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  • What research says about Mamdani and Cuomo’s education proposals

    What research says about Mamdani and Cuomo’s education proposals

    by Jill Barshay, The Hechinger Report
    November 3, 2025

    New York City, where I live, will elect a new mayor Tuesday, Nov. 4. The two front runners — state lawmaker Zohran Mamdani, the Democratic nominee, and former Gov. Andrew Cuomo, running as an independent — have largely ignored the city’s biggest single budget item: education. 

    One exception has been gifted education, which has generated a sharp debate between the two candidates. The controversy is over a tiny fraction of the student population. Only 18,000 students are in the city’s gifted and talented program out of more than 900,000 public school students. (Another 20,000 students attend the city’s elite exam-entrance high schools.) 

    But New Yorkers are understandably passionate about getting their kids into these “gated” classrooms, which have some of the best teachers in the city. Meanwhile, the racial composition of these separate (some say segregated) classes — disproportionately white and Asian — is shameful. Even many advocates of gifted education recognize that reform is needed. 

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

    Mamdani wants to end gifted programs for kindergarteners and wait until third grade to identify advanced students. Cuomo wants to expand gifted education and open up more seats for more children. 

    The primary justification for gifted programs is that some children learn so quickly that they need separate classrooms to progress at an accelerated pace. 

    But studies have found that students in gifted classrooms are not learning faster than their general education peers. And analyses of curricula show that many gifted classes don’t actually teach more advanced material; they simply group mostly white and Asian students together without raising academic rigor.

    In my reporting, I have found that researchers question whether we can accurately spot giftedness in 4- or 5-year-olds. My colleague Sarah Carr recently wrote about the many methods that have been used to try to identify young children with high potential, and how the science underpinning them is shaky. In addition, true giftedness is often domain-specific — a child might be advanced in math but not in reading, or vice versa — yet New York City’s system labels or excludes children globally rather than by subject. 

    Because of New York City’s size — it’s the nation’s largest public school system, even larger than 30 states — what happens here matters.

    Policy implications

    • Delaying identification until later grades, when cognitive profiles are clearer, could improve accuracy in picking students. 
    • Reforming the curriculum to make sure that gifted classes are truly advanced would make it easier to justify having them. 
    • Educators could consider ways for children to accelerate in a single subject — perhaps by moving up a grade in math or English classes. 
    • How to desegregate these classrooms, and make their racial/ethnic composition less lopsided, remains elusive.

    I’ve covered these questions before. Read my columns on gifted education:

    Size isn’t everything

    Another important issue in this election is class size. Under a 2022 state law, New York City must reduce class sizes to no more than 20 students in grades K-3 by 2028. (The cap will be 23 students per class in grades 4-8 and 25 students per class in high school.) To meet that mandate, the city will need to hire an estimated 18,000 new teachers.

    During the campaign, Mamdani said he would subsidize teacher training, offering tuition aid in exchange for a three-year commitment to teach in the city’s public schools. The idea isn’t unreasonable, but it’s modest — only $12 million a year, expected to produce about 1,000 additional teachers annually. That’s a small fraction of what’s needed.

    The bigger problem may be the law itself: Schools lack both physical space and enough qualified teachers. What parents want — small classes led by excellent, experienced educators — isn’t something the city can scale quickly. Hiring thousands of novices may not improve learning much, and will make the job of school principal, who must make all these hires, even harder.

    For more on the research behind class-size reductions, see my earlier columns:

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

    This story about education issues in the New York City mayoral election 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.

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  • How AI is streamlining special education

    How AI is streamlining special education

    Key points:

    Districts nationwide are grappling with increased special education demands amid persistent staff shortages and compliance pressures. At the intersection of technology and student support, Maura Connor, chief operating officer of Better Speech, is leading the launch of Streamline, an AI-powered special education management platform designed to ease administrative burdens and enhance service delivery.

    In this Q&A, Connor discusses the realistic, responsible ways AI can empower educators, optimize workflows, and foster stronger connections between schools and families.

    1. Many districts are experiencing an increase in special education caseloads while struggling with staff shortages and retention. From your perspective, where can AI most realistically help relieve pressure on special educators without compromising their quality of service?

    AI is most impactful when it handles time-intensive, repetitive tasks that don’t require nuanced human judgment. For example, AI can assist in drafting initial progress or intervention notes and tracking intervention outcomes to help identify students who may need additional support. By automating these administrative tasks, special educators and service providers can spend more time delivering direct instruction or therapy, collaborating with colleagues, and planning individualized support for students.

    Importantly, AI is a tool that augments, not replaces, human expertise. It can relieve pressure in the special education ecosystem while allowing educators to maintain the high-quality services students need.

    2. Special education leaders need to balance efficiency with compliance when it comes to IEP evaluations and goals. How can AI help schools and districts with this?

    AI can standardize data collection and analysis, ensuring evaluations capture all legally required components while reducing the manual burden. Advanced AI analytics can also flag potential compliance gaps before they become serious risks and help identify patterns across a student’s performance.

    For case managers and providers, especially those new to special education, AI can accelerate skill-building by helping draft legally-defensible, evidence-based IEP goals and recommendations. Rather than spending hours on formatting and documentation, this allows educators and administrators to focus on meaningful decision-making, personalized student support, and family engagement.

    3. Beyond easing paperwork, what are some practical ways school and district leaders can use AI to reallocate staff time toward more student-facing work?

    AI can help leaders identify trends and bottlenecks across their special education programs, such as caseload imbalances, scheduling inefficiencies, budget planning, or capacity in high-demand intervention areas. By surfacing these insights, districts can make data-informed staffing adjustments, prioritize coaching and professional development, and streamline workflows so teachers and service providers are freed up for individual instruction, small-group interventions, and collaborative planning.

    Essentially, AI can turn administrative time into actionable intelligence that translates directly into better targeted student support.

    4. When it comes to parent engagement, how can AI support stronger, more transparent communication between schools and families?

    Parent engagement in the special education process can be a sensitive experience for districts and families alike. And, it’s a critical challenge we often hear about from leaders and teachers.

    AI relieves some of the pressure by generating clear, real-time updates on student progress. In this way, AI can increase transparency and communication, helping families stay informed and engaged without overwhelming staff through repetitive outreach. For example, automated notifications about milestones, progress toward IEP goals, or upcoming meetings can ensure families receive timely, understandable information.

    AI can also assist in translating materials for non-English-speaking families, creating more equitable access to information and empowering parents to be active partners in their child’s education.

    5. Given the growing availability and use of generative AI tools, how can school and district leaders set guardrails to ensure educators use these tools ethically and securely?

    Responsible and ethical use of AI in education starts with districts setting clear policies and engaging in targeted professional development. Leaders should define boundaries around student data privacy, clarify when AI outputs require human review, and provide training on responsible AI use. AI should always enhance staff capacity without compromising student safety or the integrity of decision-making. Since AI can “hallucinate,” it is absolutely critical that educators and providers use their own professional and clinical judgment in reviewing and approving any recommendations generated by AI. Districts should also consider using a proprietary, evidence-based LLM engine instead of open-source AI tools to lessen this risk.

    Establishing guardrails also means monitoring usage, maintaining transparency with families, and fostering a culture where AI is a support, not a replacement, for professional and clinical judgment.

    6. Overall, what role can AI-powered analytics play in helping school and district leaders make more data-driven, proactive decisions?

    AI-powered analytics can transform reactive management into proactive planning. By aggregating and analyzing multiple data points–from academic performance to intervention outcomes–leaders can identify trends and potential compliance issues before they become legal risks. District leaders can also allocate resources more strategically and design targeted programs for students who need the most support or readily plan for coverage or extra resources when settings need to increase capacity.

    Overall, AI’s predictive capability can help districts move beyond compliance toward strategic continuous improvement, ensuring every decision is informed by actionable insights rather than intuition alone.

    Maura Connor is Chief Operating Officer of Better Speech, where she leads the launch of Streamline, an AI-powered special education management platform that reduces administrative burden and empowers schools to better support students and families. With extensive leadership experience across education and healthcare technology, she specializes in scaling organizations, driving innovation, and advancing solutions that improve outcomes for children and communities.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

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  • ‘End of an era’: Experts warn research executive order could stifle scientific innovation

    ‘End of an era’: Experts warn research executive order could stifle scientific innovation

    An executive order that gives political appointees new oversight for the types of federal grants that are approved could undercut the foundation of scientific research in the U.S., research and higher education experts say. 

    President Donald Trump’s order, signed Aug. 7, directs political appointees at federal agencies to review grant awards to ensure they align with the administration’s “priorities and the national interest.

    These appointees are to avoid giving funding to several types of projects, including those that recognize sex beyond a male-female binary or initiatives that promote “anti-American values,” though the order doesn’t define what those values are.   

    The order effectively codifies the Trump administration’s moves to deny or suddenly terminate research grants that aren’t in line with its priorities, such as projects related to climate change, mRNA research, and diversity, equity and inclusion.

    The executive order’s mandates mark a big departure from norms before the second Trump administration. Previously, career experts provided oversight rather than political appointees and peer review was the core way to evaluate projects.

    Not surprisingly, the move has brought backlash from some quarters.

    The executive order runs counter to the core principle of funding projects based on scientific merit — an idea that has driven science policy in the U.S. since World War II, said Toby Smith, senior vice president for government relations and public policy at the Association of American Universities. 

    “It gives the authority to do what has been happening, which is to overrule peer-review through changes and political priorities,” said Smith. “This is really circumventing peer review in a way that’s not going to advance U.S. science and not be healthy for our country.”

    That could stifle scientific innovation. Trump’s order could prompt scientists to discard their research ideas, not enter the scientific research field or go to another country to complete their work, research experts say. 

    Ultimately, these policies could cause the U.S. to fall from being one of the top countries for scientific research to one near the bottom, said Michael Lubell, a physics professor at the City College of New York.

    “This is the end of an era,” said Lubell. “Even if things settle out, the damage has already been done.”

    A new approach to research oversight

    Under the order, senior political appointees or their designees will review new federal awards as well as ongoingl grants and terminate those that don’t align with the administration’s priorities.

    This policy is a far cry from the research and development strategy developed by Franklin D. Roosevelt’s administration at the end of World War II. Vannevar Bush, who headed the U.S. Office of Scientific Research and Development at the time, decided the U.S. needed a robust national program to fund research that would leave scientists to do their work free from political pressure. 

    Bush’s strategy involved some government oversight over research projects, but it tended to defer to the science community to decide which projects were most promising, Lubell said. 

    “That kind of approach has worked extremely well,” said Lubell. “We have had strong economic growth. We’re the No. 1 military in the world, our work in the scientific field, whether it’s medicine, or IT — we’re right at the forefront.”

    But Trump administration officials, through executive orders and in public hearings, have dismissed some federal research as misleading or unreliable — and portrayed the American scientific enterprise as one in crisis. 

    The Aug. 7 order cited a 2024 report from the U.S. Senate Commerce, Science, and Transportation Committee, led by its then-ranking member and current chairman, Sen. Ted Cruz, R-Texas, that alleged more than a quarter of National Science Foundation spending supported DEI and other “left-wing ideological crusades.” House Democrats, in a report released in April, characterized Cruz’s report as “a sloppy mess” that used flawed methodology and “McCarthyistic tactics.”

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  • How to stop sounding like every other university

    How to stop sounding like every other university

    Today’s students quickly spot generic, rinse-and-repeat marketing from a university. Cut through the sameness slop and create a positioning strategy that actually connects.

    Higher education is at a crossroads. Enrollment is declining. Public perception is shrinking. And nearly every institution is saying the same thing: excellence, innovation, community.

    Meanwhile, students and families are asking tough questions about the real-world value of a degree. In this new reality, universities can no longer rely on tradition or reputation alone. To thrive, they need clarity and courage. And they need a positioning strategy that captures who they are—and why that matters.

    A strong positioning strategy doesn’t just shape marketing. It shapes culture, recruitment, retention, and reputation. It helps universities tell a truer story about themselves—and connect that story to the students, faculty, and partners who will carry it forward.

    Here are the six elements every successful university positioning strategy must include.

    1. Target your audiences carefully.

    A strong positioning strategy starts with targeting specific student subsets.

    Are you recruiting first-generation students or career changers? Honors scholars or working professionals? Local residents or international learners? Understanding who you’re trying to reach—and what drives their decisions—anchors every other element of your strategy.

    And don’t forget the people behind the scenes: faculty, staff, and donors. The best universities understand that attracting the right people internally is just as important as recruiting students externally.

    2. Focus the Geography of Your Recruitment

    Where will you focus your recruitment efforts? Know where your target audiences are —geographically and digitally —so you can reach them. Which regions, cities, or even online communities align best with your programs and brand?

    Now is the time to revisit your recruiting map. Shifts in demographics and enrollment trends mean yesterday’s strongholds may not be tomorrow’s growth markets.

    3. Build on Academic Strengths

    What academic programs will attract your target audiences? Identify your institution’s strengths and areas of expertise. The programs you offer need to align with your audience’s needs.

    Whether it’s a renowned nursing program, an emerging data science initiative, or a distinctive liberal arts approach, clarity here will shape everything else—your messaging, recruitment, and even partnerships.

    Then, make your offerings accessible through the pathways your target audiences need—undergraduate, graduate, online, hybrid, or evening programs. It is likely that students need different pathways, so be flexible here.

    4. Price with Intention

    Your pricing strategy should reflect your positioning. Are your audiences looking for value, accessibility, or prestige? There’s no one right answer, but there is a wrong one: misalignment.

    Align your tuition, scholarships, and financial aid strategy with your audiences and geography. A well-designed tuition calculator that delivers real-time estimates can make the difference between interest and enrollment.

    5. Prioritize Student Support

    Recruitment may fill your seats, but support keeps them filled.

    Universities that build cultures of belonging—through mentoring, mental health support, financial assistance, and strong academic advising—don’t just retain students. They create lifelong advocates.

    Is your first-year experience intentionally designed for retention? Do you proactively re-engage at-risk students? Do your clubs and organizations reflect the diversity of your student body? These increase the likelihood of success at your university.

    6. Create an Experience That Feels Alive

    Students don’t just want a degree—they want a life during those years.

    We hear it time and again: what ultimately draws students in is a sense of belonging, fun, and possibility. Your positioning should capture the energy of your campus and the spirit of your city.

    Show it. Don’t just say it. Make it clear that students like the ones you are targeting are having a great college experience.

    That emotional pull is often the difference between “accepted” and “enrolled.”

    Integration is the Secret to Success

    Each of these elements—audience, geography, programs, cost, support, and experience—needs to work together. Every decision in one area affects the other. When they are unaligned, your messaging will suffer.

    When your strategy is integrated and authentic, your university doesn’t just stand out. It stands for something.

    From Survival to Significance

    In a marketplace crowded with sameness, differentiation is the ultimate advantage.

    A powerful university positioning strategy gives you more than just messaging—it gives you momentum. It helps you attract the right students, engage the right partners, and chart a sustainable path forward.

    The question isn’t whether your university needs a positioning strategy. The question is: how bold are you willing to be?

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  • Minor in Holistic Wellness Advances Student Career Wellness

    Minor in Holistic Wellness Advances Student Career Wellness

    Most, if not all, colleges and universities provide mental health support and wellness resources to encourage resiliency and thriving among students, who report high rates of mental health concerns.

    At Rutgers University at New Brunswick, staff are taking health education one step further, offering a new minor in holistic wellness to support students’ personal well-being as well as to provide practical skills so they can share well-being principles in their workplaces.

    The minor, developed by ScarletWell, the university’s well-being division, is open to any student on campus. It is designed to empower a new generation of workers who demonstrate wellness in all dimensions of their lives.

    What’s the need: One of the key features of the holistic wellness minor is that it expands education beyond personal well-being into teaching and creating a culture of wellness, said ScarletWell director Peggy Swarbrick. Included in the learning outcomes are an understanding of policies that foster wellness, wellness communication and program development.

    “These skills will make Rutgers students more attractive for jobs, regardless of their career or discipline of focus, because they will be able to work with leadership to improve sense of community and belonging and overall health of the workforce,” ScarletWell leaders wrote in the minor proposal to administrators.

    Burnout is a frequent concern among American workers and can be a threat to both student and worker retention. One survey published earlier this year found that 66 percent of American employees say they’re experiencing some sort of burnout; young adults (ages 18 to 24) were even more likely to say they’re burned out (81 percent).

    Providing wellness education is one way to support student success and give workers the tools they need to be impactful in their roles, Swarbrick noted.

    In addition, wellness as an industry has grown, meaning more sectors—including schools and police departments—are looking to hire individuals with a focus on organizational wellness, said chief wellness officer Josh Langberg. More employers are also seeking individuals with a background in wellness.

    Data from the U.S. Bureau of Labor Statistics shows wellness-focused jobs are expected to grow at a faster pace over the next decade than the current 5 percent average for all workers.

    What’s involved: Any student in any major at Rutgers’s New Brunswick campus can enroll in the 18-credit minor. Students complete three core courses that provide a foundational understanding of well-being as well as a range of skills and strategies courses, which focus on practical applications of wellness, including exercise, journaling or other self-regulation methods.

    ScarletWell staff helped develop the program, but the minor is housed in the school of environmental and biological sciences. Students complete courses from a variety of disciplines including the arts, nutrition, sociology and horticulture.

    This is the first academic program at Rutgers to have “wellness” in the title. It’s distinct from the offerings of other institutions in the state because of its holistic focus, Langberg noted.

    What’s next: The minor was approved in spring 2025 and soft launched this fall with the course Wellness Learning Community, which enrolled a range of students across disciplines at Rutgers. The course teaches students the eight dimensions of wellness—physical, social, intellectual, spiritual, emotional, financial, environmental and occupational wellness—developed by Swarbrick, as well as how to reflect on their own definitions of wellness and how to apply what they’ve learned to their future occupations.

    Students were also introduced to various resources on campus including Harvest, an on-campus dining option that focuses on sustainability, economic responsibility and reducing food waste.

    Initial feedback from students indicated they valued the course content and wished they had taken it sooner in their academic careers, said Amy Spagnolo, senior program coordinator of ScarletWell. Students also said they appreciated being in classes outside of their disciplines with peers from other majors across campus.

    Swarbrick hopes to enroll between 40 and 60 students in the minor. So far, the program has grown through word of mouth.

    In addition to the minor, students and staff can engage in digital badging to be credentialed as a Wellness Champion or peer support leader. Since the program launched last year, 60 staff and faculty have participated in the peer-support program.

    Do you have a wellness intervention that might help others promote student success? Tell us about it.

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  • Collective Punishment, Early Decision Edition (opinion)

    Collective Punishment, Early Decision Edition (opinion)

    Tulane University’s admissions office has banned students from four high schools from applying to Tulane through early decision this fall, according to reporting from The New York Times. Though three of the schools have not been publicly identified, the one-year ban (or “suspension”) for Colorado Academy comes after a student from that school backed out of the early-decision agreement they signed when they applied to Tulane last year.

    For those who aren’t card-carrying college admission geeks like I am, early decision is an application option and enrollment management strategy in which students apply earlier and promise to enroll if admitted, in exchange for receiving an earlier decision offer. The binding nature of early decision means that a student can apply to only one college through early decision.

    In most cases students applying through early decision are asked, along with a parent and their school counselor, to sign an early-decision agreement attesting to their understanding of the commitment to enroll if admitted. Early decision is in no way legally binding, but colleges take the early-decision commitment seriously and are appalled and disgusted when students back out of the commitment. The one agreed-upon reason for backing out of an early-decision commitment is when an institution can’t meet a student’s financial need (as determined by the college’s financial aid formula, not what a family thinks it can pay).

    I have had admission deans tell me that they would hold it against a school whose students did not follow through on the early-decision commitment, but Tulane is the first college I’ve seen publicly penalize schools. The Tulane ban raises some interesting and thorny ethical questions.

    The most obvious is whether it is permissible to punish students in the Class of 2026 for offenses committed by students in the Class of 2025. Retribution may be fashionable these days, but punishing the innocent because you have no way to punish the guilty is not retribution, just wrong.

    But that may be just me. The National Association for College Admission Counseling has an “Ethical Dilemmas in College Admission” page on its website that includes a hypothetical case study in which a student wants to back out of an early-decision commitment. Among the suggested advice for counselors is to caution the student and parents that withdrawing could have negative consequences for future applicants from the school. Even if that might be the case, that’s terrible advice from NACAC, making it seem like colleges punishing future applicants is acceptable and normal.

    At least Tulane is being transparent with its early-decision ban for the schools. As bad as that is, there is a scenario that would be worse, if Tulane ostensibly welcomed early-decision applications from the four schools when it had no intention of admitting any of them.

    The Times article didn’t provide any details about the circumstances leading up to the ban for the four schools, but Tulane’s position seems to be, as the Times paraphrased it, that the schools “failed to uphold the expectations of the early decision agreement.” Let’s examine that claim a little more closely.

    What is a school’s responsibility in advising students wanting to apply early decision? As a counselor, I always advised students and parents that it was a binding commitment, not to be taken lightly. I don’t remember any of my students backing out of an early-decision commitment, but on several occasions I had students who told me on Friday they planned to apply early decision to one college and then a different college on Monday. My response was that they were not ready to apply early decision at all if their thinking was that fluid.

    It’s hard for me to imagine how the schools would have failed in their responsibilities. The counselor part of the early-decision agreement states, “I have advised the student to abide by the early decision commitment outlined above.” As long as they have done that, are they responsible for policing the student’s actions? The school could withhold sending transcripts to other colleges, but in today’s litigious environment, it could face legal action from parents for doing so. I have learned that parents who are lawyers are especially skeptical of the early-decision commitment. If the student wanted to renege on early decision, I would require the student to inform the college. An applicant owes the college that courtesy. Beyond that, schools can’t be expected to enforce early decision.

    There are several other issues that deserve scrutiny. One is Tulane’s claim in a statement to the Times that “A last-minute withdrawal without explanation unfairly impacts other applicants who may have missed opportunities due to the limited number of early-decision offers a university can make.” Excuse me, my BS detector is going off. Tulane has no restriction that I am aware of in the number of students it can admit through early decision, as suggested by the fact that, in recent years, it’s admitted more than 60 percent of its freshman class using early decision, and it has other opportunities to make up for any loss through early decision 2, early action and regular decision.

    There is also an interesting philosophical question about the nature of the early-decision binding commitment. At what point does the binding commitment kick in? Or, more to the point, when does Tulane believe that the commitment is binding?

    The common understanding across the world of college admission is that students take on the binding commitment either as soon as they sign the early-decision agreement, or at least as soon as they are accepted. Tulane’s application instructions state that early decision is binding and that students are expected to withdraw all other applications once accepted and issued a financial aid offer, but there are two other points in the same instructions that bring into question whether Tulane really believes that students are committed as soon as accepted.

    The first bullet point in Tulane’s instructions for early decision defines it as an “application timeline for students whose first choice is Tulane and who are prepared to enroll soon after (italics mine) being admitted and receiving a financial aid offer.” The use of the phrase “soon after” suggests that there is a period of time after acceptance when the student is not yet committed.

    In addition, Tulane expects accepted early-decision applicants to submit a $1,000 enrollment deposit by Jan. 15. Asking for a deposit is not unique to Tulane, but if the student is committed to attend Tulane as soon as they sign the early-decision agreement or upon acceptance, why require an enrollment deposit? If a student is accepted early decision but doesn’t then make the deposit, have they broken the commitment or does that commitment only kick in with the deposit? Am I the only one who sees a contradiction here? (The answer may well be yes, and it wouldn’t be the first time.)

    The broader issue here has to do with early decision itself. Early decision has been around since the 1950s, and it’s controversial. The early-decision “bargain” can be argued to benefit both colleges and students, but it is far more beneficial to institutions as a way to manage enrollment. It doesn’t work well for students for whom financial aid is essential or those who come from schools without savvy college counselors who understand the early-decision game.

    Tulane is the poster child for how colleges and universities use early decision to manage both enrollment and prestige. Its admit rate has declined precipitously in recent years largely through strategic use of early decision. According to its most recent Common Data Set, about 63 percent of the freshman class was admitted through early decision (that’s assuming a 100 percent yield rate for early-decision admits).

    That may actually understate the impact of early decision. Another 20 percent of the class was admitted off the wait list (the CDS shows the number of students admitted off the wait list but does not break it down in terms of enrollments, but there are universities that only admit students off the wait list if they know they will enroll, almost a form of “early decision 3”).

    The heavy use of early decision means that there is a huge variance in the admit rates for early decision and other admissions plans at Tulane (it also has nonbinding early action). According to the Common Data Set, the admit rate for early decision was 59 percent, compared with 11 percent for all other options. That’s not new. A 2022 Inside Higher Ed article reported that Tulane had admitted only 106 students in regular admission. In any case, the numbers suggest that not applying early decision is hugely disadvantageous at Tulane, which makes the ban even more punitive.

    I am trying to be sympathetic to Tulane’s hurt feelings over being dissed by students they admitted in early decision, but I would hope the university’s admissions office will take to heart the wisdom of Gilbert and Sullivan, as well as the Ramones, and let the punishment fit the crime.

    Jim Jump recently retired after 33 years as the academic dean and director of college counseling at St. Christopher’s School in Richmond, Va. He previously served as an admissions officer, philosophy instructor and women’s basketball coach at the college level and is a past president of the National Association for College Admission Counseling. He is the 2024 recipient of NACAC’s John B. Muir Excellence in Media Award.

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  • A Tumultuous Tenure Leading the Nation’s Diversity Officers

    A Tumultuous Tenure Leading the Nation’s Diversity Officers

    Paulette Granberry Russell is stepping down as president of the National Association of Diversity Officers in Higher Education after a dramatic and unpredictable five years at the helm.

    She represented campus diversity professionals amid the national racial reckoning that accompanied the Black Lives Matter movement, and then through the dizzying years that followed as anti-DEI laws swept the country. She also spent 22 years as a diversity professional at Michigan State University.

    Granberry Russell told Inside Higher Ed she never planned to stay at NADOHE longer than five years, so she’s ready to move on and facilitate a “smooth transition and handoff.”

    But what a tenure it’s been.

    She spoke with Inside Higher Ed about how she navigated the headwinds facing diversity professionals and the future of diversity, equity and inclusion work on campuses. The conversation has been edited for length and clarity.

    Q: Over the course of your term, from 2020 to 2025, the landscape for diversity professionals in higher education radically shifted. What has it been like for you to represent DEI professionals then and now?

    A: When I came into the role, my goals were to do a few things, which, not only were intended to build on our past successes, but also [to] develop new initiatives that would enhance a few areas, [including] increasing our membership but also providing our support for them. It included, for example, enhancing our industry influence but also sustainability of the organization.

    I came into the role in March of 2020, and what happened in March of 2020? The pandemic, which altered much of what was going on in higher education and how we were doing our work, whether that was remotely, but also with threats in terms of both student experiences but also student support. And then in May of 2020, the murder of George Floyd, and all of the ways in which our institutions were reacting and responding and certain commitments were made to enhance antiracism efforts on our campuses.

    When I think about my first few months, it was something very different than what I anticipated. And I’m certain that’s true for higher education as well. I lived in this state of shifting priorities, having to think about ways to best support members who were having to adjust to significant shifts on their campuses. We were also dealing with significant challenges around freedom of speech and disruption on our campuses prior to these more recent experiences.

    And the politics are very different. When you shift from an environment of enhanced commitment built on an understanding that our campuses had to deal with issues around race and expanding opportunities more broadly across identity to now pushback—it was causing quite a shift in equilibrium. And that’s true for our members as well as the organization. And because of the evolution of diversity, equity and inclusion in higher education historically, as painful as a lot of this was, I believe we were better prepared than we understood ourselves to be.

    Q: You touched on how you started at NADOHE in this moment in 2020, when campuses made commitments and investments in thinking about race and racial inequities, and now campuses are rolling back so much of those efforts in response to anti-DEI legislation. How did these policy shifts change NADOHE’s work and change your work as its leader? How did you have to pivot?

    A: Our successes, I think, resulted in some of the pushback. The pushback was evolving. Expanding on opportunities [created by diversity initiatives] beyond race, so that people understood that diversity was more inclusive than they initially understood it to be—we did not do as good a job as we could have and should have.

    But [we] are beginning to do [it] now, in broadening people’s understanding that diversity is and should be interpreted very broadly. I think that the narrative was hijacked, meaning it was easy to unfortunately define diversity narrowly on the basis of race, gender and sexuality. And others used that narrative to create fear and apprehension that somehow others were being advantaged, versus understanding that we all have benefited from the ways in which we were adjusting our efforts on campus to broaden access, to broaden opportunities, to increase equitable outcomes, understanding that [it’s] not one-size-fits-all, and we had to tailor and adjust our efforts to accommodate the broad range of interests and identities that presented on our campuses and have always presented on our campuses. What we failed to do well was messaging both the communities impacted by our work and the work that was being done to expand opportunities as well.

    Q: How did the backlash shift your priorities, if at all?

    A: When we think about the early challenges, some [opponents] would point to critical race theory. I don’t know that they necessarily understood it very well, and [they] were having a difficult time messaging it. But it was easier to talk about diversity, because for many people, that conjures up issues around race, it harkens back to earlier views of affirmative action and I think it became an easier message to divide higher ed both internally as well as externally.

    It was important for NADOHE to emphasize—whether it was around academic freedom, First Amendment rights and freedom of speech and freedom of expression—that diversity, equity and inclusion are embedded in those. Freedom of expression cannot be sanitized. Our research, for example, or our curriculum is going to touch on issues that may impact communities broadly—and diverse, marginalized, underserved communities. And the work that we do in higher education as diversity leaders requires evidence-based research that informs our work. In the absence of that, you’re guessing at strategies and interventions that will support all students.

    This work is not going to go away. We’re not going to go back to a time when opportunities were constrained, when fairness did not extend to certain communities. That’s unacceptable.”

    —Paulette Granberry Russell

    And so, I don’t know that it was as much a shift in our priorities as much as it was helping higher ed internally, as well as audiences outside of higher ed, to understand that access and opportunity are not limited to any one demographic or a few demographics. If there was a shift in priorities, it was hopefully helping broader audiences understand that there’s nothing to fear, especially in the ways that diversity, equity, inclusion was being demonized. This work is not intended to grant preferential treatment to some and deny others opportunities.

    Q: So, you found yourself having to do a lot of explaining about what’s actually meant when people say “DEI” in a higher ed context.

    A: That’s right. And it’s also saying to folks, don’t use the acronym. Because the acronym, unfortunately, supported a very narrow way of defining efforts.

    Diversity is not defined narrowly. Equity is intended to reduce barriers that may result in differential impact, and those differential impacts are not limited to any one category. Inclusion doesn’t happen just naturally. We know individuals feeling included allows them to be themselves but also allows them to be more successful. If I don’t feel like I belong, what do I do? I tend to retreat, or I don’t access the resources that are there, resources that may benefit me, resources that are accessible to all, with an understanding that, again, we’re not monolithic. It is helping people differently understand, and hopefully better understand, that there are no threats here. Diversity on our campuses is a reality, period. And it’s not going to change, certainly not as long as organizations like NADOHE are here to defend access and opportunities.

    Changes in nomenclature happen. How we define our work, how we label our work, how we tag our work has always changed. If we think historically, going back 20, 30 years, we talked about affirmative action. We talked about multiculturalism. We talked about diversity. We talked about equal opportunity. We talk about fairness. We talk about equity. We talk about belonging. We talk about inclusion. Terminology evolves over time, given how the work itself evolves.

    Q: As campuses close centers associated with DEI and get rid of diversity roles, what do you see as the next phase of the work? How do campus diversity professionals move forward from here? And what does the DEI movement look like now and into the future?

    A: At least for this moment in time, we need to more closely scrutinize the systems that have been designed that have resulted in barriers to success. And how do we redesign, or how do we begin to design systems that differently support our campuses?

    There’s no single office or individual that can do this work alone. Certainly, in my own career at an institution that was a large public land-grant with over 40,000 students at that time and 14,000 faculty and staff, there was no way that a person with two staff was going to be able to dramatically impact change. [Change comes from] working with others and understanding that it’s going to take what I would call a whole institution approach, which means that our leadership, our policies, budget, people, culture have to be aligned. That also means that we have to take a look at the policies, practices, procedures that we have in place that may be having differential impacts, and how do we make adjustments in those? Not to grant preferential treatment, not to discriminate, but to say, can we design systems that work better?

    We’re talking about a systems approach for structural change. When I say a systems approach, this is going to be far more extensive than I think many of us are prepared to do, but I think that it’s the future. [In the past], unfortunately, we didn’t [always] look at connections between the needs of our students, the capacity of faculty to meet those needs, the capacity of staff to meet those needs and connecting our students to potential employers. Things were very siloed. Things are still very siloed. We have to think about the life cycle of a student. And we do that, but it’s not that we are always very deliberate in how we do it.

    When I grew up as a child, the expectation was that I would go to college, but my family by all definitions was very low income. [When] I got to my undergraduate experience, there were no tools in the way that there are now. There were no interventions. There were no programs that I could access that connected me to all of the resources that would allow me to be successful. I was a low-income Black female who arrived on a campus with no prior experience, not knowing how to navigate the space, not knowing where the resources were, not knowing how to fund my education. I was a person with a dream and a family that really wanted me to be successful, but they didn’t have the tools to provide that. It’s a very different world we live in today.

    [The goal is] helping that student understand where the resources are, and then helping faculty understand the differences of those students that come into your classroom, ways that you as faculty can support them, connecting those faculty with the advisory services that those students might need. We have to design [systems] in ways that reduce barriers, that acknowledge the differences that exist and with the goal of those individuals being successful [and] reducing the barriers for faculty to be successful.

    Q: After leaving NADOHE, what’s next for you?

    A: My entire trajectory, my entire life, I have always been this person who believed in fairness. I always believed in opportunities. I’m always that person who fought for not only myself, but for others to be treated fairly, because I grew up in a family where my history included ancestors who were formerly enslaved.

    At 16 years old, I decided I wanted to increase participation in voting. In 12th grade, I remember I had a speech class, and I was that person giving speeches on the slaughtering of baby seals. I was the person who was giving speeches on sexuality and treating people differently based on how they identified. I was that person who gave speeches on the Black Power movement, civil rights, Martin Luther King. And as I reflect now, as I transition, I’m not going to be any different than what I have always been. I will find new ways to [apply] my experiences and my advocacy. Because I have no choice. I realized that about myself.

    My time with NADOHE has been to build on the successes of my predecessors. I believe that I have done that. I achieved the goals that I set out to achieve, both for myself and for the organization, whether that is increasing our membership, our influence within higher ed [and] beyond higher ed. We’ve done that.

    This work is not going to go away. We’re not going to go back to a time when opportunities were constrained, when fairness did not extend to certain communities. We’re not going back to a time when discrimination on the basis of identity was lawful, certainly in the context of race, gender, sexuality, sexual orientation. That’s unacceptable. We’re not going back.

    My next move is, I’m going to breathe. I’m going to take a little bit of time for myself. But I know I will always find my way back to what I have always been committed to, that I want people to be treated fairly. I want people to have opportunities.

    Q: Whoever takes over your position is going to face significant headwinds. What would be your advice to them?

    A: Bring your passion. Bring your commitment. Coming into this role, it’s going to be exhausting, but you have to decide that there’s no other way forward. Too many lives depend on it. This country, our democracy, depends on it.

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  • From talk to action: collaboration and shared services in higher education

    From talk to action: collaboration and shared services in higher education

    This guest blog was kindly authored by Heidi Fraser-Krauss, Chief Executive Officer at Jisc.

    The power of collaboration and shared services is now widely recognised in the higher education sector as an effective way for institutions to continue delivering outstanding student experiences, world-class teaching, and research and innovation, all against a backdrop of financial pressures. Jisc has played a leading role in driving these conversations, in partnership with UUK, KPMG and university leaders. However, it is now time to put our words into action and make collaboration the norm.

    Achieving better outcomes collectively

    Recent sector-wide initiatives, including the Transformation and Efficiency Taskforce commissioned by Universities UK, have explored opportunities for efficiency and innovation through shared services. Jisc contributed to practical strands of this work, focusing on collaboration utilising digital, data and technology. A UK-wide questionnaire inviting insights from the sector on which actions should be taken was distributed. More than 30 ideas were submitted, and three were explored in depth.

    Shared services is the first of these three. The premise is simple: through sharing, collaboration and working together (whether by pooling knowledge, sharing risk or combining scarce skills) universities can achieve better outcomes together than they could alone.

    Tools for collaboration already exist – so let’s put them to work

    The sector already has examples of institutional collaboration – demonstrating the benefits of collective effort. However, not all services lend themselves well to being shared. For example, ambitious but complex projects such as a shared student record system for the sector is not an ideal place to begin.

    We must also be careful not to assume that shared services are automatically more efficient simply by virtue of their being shared. Despite this, there are many that can be. Good examples of collaboration, involving sharing back-office functions (for example a joint out-of-hours IT service, or forming a consortium to strengthen research bids) already exist. In fact, both of these examples were highlighted by the then Secretary of State for Science, Innovation and Technology, Peter Kyle during his speech at the recent Universities UK conference.

    One of the key findings of the report, was that, although there are many shared services across the sector already, very few are used by large numbers of institutions. Many have been running for years and could achieve far greater impact if more institutions engaged with them. The lesson is clear: make better use of what already exists. An example of this is UMAL, the non-profit mutual insurer for universities and colleges across the UK.

    Plenty of questions still to be answered

    As collaboration gains momentum, important questions remain. Can processes be standardised? Can AI-enabled tools be developed jointly to avoid duplication, and could collaboration extend to industry and public sector partnerships, such as health? Examples like Cardiff’s Mental Health University Liaison Service and the Greater Manchester Universities Mental Health Service – both university–NHS collaborations –  could be replicated elsewhere. Science Parks across the UK also show how universities and industry can work successfully together.

    These are all important questions, and although we may not yet have all the answers, we shouldn’t let this get in the way of change.

    What should happen now?

    There are a number of practical steps we can take together in the very short term to make shared services a genuine force for positive change across higher education. For example, the creation of a central catalogue of existing shared services would raise awareness and uptake.

    The sector must adopt a ‘shared services first’ mindset. Leaders should consider whether proven, collaborative solutions are already available – and use them. Where duplication exists, regional mergers or the strategic transfer of services into national bodies could strengthen sustainability and reduce wasted effort.

    Government has an important role to play. Adopting the British Universities Finance Directors Group (BUFDG) proposa[CA1] ls for improving VAT treatment of cost-sharing groups could unlock further progress.

    For their part, institutions sharing data on spend and contract reviews would help to provide an evidence base for smarter sector-wide decisions. In some cases, institutions should also consider mergers or broader consolidation of services across the sector, where combining resources offers long-term efficiencies and sustainability.

    Supporting universities to collaborate

    Collaboration isn’t idealism – it’s a rational response to cost pressures, and the means to make it happen is already in our hands. We can adopt a ‘shared services first’ approach – it just needs a firm commitment from institutional leaderships to make it happen.

    At Jisc, our role remains to convene senior stakeholders, define shared negotiation objectives, and support universities to move from strategy to implementation – after all, everyone knows that actions speak louder than words.

    Recommendations

    To support a shift towards collaborative models, here are practical recommendations for institutions, sector networks, shared service operators and government.

    Individual Institutions

    • Adopt a ‘shared services first’ mindset for new requirements
      • Evaluate existing shared services before creating an in-house service or procuring a commercial solution, prioritising long term value over short term cost savings
    • Collaborate with neighbouring institutions to replicate successful models
      • Explore regional opportunities to address shared needs and challenges where shared models have proved successful
    • Reassess internal operations and consider where there are opportunities to share services
      • Evaluate any area that could benefit from a shared service, except in student recruitment

    Sector Networks and Membership Organisations

    (e.g. Universities UK, BUFDG, UCISA, regional consortia)

    • Increase awareness of existing shared services through a central shared service catalogue
      • Create and promote a catalogue of shared services structured for direct contract awards or competitive tendering.
    • Convene groups of institutions, to consider potential joint commitments to subscribe to existing shared services, increasing their scale
      • Use sector networks to bring universities together for collective commitments to shared services, leveraging procurement rules that permit direct contracting with sector-owned organisations (known as the Teckal exemption) where appropriate.

    Shared Service Operators

    (e.g. UMAL, sector-owned IT or procurement services)

    • Shared service operators should meet regularly to increase coordination
      • Establish regular meetings between sector-owned shared services to improve collaboration and avoid duplication.
      • Consider forming a UK Shared Services Council to unify efforts, similar to UK Universities Procurement Consortia (UKUPC).
    • Regional shared services should consider merging, where online working has removed the original advantage of a regional operation
      • Non-profit operators in the same niche should merge to avoid unnecessary competition and improve service delivery. Merging can create more efficient, focused providers.
    • Individual universities operating shared services should consider transferring ownership of their shared service to other organisations, but only when natural opportunities arise
      • Universities should transfer shared services to sector agencies when it aligns naturally, allowing focus on core missions.

    Government

    • Government should implement one of BUFDG’s proposed improvements to VAT Cost Sharing Groups. This would create new opportunities for shared services in areas currently considered unworkable due to an additional 20% VAT charge.

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  • How I Used the Parking Lot to Turn Quiet Rooms into Engaged Classrooms – Faculty Focus

    How I Used the Parking Lot to Turn Quiet Rooms into Engaged Classrooms – Faculty Focus

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  • How I Used the Parking Lot to Turn Quiet Rooms into Engaged Classrooms – Faculty Focus

    How I Used the Parking Lot to Turn Quiet Rooms into Engaged Classrooms – Faculty Focus

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