students increasingly ask for relevant content. Students want to know how what they are learning in school relates to the world beyond the classroom. They want to be engaged in their learning.

    In fact, the 2025-2026 Education Insights Report vividly proves that students need and want engaging learning experiences. And it’s not just students who see engagement as important. Engagement is broadly recognized as a key driver of learning and success, with 93 percent of educators agreeing that student engagement is a critical metric for understanding overall achievement. What is more, 99 percent of superintendents believe student engagement is one of the top predictors of success at school.

    Creating highly engaging lesson plans that will immerse today’s tech-savvy students in learning can be a challenge, but here are two easy-to-find resources that I can turn to turbo-charge the engagement quotient of my lessons:

    Virtual field trips
    Virtual field trips empower educators to introduce students to amazing places, new people and ideas, and remarkable experiences–without ever leaving the classroom. There are so many virtual field trips out there, but I always love the ones that Discovery Education creates with partners.

    This fall, I plan to take my K-5 students to see the world’s largest solar telescope, located in Hawaii, for a behind-the-scenes tour with the National Science Foundation and Sesame. For those with older grades, I recommend diving into engineering and architecture with the new Forging Innovation: A Mission Possible Virtual Field Trip.

    I also love the virtual tours of the Smithsonian National Museum of Natural History. Together as a class or individually, students can dive into self-guided, room-by-room tours of several exhibits and areas within the museum from a desktop or smart device. This virtual field trip does include special collections and research areas, like ancient Egypt or the deep ocean. This makes it fun and easy for teachers like me to pick and choose which tour is most relevant to a lesson.

    Immersive learning resources
    Immersive learning content offers another way to take students to new places and connect the wider world, and universe, to the classroom. Immersive learning can be easily woven into the curriculum to enhance and provide context.

    One immersive learning solution I really like is TimePod Adventures from Verizon. It features free time-traveling episodes designed to engage students in places like Mars and prehistoric Earth. Now accessible directly through a web browser on a laptop, Chromebook, or mobile device, students need only internet access and audio output to begin the journey. Guided by an AI-powered assistant and featuring grade-band specific lesson plans, these missions across time and space encourage students to take control, explore incredible environments, and solve complex challenges.

    Immersive learning content can be overwhelming at first, but professional development resources are available to help educators build confidence while earning microcredentials. These resources let educators quickly dive into new and innovative techniques and teaching strategies that help increase student engagement.

    Taken together, engaging learning opportunities are ones that show students how classrooms learnings directly connect to their real lives. With resources like virtual field trips and immersive learning content, students can dive into school topics in ways that are fun, fresh, and sometimes otherworldly.

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