Category: News

  • Small District to Pay $7.5 Million to Settle Lawsuit Over Sexual Abuse Decades Ago – The 74

    Small District to Pay $7.5 Million to Settle Lawsuit Over Sexual Abuse Decades Ago – The 74


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    On the eve of what was expected to be a long and gut-wrenching trial, a small school district in Santa Barbara County has settled a sexual abuse lawsuit for $7.5 million with two brothers, now 65 and 68 years old, who claimed a long-dead principal molested them in the 1970s.  

    The brothers had sought $35 million for the harm they said they suffered, an attorney for the youngest brother said.

    The settlement equals about 40% of the 350-student district’s 2025-26 budget, although the district did not disclose the terms and timetable for the payment. The district’s superintendent acknowledged in a statement that there would be an impact on the budget. 

    Board members of the Montecito Union School District announced the settlement over the weekend. The trial was scheduled to start Monday.

    The case was brought under a 2019 state law, Assembly Bill 218, that removed a statute of limitations for filing claims that employees of public agencies, including school districts and city and county governments, sexually abused children placed in their care.

    Estimates suggest settlements and jury awards could cost California school districts as much as $3 billion by one projection, and possibly a lot more. Los Angeles County alone has agreed to pay $4 billion to settle abuse claims with more pending, mostly involving plaintiffs who were once in foster care.

    With many larger lawsuits with multiple victims yet to be settled or go to trial, the financial impacts are hard to predict. Small districts are worried that multimillion-dollar verdicts could devastate budgets, if not lead to insolvency. Insurance costs, meanwhile, have soared by more than 200% in five years, according to a survey of districts.

    In the Montecito case, the brothers were seeking $35 million in damages combined, John Richards, a lawyer representing one of them, said outside of court Monday.

    Montecito is not alone in facing decades-old accusations. The San Francisco Unified School District is embroiled in an ongoing suit involving a teacher who allegedly molested a student in the mid-1960s, records show.

    School boards association helps with legal fees

    The Montecito case drew the attention of the California School Boards Association, which gave the district a $50,000 grant to help with legal costs, said spokesman Troy Flint.

    Flint said Montecito Union Superintendent Anthony Ranii has “been a staunch advocate for AB 218 reform because he understands how this well-intentioned law carries such significant unintended consequences that compromise the educational experience of current and future students.”

    Montecito Union “is just one example of what potentially awaits school districts and county offices of education statewide,” Flint added.

    The settlement came just weeks after state Assembly members let a measure that would have restored a statute of limitations to such cases, Senate Bill 577, go without a vote in the final days of the legislative session. Its sponsor, Sen. John Laird, D-Santa Cruz, said he would bring it back next year.

    At a brief hearing Monday, Santa Barbara County Superior Court Judge Thomas P. Anderle called the Montecito matter “a case of real consequence.” He had scheduled 17 days for trial, court records show. The district’s lawyers did not attend the hearing.

    The brothers’ lawsuit was filed in 2022 and alleged that Montecito Union’s former superintendent and principal, Stanford Kerr, molested them in the early 1970s, including raping one of them. Kerr died in 2013 at 89. He never faced criminal charges.

    A third plaintiff who also claimed Kerr abused him settled earlier with the district for $1 million. He had described a full range of abuse covering many types of conduct, which included rape, court filings state.

    Just recompense for years of suffering

    The brothers, identified in court documents as John Doe 1 and John Doe 2, pushed forward, Richards said, hoping to be compensated for years of agony. The younger of the two, Richards said, has suffered a lifetime of substance abuse, which is blamed on Kerr’s assaults. 

    “The money is nice,” Richards said, but the younger brother also seeks “social acknowledgment that what happened to (him) was terrible. He has a long way to go,” in recovering.

    The district admitted no liability in making the settlement.

    Montecito Union has no insurance coverage going back to the period the brothers said the abuse occurred — 1972 to 1978, Ranii said in a statement.

    “We were prepared to mount a vigorous defense,” he said. But the possibility of a jury awarding far more than the district could afford pushed the idea of a settlement after years of pretrial maneuvering.

    The superintendent’s statement did not directly address the brothers’ claims. It also did not mention Kerr.

    “We are deeply mindful of the enduring pain caused by sexual abuse and feel for any person who has experienced such abuse,” Ranii said in the statement.

    A large award in the event of a trial would have “diminished our ability to serve students now and well into the future,” Ranii said. “Continued litigation created exceptional financial vulnerability. Settling now allows us to stabilize operations and remain focused on today’s students.”

    Montecito is an unincorporated oceanfront community just south of Santa Barbara in the shadows of the Santa Ynez Mountains. Its residents include Oprah Winfrey and Prince Harry and Meghan Markle. The district is one of the state’s richest, with more than $40,000 per student in funding due to tax receipts from high-value properties. 

    The district will manage the costs through a hiring freeze, staff reductions “when natural attrition occurs,” and redirecting “funds previously designated for capital repair,” Ranii said. The settlement allows the district to avoid layoffs, he said.

    The brothers’ case was built around the testimony they would have given about Kerr’s abuses, Richards said. There was no physical evidence. At one point, a district employee went to the brothers’ home and forced their parents to sign a document requiring them to make sure the boys came right home after school and avoided Kerr, according to court filings.

    Richards said the district did not produce such a document in discovery. It had no records that the boys ever attended the school, he said, although their photos appear in yearbooks. The district also had no records that Kerr ever faced accusations of abuse or sexual misconduct.

    Two school board members from Kerr’s time as superintendent said in depositions taken for the brothers’ suit that they would have taken action had they known he was abusing students, Richards said. But with the case settled, the elderly former members won’t be called to testify.

    All that remains is a final hearing that the judge scheduled for Nov. 19 to make sure the payment has been received “and that the check’s been cashed,” he said.

    Editor-at-Large John Festerwald contributed to this story.

    This story was originally published by EdSource. Sign up for their daily newsletter.


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  • ICE Nabs Iowa School Leader – The 74

    ICE Nabs Iowa School Leader – The 74

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

    The top campus security story this week is the resignation of Iowa’s largest school district superintendent, who was detained by federal immigration authorities on allegations he was living and working in the U.S. without authorization. 

    In a “targeted enforcement operation” a week ago, Immigration and Customs Enforcement agents arrested Ian Roberts, a 54-year-old native of Guyana, who has led Des Moines Public Schools since 2023.

    The fast-moving chain of events raises questions about why ICE agents specifically sought the arrest of the public official and the city’s first Black schools superintendent, whom federal officials said had a previously unreported final order of removal issued by an immigration judge on May 29. Yesterday, he was accused of federal firearm charges for possessing a gun at the time of his arrest.

    The Trump administration has already tied Roberts’ detainment to the president’s broader crackdown on affirmative action. The Justice Department announced Tuesday it would investigate Des Moines Public Schools to determine if it engaged in race-based hiring. 

    In 2021, the district’s former human resources manager said that out of Des Moines Public Schools’ 4,000 staff members, some 400 were Black. His comments were made as the district reflected on hiring Iowa’s first Black teacher 75 years earlier.

    The unraveling of Roberts’ career is also a story of purported deception. The school board, whose vetting practices have come under scrutiny, released a letter this week saying it is “also a victim,” after Roberts was accused of falsifying records about his immigration status and academic credentials.

    Roberts, an Olympic runner for his native Guyana who came to the U.S. in 1999 on a student visa, previously served in leadership roles at school districts in Pennsylvania and Missouri and at a major charter school network. 

    Get up to speed with this step-by-step explainer by the Des Moines Register.


    In the news

    A TikTok post led to the arrest of a Kennewick, Washington, 14-year-old who officials say had guns, a color-coded map of his high school and a manifesto outlining plans to carry out a campus shooting. | Tri-City Herald

    In California, authorities say an anonymous tip thwarted a potential school shooting after a student posted “detailed threats” on social media including a “mapped-out plan.” | NBC News
    The Education Department announced it would withhold more than $65 million in federal grants to the New York City, Chicago and Fairfax, Virginia, school districts for upholding equity policies designed to support transgender and Black youth. | The New York Times

    Campus speech at the forefront: More than 350 complaints have been submitted to the Texas education department against public school employees accused of publishing social media posts that praised the assassination of conservative activist Charlie Kirk. | Fort Worth Report

    • The Los Angeles Unified School District faces accusations that its social media policy, which allows educators to ban parents from campus for making threatening or racist online comments about school officials, violates the First Amendment. | LAist
    • ‘Truly scandalous’: The Trump administration engaged in the “unconstitutional suppression of free speech” when federal immigration enforcement officials arrested and sought to deport international college students for their pro-Palestinian activism. | The Washington Post
    • A new PEN America report warns of a “disturbing normalization of censorship” in public schools where book bans have risen sharply in the last few years. The 1962 novel A Clockwork Orange by Anthony Burgess topped the list. | NPR 
    • Lawrence, Kansas, school officials were accused of censoring high school journalists and intimidating their adviser in violation of state law after current and former students filed a federal lawsuit alleging the district’s use of a digital student surveillance tool violated their privacy and press freedom rights. | Student Press Law Center
      • The student activity monitoring tool Gaggle, which flags keywords like “kill” and “bomb,” “has helped our staff intervene and save lives,” the Lawrence district says. But students say the system subjected them to false allegations. | The Washington Post
      • The 74 throwback: Meet the gatekeepers of students’ private lives. | The 74

    ‘Places of care, not chaos’: California Gov. Gavin Newsom signed into law new rules that require federal immigration enforcement officers to show a warrant or court order before entering a school campus or questioning students. | EdSource

    Minnesota’s red flag gun law, which allows authorities to confiscate firearms from people with violent plans, has been used to prevent school shootings but its use is inconsistent, an investigation found. | The Minnesota Star Tribune

    A middle school boy from New York was arrested on allegations of catfishing classmates by impersonating a girl online, convincing male classmates to send him sexually revealing photographs and extorting them for cash or gift cards. | The New York Times

    Sign-up for the School (in)Security newsletter.

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    The Trump administration plans to overhaul a student loan forgiveness program for employees at nonprofits that officials claim are engaged in “illegal activities” — a justification that could be used to target organizations that serve immigrants and transgender youth. | The Associated Press

    A Michigan school district, where four elementary school girls said they were groped by a classmate on the playground, is accused of waiting eight days to report the incident to the police. | Lansing State Journal


    ICYMI @The74

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    Emotional Support

    The 74 will meet for a company summit in Minneapolis next week. Matilda wasn’t invited, but she couldn’t care less.


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  • Global demand for US master’s degrees plunges by 60%

    Global demand for US master’s degrees plunges by 60%

    The data, collected from January 6 to September 28, aligns closely with the start of Donald Trump’s second presidential term and the ensuing uncertainty around student visas and post-graduation work opportunities. It is based on the search behaviour of over 50 million prospective students on Studyportals.  

    “Prospective international students and their families weigh not only academic reputation but also regulatory stability and post-graduation prospects,” said Studyportals CEO Edwin van Rest: “Right now, those factors are working against institutions.”  

    Studyportals said the steep decline – dropping more than 60% in less than nine months – corresponds to proposed and enacted policy changes impacting student visa duration, Optional Practical Training (OPT) and H-1B work authorisation in the US. 

    Last week, the Trump administration shocked businesses and prospective employees by hiking the H-1B visa fee to $100,000 – over 20 times what employers previously paid. Days later, the government announced proposals to overhaul the visa system in favour of higher-paid workers.  

    Sector leaders have warned that OPT could be the administration’s next target, after a senior US senator called on the homeland security secretary Kristi Noem to stop issuing work authorisations such as OPT to international students.  

    Such a move would have a detrimental impact on student interest in the US, with a recent NAFSA survey suggesting that losing OPT reduces enrolment likelihood from 67% to 48%.  

    Meanwhile, roughly half of current students planning to stay in the US after graduation would abandon those plans if H-1B visas prioritised higher wage earners, the survey indicated.  

    “Prospective students are making go/no-go enrolment decisions, while current students are making stay/leave retention decisions,” said van Rest. 

    “Policy changes ripple through both ends of the pipeline, reducing new inflow and pushing out existing talent already contributing to US research, innovation and competitiveness,” he added.  

    Data: Studyportals

    The search data revealed a spike in interest at the beginning of July, primarily from Vietnam and Bangladesh, and to a lesser extent India and Pakistan. Experts have suggested the new Jardine-Fulbright Scholarship aimed at empowering future Vietnam leaders could have contributed to the rise.  

    Meanwhile, Iran, Nepal and India have seen the steepest drops in master’s demand, declining more than 60% this year to date compared to last.  

    While federal SEVIS data recorded a 0.8% rise in international student levels this semester, plummeting visa arrivals and anecdotal reports of fewer students on campus suggest the rise was in part due to OPT extensions – individuals who are counted in student totals but who are not enrolled on US campuses or paying tuition fees.  

    Beyond the immediate financial concerns of declining international enrolments for some schools, van Rest warned: “The policies we adopt today will echo for years in global talent flows.”

    The UK and Ireland have gained the most relative market share of international interest on Studyportals – both up 16% compared to the same period in 2024. Australia, Austria, Sweden and Spain all experienced a 12% increase on the previous year.  

    In the US, international students make up over half of all students enrolled in STEM fields and 70% of all full-time graduate enrolments in AI-related disciplines, according to Institute of International Education (IIE) data.  

    The policies we adopt today will echo for years in global talent flows

    Edwin van Rest, Studyportals

    What’s more, universities with higher rates of international enrolment have been found to produce more domestic STEM graduates, likely due to greater investment in these disciplines, National Foundation for American Policy (NFAP) research has shown.  

    Last year, graduate students made up 45% of the overall international student cohort (including OPT), compared to undergraduate which comprised roughly 30%, according to IIE Open Doors data.  

    Universities with higher proportions of overseas students have been found to produce more domestic STEM graduates, likely due to greater investment in these disciplines, National Foundation for American Policy (NFAP) research has shown. 

    The news of plummeting international demand comes as domestic enrolments are declining, with less high school graduates entering college education and an overall demographic shrinking of university-age students.  

    In a recent survey by the American Council on Education (ACE), nearly three quarters of college leaders said they were concerned about enrolment levels this semester, with 65% moderately or extremely worried about immigration restrictions and visa revocations.  

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  • “Phased implementation” of new UK BCA thresholds confirmed

    “Phased implementation” of new UK BCA thresholds confirmed

    Director of Universities UK International (UUKi), Jamie Arrowsmith, has issued an update to the sector regarding various changes due to take place as a result of the government’s immigration white paper, published in May 2025.

    UUKi, the sector body representing UK universities’ global interests, has been engaging with officials on the various proposals facing the sector. This includes the government’s ambition to implement an international student levy, shortening the Graduate Route from two years to 18 months, and tightening the Basic Compliance Assessment (BCA) thresholds that universities are held to.

    Arrowsmith’s update brought the news that the Home Office has committed to phased implementation of the new BCA thresholds. He also said that the Home Office has also committed to “discretionary exceptions for smaller providers and for institutions that would have passed under current rules”.

    ⁠The government’s proposal is to raise the minimum pass requirement of each BCA metric by five percentage points, so that a sponsor must maintain a course enrolment rate of at least 95% and a course completion rate of 90% in order to pass the compliance threshold.

    However, the change that has most unsettled the sector is the proposal to tighten the visa refusal rate compliance threshold, halving it from 10% to 5%.

    Arrowsmith told members that UKVI is now piloting enhanced data sharing to give sponsors more insight into visa refusals – a step UUKi has long called for.

    “While this is welcome, we’re clear that further systems and data improvements are needed as a matter of course to support institutions in adjusting to the tighter thresholds,” said Arrowsmith.

    The incoming measures also include a traffic-light banding system that rates sponsors on compliance performance, with underperforming institutions facing being placed on a UKVI action plan or a possible recruitment cap.  

    “We’re also seeking greater clarity on the proposed red-amber-green rating system and will continue to engage through the Education Advisory Group and regular discussions with UKVI and the Home Office,” added Arrowsmith.

    A spokesperson for the Home Office told The PIE News: “We strongly value the contribution of international students and recognise their importance to the UK’s world-leading universities. That’s why we’re tightening the rules to ensure those coming here are genuine students and education providers take their responsibilities seriously.”

    Communications surrounding curtailing the Graduate Route are “expected imminently”, said Arrowsmith, and UUKi is arguing strongly against the implementation from the January/February 2026 intake, “so that those students are able to access the two-year offer they applied for”.

    “We continue to press for written confirmation that PhD graduates will retain three years’ eligibility, and for changes to apply from a set course start date rather than a graduation date, to provide clarity for institutions and applicants,” he continued.

    We strongly value the contribution of international students and recognise their importance to the UK’s world-leading universities. That’s why we’re tightening the rules to ensure those coming here are genuine students and education providers take their responsibilities seriously
    UK Home Office

    News from this week’s Labour Party conference has brought some overdue clarity on the proposed levy on universities’ income from international students. Education Secretary Bridget Phillipson confirmed the measure remains on the table, with the revenue earmarked to fund targeted maintenance grants.

    The announcement sparked backlash from sector leaders. Some took aim at the government’s assumptions that universities will be able to simply pass the levy onto international students through higher tuition fees, while others argued that it’s unfair to force international students to essentially pay for domestic maintenance grants.

    As the government seeks to implement these reforms, most can be enacted through changes to the immigration rules without requiring an act of parliament — the only exception being the levy on international student fees.

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  • Australia eases risk ratings amid calls to scrap system

    Australia eases risk ratings amid calls to scrap system

    According to reports, a brief note issued by the Department of Home Affairs through the Provider Registration and International Student Management System (PRISMS), which oversees international student data, confirms that evidence levels have been updated.

    “The September 2025 evidence level update for countries and education providers (based on student visa outcome data from 1 July 2024 to 30 June 2025) has taken place, effective for applications lodged on or after 30 September 2025,” read a statement by the DHA on the PRISMS website.

    Consultants and universities in Australia are able to work out these levels through the government’s document checklist tool, which reveals a provider’s risk standing based on the requirements triggered when paired with a student’s country of origin.

    Reports suggest that level 1 (lowest risk) includes Bangladesh and Sri Lanka; level 2 (moderate risk) includes India, Bhutan, Vietnam, China, and Nepal; and level 3 (highest risk) includes Fiji, the Philippines, Pakistan, and Colombia.

    Although India and Vietnam, both prominent source markets for Australia, improved from level 3 to level 2 on the back of stronger grant rates, China slipped from level 1 to level 2, possibly due to a surge in asylum applications from Chinese nationals, particularly students, as some reports suggest.

    While education providers in Australia registered under CRICOS (Commonwealth Register of Institutions and Courses for Overseas Students) are assigned an evidence level, each country is also given one based on its past performance with student visas, particularly visa refusals, asylum applications, and breaches of conditions.

    Are there not more Indians applying for protection visas? Hasn’t Nepal followed Sri Lanka and Bangladesh in political turmoil, where the economy has suffered? This has raised concerns around students meeting GS requirements
    Ravi Lochan Singh, Global Reach

    The combination of provider and country levels determines the documents required for an international student’s visa application.

    Stakeholders have highlighted the lack of transparency in assessing country risk levels, particularly as students from countries with reduced risk ratings may still arrive in Australia under precarious conditions.

    “Are there not more Indians applying for protection visas? Hasn’t Nepal followed Sri Lanka and Bangladesh in political turmoil, where the economy has suffered? This has raised concerns around students meeting GS requirements. There are also whispers that certain operators may encourage students to apply for protection visas,” stated Ravi Lochan Singh, managing director, Global Reach.

    Visa prioritisation is already tied to intended caps, with applications processed on a first-in, first-out basis until a provider reaches 80% of its allocation, explained Singh.

    With almost all universities now streamlined for visas and the majority promoted from level 2 to level 1, lowest risk, and almost none remaining in level 3, the evidence-level system appears unnecessary to some.

    “The concept of ‘streamlining’ (and then the development later of the SSVF) took place at a time where there was a whole-of-government focus on growing international student numbers and increasing the value, while maintaining integrity, of the highly important international education sector,” shared Mike Ferguson, pro vice-chancellor of Charles Sturt University.

    According to Ferguson, a former DHA official, “English and financial requirements were streamlined as part of the visa process, based on a risk assessment, given the other safeguards in place – obligations enforced by TEQSA and ASQA in terms of providers ensuring students have sufficient English proficiency and the use of the GTE requirement to consider a student’s holistic economic circumstances.”

    However, with international student numbers rising since the early 2010s, “times have changed” and the focus has shifted to managing enrolments and ensuring sustainable growth, explained Ferguson.

    “My view is that all students should provide evidence of funds and English with the visa process. That would align with community expectations, support enhanced integrity and potentially help to some degree with some of the course hopping behaviour we are seeing (though the latter requires a range of measures),” he contineud.

    “DHA could still determine the degree to which they scrutinise the funds submitted but that would be based on a more holistic and granular risk assessment – not just based on country and provider.”

    Evidence levels of select Australian institutions, showing whether they have remained steady, been upgraded, or downgraded, as shared by Ravi Lochan Singh. Correction: Deakin University was previously categorized under risk level 2 (not 1) and has since been upgraded to 1.

    Singh further stated that concerns around visa hopping and attrition could be exacerbated, as international students may now enter Australia through universities and then transition to higher-risk, non-university sectors without needing new visa applications, especially since Australia has yet to mandate linking study visas to the institution of initial enrolment, unlike neighbouring New Zealand.

    Moreover, Singh pointed out that when students arrive without adequate financial backing, it can increase visa misuse, which may lead authorities to tighten risk classifications again.

    “The document checklist tool provides a clear framework for assessing the risk level of a university. However, it raises concerns about the recent trend of promoting the application of visas without financial funds, as suggested by the document checklist tools. While these visas may be approved, this approach could potentially lead to the return of the country to risk level 3 in the future,” stated Singh.

    “For instance, if a country’s risk level is 3 (such as Pakistan), and Home Affairs requires financial and English requirements to be attached to the visa application, the university’s risk level is inferred to be 2. If the Home Affairs tool waives this requirement, the risk level is reduced to 1.”

    The PIE has requested comment from the DHA and is awaiting a response.

    Australia’s reported changes to country evidence levels come just a month after the government announced an additional 25,000 international student places for next year, raising the cap to 295,000.

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  • What educators need to know

    What educators need to know

    Key points:

    Literacy has always been the foundation of learning, but for middle school students, the stakes are especially high. These years mark the critical shift from learning to read to reading to learn.

    When students enter sixth, seventh, or eighth grade still struggling with foundational skills, every subject becomes harder–science labs, social studies texts, even math word problems require reading proficiency. For educators, the challenge is not just addressing gaps but also building the confidence that helps adolescents believe they can succeed.

    The confidence gap

    By middle school, many students are keenly aware when they’re behind their peers in reading. Interventions that feel too elementary can undermine motivation. As Dr. Michelle D. Barrett, Senior Vice President of Research, Policy, and Impact at Edmentum, explained:

    “If you have a student who’s in the middle grades and still has gaps in foundational reading skills, they need to be provided with age-appropriate curriculum and instruction. You can’t give them something that feels babyish–that only discourages them.”

    Designing for engagement

    Research shows that engagement is just as important as instruction, particularly for adolescents. “If students aren’t engaged, if they’re not showing up to school, then you have a real problem,” Barrett said. “It’s about making sure that even if students have gaps, they’re still being supported with curriculum that feels relevant and engaging.”

    To meet that need, digital programs like Edmentum’s Exact Path tailor both design and content to the learner’s age. “A middle schooler doesn’t want the cartoony things our first graders get,” Barrett noted. “That kind of thing really does matter–not just for engagement, but also for their confidence and willingness to keep going.”

    Measuring what works

    Educators also need strong data to target interventions. “It’s all about how you’re differentiating for those students,” Barrett said. “You’ve got to have great assessments, engaging content that’s evidence-based, and a way for students to feel and understand success.”

    Exact Path begins with universal screening, then builds personalized learning paths grounded in research-based reading progressions. More than 60 studies in the past two years have shown consistent results. “When students complete eight skills per semester, we see significant growth across grade levels–whether measured by NWEA MAP, STAR, or state assessments,” Barrett added.

    That growth extends across diverse groups. “In one large urban district, we found the effect sizes for students receiving special education services were twice that of their peers,” Barrett said. “That tells us the program can be a really effective literacy intervention for students most at risk.”

    Layering supports for greater impact

    Barrett emphasized that literacy progress is strongest when multiple supports are combined. “With digital curriculum, students do better. But with a teacher on top of that digital curriculum, they do even better. Add intensive tutoring, and outcomes improve again,” she said.

    Progress monitoring and recognition also help build confidence. “Students are going to persist when they can experience success,” Barrett added. “Celebrating growth, even in small increments, matters for motivation.”

    A shared mission

    While tools like Exact Path provide research-backed support, Barrett stressed that literacy improvement is ultimately a shared responsibility. “District leaders should be asking: How is this program serving students across different backgrounds? Is it working for multilingual learners, students with IEPs, students who are at risk?” she said.

    The broader goal, she emphasized, is preparing students for lifelong learning. “Middle school is such an important time. If we can help students build literacy and confidence there, we’re not just improving test scores–we’re giving them the skills to succeed in every subject, and in life.”

    Laura Ascione
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  • Education Department takes a preliminary step toward revamping its research and statistics arm

    Education Department takes a preliminary step toward revamping its research and statistics arm

    In his first two months in office, President Donald Trump ordered the closing of the Education Department and fired half of its staff. The department’s research and statistics division, called the Institute of Education Sciences (IES), was particularly hard hit. About 90 percent of its staff lost their jobs and more than 100 federal contracts to conduct its primary activities were canceled.

    But now there are signs that the Trump administration is partially reversing course and wants the federal government to retain a role in generating education statistics and evidence for what works in classrooms — at least to some extent. On Sept. 25, the department posted a notice in the Federal Register asking the public to submit feedback by Oct. 15 on reforming IES to make research more relevant to student learning. The department also asked for suggestions on how to collect data more efficiently.

    The timeline for revamping IES remains unclear, as is whether the administration will invest money into modernizing the agency. For example, it would take time and money to pilot new statistical techniques; in the meantime, statisticians would have to continue using current protocols.

    Still, the signs of rebuilding are adding up. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    At the end of May, the department announced that it had temporarily hired a researcher from the Thomas B. Fordham Institute, a conservative think tank, to recommend ways to reform education research and development. The researcher, Amber Northern, has been “listening” to suggestions from think tanks and research organizations, according to department spokeswoman Madi Biedermann, and now wants more public feedback.  

    Biedermann said that the Trump administration “absolutely” intends to retain a role in education research, even as it seeks to close the department. Closure will require congressional approval, which hasn’t happened yet. In the meantime, Biedermann said the department is looking across the government to find where its research and statistics activities “best fit.”

    Other IES activities also appear to be resuming. In June, the department disclosed in a legal filing that it had or has plans to reinstate 20 of the 101 terminated contracts. Among the activities slated to be restarted are 10 Regional Education Laboratories that partner with school districts and states to generate and apply evidence. It remains unclear how all 20 contracts can be restarted without federal employees to hold competitive bidding processes and oversee them. 

    Earlier in September, the department posted eight new jobs to help administer the National Assessment of Educational Progress (NAEP), also called the Nation’s Report Card. These positions would be part of IES’s statistics division, the National Center for Education Statistics. Most of the work in developing and administering tests is handled by outside vendors, but federal employees are needed to award and oversee these contracts. After mass firings in March, employees at the board that oversees NAEP have been on loan to the Education Department to make sure the 2026 NAEP test is on schedule.

    Only a small staff remains at IES. Some education statistics have trickled out since Trump took office, including its first release of higher education data on Sept. 23. But the data releases have been late and incomplete

    It is believed that no new grants have been issued for education studies since March, according to researchers who are familiar with the federal grant making process but asked not to be identified for fear of retaliation. A big obstacle is that a contract to conduct peer review of research proposals was canceled so new ideas cannot be properly vetted. The staff that remains is trying to make annual disbursements for older multi-year studies that haven’t been canceled. 

    Related: Chaos and confusion as the statistics arm of the Education Department is reduced to a skeletal staff of 3

    With all these changes, it’s becoming increasingly difficult to figure out the status of federally funded education research. One potential source of clarity is a new project launched by two researchers from George Washington University and Johns Hopkins University. Rob Olsen and Betsy Wolf, who was an IES researcher until March, are tracking cancellations and keeping a record of research results for policymakers. 

    If it’s successful, it will be a much-needed light through the chaos.

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about reforming IES was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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  • California School Board Member Stipends Could Change Under New Bill – The 74

    California School Board Member Stipends Could Change Under New Bill – The 74


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    There’s more to being a diligent school board member than attending a couple of meetings a month.

    Those meetings require preparation, research and one-on-one conversations with school leadership. There are school site visits. Many districts require regular board training. Sometimes there are spinoff committee meetings about parcel taxes or school nutrition. There’s also an expectation that board members attend events like football games, PTA meetings and retirement ceremonies. Meetings with parents and other constituents are a core part of the role, too.

    For all of this, Woodland Joint Unified School District board president Deborah Bautista Zavala says she earns a stipend of $240 a month, minus taxes — the maximum allowed by the state for her district with just under 10,000 students.

    “You don’t do it for money, but to improve the education of students,” said Bautista Zavala.

    But the lack of money, she said, is a real problem for attracting and retaining qualified school board members who truly represent the community.

    That could change if Gov. Gavin Newsom signs Assembly Bill 1390, which would raise the maximum monthly stipend for school board members in both school districts and county offices of education.

    This would be the first time in over 40 years that school board members’ compensation has been reconsidered — and the measure comes at a time when school boards are grappling with financial deficits, consolidation, uncertainty about federal funding and potential school closures.

    Proponents of the bill have argued that while school board members dedicate large amounts of time to their position, they are not compensated adequately. Currently, school board members can earn no more than $60 each month in small districts or up to $1,500 for the state’s largest districts.

    There is also a clause in the current law that allows board member stipends to be raised by 5% each year beyond the maximum, but 7 out of 10 boards still have stipends at or below the maximum, according to Troy Flint, chief information officer for the California School Boards Association.

    Raising school board compensation has been a longstanding issue for the California School Boards Association, which sponsored the bill, but it has become more pressing in the years since the pandemic, Flint said.

    “The job is vastly more complex than it used to be,” said Flint. “It requires a strong knowledge of finance, an aptitude for community engagement, a working knowledge of educational theory and an ability to deal with culture wars and political issues.”

    The role is at an inflection point: More than 6 out of 10 school board members did not run for reelection over the past three cycles, Flint said.

    Legislative analysis referenced an EdSource article, which found that 56% of 1,510 school board races across 49 California counties did not appear on a local ballot in 2024, either because there was one unopposed candidate who became a guaranteed winner or because there were no candidates at all.

    The bill’s author, Assemblymember José Luis Solache Jr., D-Lynwood, argues that increasing board members’ compensation could lead to bigger, more diverse candidate pools. School boards often attract retirees or other professionals with stable income and spare time. Low stipends put the job out of reach for those from working families or younger people who are already struggling to make ends meet, Solache said.

    Solache would know: He began serving on the board for the Lynwood Unified School District starting in 2003, when he was 23 years old. He has since worked with other young elected officials to find ways to recruit young people into office. Solache sees this bill as a way to improve recruitment for an important community role.

    “It’s an underpaid job. We compensate the president, senators, Assembly members, state senators,” Solache said. “Why can’t you compensate the school board members that have jurisdiction over your child’s education?”

    Raising the stipends of elected officials can raise eyebrows in Sacramento, Solache said. The bill set the maximums by setting an amount between inflation since 1984, when rates were set, and what the maximum would have been if the boards had raised the rates 5% annually as allowed by law.

    Maximums for board members in the smallest districts saw the greatest increase. Currently, the maximum for a board member at a school district with fewer than 150 students is $60 a month. Under this bill, that same board member could earn up to $600 monthly, which Solache said is more equitable.

    But board members won’t necessarily see raises, even if Newsom signs it into law. The bill merely raises the ceiling for compensation. The decision to actually offer raises to school board members will happen at the local level, and that could be a tough sell given the budget constraints school districts are facing in the coming year.

    “There’s no getting around that: that in a time of limited resources, adding money for board members is taking money away from other places,” said Julie Marsh, a professor at USC’s Rossier School of Education, who recently served as the lead author of a study analyzing the experiences of 10 school board members across the state.

    “We need to just really keep in mind the demands of that role and the decisions that they’re making around the superintendent, the budgets for these places, the curricular decisions that are being made. And as a state, there’s been a lot put on these positions in terms of making really important decisions,” she said.

    Bautista Zavala believes it will be tough to make the case to some of her fellow board members at Woodland Unified, which is in a community 20 miles northwest of Sacramento. The district of 9,500 students struggled to pass a facilities bond last November, despite facilities in dire need of improvement. The optics of board members giving themselves a raise could be tricky if they’re also negotiating with teachers or classified staff.

    “You have to be strategic about bringing this forward,” she said.

    She encourages board members to raise stipends to bring new voices to school boards. She says members who believe they don’t need a raise can donate the stipend.

    Some people believe serving on a board is a civic duty, and compensation shouldn’t factor into the role, said Jonathan Zachreson, board member at Roseville City School District. But he said that’s not realistic for many people. He hopes that raising the stipends for board members will also mean raising the expectations for board members.

    Zachreson is concerned that some boards outsource policymaking to groups, including the California School Boards Association, rather than doing in-depth research themselves to find a solution that works best for the community.

    “It’s worth the time commitment to actually learn and not just rubber-stamp proposals,” said Zachreson.

    But some believe there could be unintended consequences in raising the stipends of board members.

    “The worst-case scenario, I think, from a superintendent’s point of view, would be if the increase in pay becomes attractive to the wrong kind of people, who want to micromanage the superintendent and want to be well compensated for that,” said Carl Cohn, a former superintendent of the Long Beach Unified School District and State Board of Education member.

    Some boards are exempt

    Some school districts and county boards of education are exempt from this model because they have their own local charter. This includes the Los Angeles Unified School District, the state’s largest school district with an $18.8 billion budget this academic year; it won’t be impacted by the bill should it become law. A separate LAUSD Compensation Review Committee outlines board members’ salaries — a strategy that Marsh said makes the district appear less self-serving.

    In 2017, Los Angeles Unified school board members who didn’t work elsewhere received a 174% pay increase.

    “With the increase in compensation in Los Angeles Unified, we saw candidates earlier in their careers, single parents, women of color, immigrants and others with similar lived experience to our students step up,” said board member Tanya Ortiz Franklin in a statement to EdSource. “I hope that will be the trend across the state and improve decision-making for California’s public schools.”

    According to a 2023 committee resolution, Los Angeles Unified board members made $127,500 annually if they weren’t employed elsewhere and $51,000 if they had another source of income. And on July 1 until 2027, board members would receive a 1% annual increase — leading most recently to salaries of $128,775 and $51,510, depending on outside employment.

    Meanwhile, compensation in the San Francisco Unified School District, currently $500 monthly for board members, is governed by the city and county and is also exempt. The board of supervisors must approve compensation for county board members in Alpine, San Benito and San Bernardino counties.

    Beyond compensation

    Increasing school board members’ compensation might help address issues such as poor recruitment and retention, Marsh said. But professional development and other non-financial support could go a long way, since board members come in with varying degrees of knowledge on data, governance and technology.

    “With the rapidly changing context around us — whether that’s around the politics and the political climate and the divisiveness, or shifting technology — I think there’s a need to further support folks,” Marsh said.

    This story was originally published on EdSource.


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  • Ethnic Studies Mandate in California Schools Stalls Over Money, Politics – The 74

    Ethnic Studies Mandate in California Schools Stalls Over Money, Politics – The 74


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    This story was originally published by CalMatters. Sign up for their newsletters.

    This fall, every high school in California was supposed to offer ethnic studies — a one-semester class focused on the struggles and triumphs of marginalized communities.

    But the class appears stalled, at least for now, after the state budget omitted funding for it and the increasingly polarized political climate dampened some districts’ appetite for anything that hints at controversy.

    “Right now, it’s a mixed bag. Some school districts have already implemented the course, and some school districts are using the current circumstances as a rationale not to move forward,” said Albert Camarillo, a Stanford history professor and founder of the university’s Center for Comparative Studies in Race and Ethnicity. “But I’m hopeful. This fight has been going on for a long time.”

    California passed the ethnic studies mandate in 2021, following years of debate and fine-tuning of curriculum. The class was meant to focus on the cultures and histories of African Americans, Asian Americans, Native Americans and Latinos, all of whom have faced oppression in California. The state’s curriculum also encourages schools to add additional lessons based on their student populations, such as Hmong or Armenian.

    The course would have been required for high school graduation, beginning with the Class of 2030.

    But the state never allotted money for the course, which meant the mandate hasn’t gone into effect. The Senate Appropriations Committee estimated that the cost to hire and train teachers and purchase textbooks and other materials would be $276 million. Some school districts have used their own money to train teachers and have started offering the class anyway.

    Accusations of antisemitism

    Meanwhile, fights have erupted across the state over who and who isn’t included in the curriculum. Some ethnic studies teachers incorporated lessons on the Gaza conflict and made other changes put forth by a group of educators and activists called the Liberated Ethnic Studies Model Curriculum Consortium. That’s led to accusations of antisemitism in dozens of school districts.

    Antisemitism has been on the rise generally in California, not just in schools. Statewide, anti-Jewish hate crime rose 7.3% last year, according to the California Department of Justice. In Los Angeles County, hate crimes — including slurs— against Jewish people rose 91% last year, to the highest number ever recorded, according to the county’s Commission on Human Relations.

    Those numbers in part prompted a pair of legislators to propose a bill addressing antisemitism in California public schools. Assembly Bill 715, which is now headed to Gov. Gavin Newsom, would beef up the discrimination complaint process in schools and create a statewide antisemitism coordinator to ensure schools comply. Another bill, which died, would have directly addressed antisemitism in ethnic studies classes by placing restrictions on curriculum.

    ‘On life support’

    But the delays and public controversies have taken a toll. No one has tracked how many schools offer ethnic studies, or how many require it, but some say the momentum is lost.

    It’s already on life support and this could be one more arrow,” said Tab Berg, a political consultant based in the Sacramento area.

    Berg has been a critic of ethnic studies, saying it’s divisive. A better way to encourage cultural understanding is to eliminate segregation in schools and ensure the existing social studies curriculum is comprehensive and accurate, he said. “We should absolutely find ways to help students appreciate and understand other cultures. But not in a way that leads to further polarization of the school community.”

    Carol Kocivar, former head of the state PTA and a San Francisco-based education writer, also thinks the class may be stalled indefinitely.

    “I think the people who supported ethnic studies didn’t realize they were opening a can of worms,” Kocivar said. “Until there’s an agreement on the ideological guardrails, I just don’t see it moving forward on a broad scale.”

    Kocivar supports the ethnic studies curriculum generally, but thinks it should be woven into existing classes like English, history and foreign language. That would leave room in students’ schedules for electives while still ensuring they learn the histories of marginalized communities.

    Schools moving ahead

    In Orange County, nearly all high schools are offering ethnic studies as a stand-alone elective course or paired with a required class like English or history. Teachers use curriculum written by their districts with public input, drawn from the state’s recommended curriculum. They also have the option of adding lessons on Vietnamese, Hmong or Cambodian culture, reflecting the county’s ethnic makeup.

    “The feedback has been overwhelmingly positive,” said Marika Manos, manager of history and social science for the Orange County Department of Education. “Students see themselves in the curriculum and in the broader story of America. … It’s a wonderful opportunity for them to get some joy in their day.”

    A handful of districts are waiting to see if the state authorizes funding, but the rest have found their own money to hire and train teachers and purchase materials. There was some pushback against Santa Ana Unified when two Jewish civil rights groups sued, claiming the district’s ethnic studies courses contained antisemetic material. The district settled earlier this year and changed the course curriculum.

    Polarized political climate

    Camarillo, the Stanford professor, said the national political climate “no question” has had a significant effect on the ethnic studies rollout. Parents might have genuine concerns about what’s being taught, “but we’re also seeing the impact of extremist groups that are fomenting distrust in our schools.”

    He pointed to book bans, attacks on “woke” curriculum and other so-called culture war issues playing out in schools nationwide.

    But the fight over ethnic studies has been going on for decades, since the first student activists pushed for the course at San Francisco State in the 1960s, and he’s hopeful that the current obstacles, especially the fights over antisemitism, will eventually resolve.

    “I hate to see what’s happening but I think there’s hope for a resolution,” he said. “Ethnic studies can help us understand and appreciate each other, communicate, make connections. I’ve seen it play out in the classroom and it’s a beautiful thing.”

    ‘A really special class’

    In Oakland, Summer Johnson has been teaching ethnic studies for three years at Arise High School, a charter school in the Fruitvale district. She uses a combination of liberated ethnic studies and other curricula and her own lesson plans.

    She covers topics like identity, stereotypes and bias; oppression and resistance; and cultural assets, or “the beautiful things in your community,” she said. They also learn the origins of the class itself, starting with the fight for ethnic studies at San Francisco State.

    Students read articles and write papers, conduct research, do art projects and give oral presentations, discuss issues and take field trips. She pushes the students to “ask questions, be curious, have the tough conversations. This is the place for that.”

    She’s had no complaints from parents, but sometimes at the beginning of the semester, students question the value of the class.

    “When that happens, we have a discussion,” Johnson said. “By the end of the class, students learn about themselves and their classmates and learn to express their opinions. Overall students respond really well.”

    Johnson, who has a social studies teaching credential, sought out training to teach ethnic studies and feels that’s critical for the course to be successful. Teachers need to know the material, but they also need to know how to facilitate sensitive conversations and encourage students to open up to their peers.

    “It’s a really special class. I’d love to see it expand to all schools,” Johnson said. “The purpose is for students to have empathy for each other and knowledge of themselves and their communities. And that’s important.”

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


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  • NJ Governor Hopefuls Split on Forcing School Districts to Merge – The 74

    NJ Governor Hopefuls Split on Forcing School Districts to Merge – The 74


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    New Jersey’s gubernatorial candidates both want school districts to consolidate as a cost-saving maneuver, but they differ on whether the state should force districts to merge with their neighbors.

    Rep. Mikie Sherrill, the Democratic gubernatorial nominee, said during Sunday’s gubernatorial debate that she would first incentivize mergers but added that compulsory consolidation was an option.

    “I’d start by offering the carrot to help the areas that want to consolidate, but when there are areas that are not putting enough money into students, into educators, into the buildings, and then they are taking a lot of money in property taxes and from the state level, then we’ll have to start to look at compulsory movements,” Sherrill said.

    Republican Jack Ciattarelli, a former assemblyman, likewise said he would seek to boost incentives and assistance to municipalities and school districts seeking mergers, but he pledged not to force them.

    “I do not believe that our state government should force consolidation. That’s up to the locals,” he said. “But I’ll tell you what, if you do consolidate or you do regionalize, Governor Ciattarelli will help incentivize that to make it easier.”

    Sherrill and Ciattarelli are vying to succeed Gov. Phil Murphy, a Democrat who cannot seek a third term in November.

    Officials have long hailed school consolidation as a means of easing local property taxes by reducing duplicative administrative and facilities costs, but uptake has been slow.

    New Jersey had 590 operating school districts during the 2024-2025 school year, according to state data, down from 599 in the 2020-2021 school year.

    The number of non-operating districts — districts that have a board of education but send all their students to schools in outlying districts — fell from 17 to 16 over that same time period. Sherrill signaled those districts could be the first merged if she wins the governor’s race.

    “We have some school districts who have the whole administrative cost, all of the buildings, and yet they’re not even running a K-12 school system, so we do need to merge some of these school districts,” she said.

    Schools consume a majority of local property taxes — 52% of all those collected in 2024, according to property tax tables published by the Department of Community Affairs — and the more than $15.1 billion in school aid approved in the current state budget accounted for more than a quarter of all spending approved in the annual appropriations bill for the current July-to-June fiscal year. That total includes more than $4 billion in combined special education, transportation, and other categories of aid separate from the state’s school funding formula.

    Ciattarelli suggested school vouchers — which allow property tax dollars to follow a student to a private school, a public school outside their district, or a charter school — could be a fix for ailing districts.

    “When a school system is failing — and there’s some reasonable metrics that tell us whether or not a school system is failing — there’s got to be choice,” he said. “That choice comes in the form of vouchers. That choice comes in the form of charter schools.”

    Because vouchers typically draw from school district funding, they could cause funding to decline at in-district public schools as students seek education elsewhere.

    New Jersey lawmakers have considered compelling school district mergers or shared service agreements, but to date, such mergers have been entirely voluntary.

    Murphy, who has generally favored school mergers, last year said he was “not wild about compulsory” consolidation, cautioning that home rule, a constitutional framework that gives local governments broad authority over the administration of school and other municipal services, could limit forced mergers.

    A law he signed in 2022 created grants for districts to study whether consolidation was feasible, though only a handful of districts have explored such mergers since.

    Cape May City Elementary School and West Cape May Elementary School are the latest to receive grants to explore a merger. Together, the two Cape May County schools have just 241 students.

    New Jersey Monitor is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. New Jersey Monitor maintains editorial independence. Contact Editor Terrence T. McDonald for questions: [email protected].


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