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  • Americans Who Tell The Truth

    Americans Who Tell The Truth

    A fun-filled evening for individuals and families to create art and music

    Get tickets here

    Come join us at 5:30 p.m. on August 27, 2025, for an evening filled with creativity and music at Bagaduce Music in Blue Hill, Maine!

    Whether you’re into making portraits, activism, listening to live music, or singing along, there’s something for everyone at this event. Get ready to be inspired and have a great time surrounded by fellow activists and art enthusiasts.

    Bagaduce Music’s Bennett Konesni will bring a collection of “Songs For What Feels Important In This World,” featuring his own list of originals and classics that are great for singing along, including sea-shanties calling out tyrannical captains, meditative chants, good-food hollers, and songs for marching and organizing. 

    Try out your artistic talents and create a self or family portrait with guidance from AWTT founding artist Rob Shetterly

    Food and shaved ice will be available for purchase. Don’t miss out on this exciting opportunity to learn more and support Americans Who Tell the Truth and Bagaduce Music, and fund exciting scholarship opportunities for both organizations!

    Get tickets here

     

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  • US scraps $100m in study abroad programs

    US scraps $100m in study abroad programs

    • Stakeholders warn that the funding cuts will probably result in furloughs, redundancies or – in the worst cases – organisations being forced to close.
    • The move comes after months of policy turmoil in the US, as the Trump administration wages war on international education.
    • Experts question the legality of the move as a campaign is launched to save State Department international exchange programs.

    State Department regional bureaus were informed of the cuts on August 13, via internal communications stating that government officials would work with them to “pull down” the affected programs “with the least possible disruption”.  

    The directive explained that the programs “were lower funding priorities in the current fiscal environment, so they are being removed from FY25 Funding”, according to communications from the Bureau of Educational and Cultural Affair (ECA).  

    “It’s an existential crisis for these programs and possibly for ECA,” said Mark Overmann, executive director of the Alliance for International Exchange – whose members make up 13 of the impacted programs, facing cuts of $85m.  

    According to Overmann, the 22 programs were all due to be renewed and were expecting to receive FY25 funds before September. Now, they will no longer be allowed to go through their awards process or renewal, and thus will be terminated.  

    “These organisations will now suddenly lose funding they’ve long anticipated and been promised, and this will likely result in furloughs, layoffs, and even organisational closures,” warned Overmann.  

    “Cancelling $100 million in programs which impact 10,000 students is devastating on many levels,” Bill Gertz, chairman of American Institute for Foreign Study (AIFS) told The PIE News.  

    “It means students’ plans and dreams are impacted… it means layoffs and financial disruption at the many fine cultural exchange organisations,” added Gertz, who sponsors the YES Abroad program which has been cancelled.

    “These folks have worked tirelessly to make the world a better place,” he said.  

    Typically, the State Department’s funding process would be in full swing in the spring and summer, though this year has been plagued by delays and uncertainty for program organisers and students alike.  

    Following the lifting of the State Department’s funding freeze this March, stakeholders have been concerned about the lack of movement on the ECA’s FY25 funding process, which has caused delays in the opening of applications and interfered with students’ plans.  

    According to a former staff member of the Republican Senate Foreign Relations Committee: “The variety of programs impacted are too broad to point to a single issue or justification – everything from community colleges to disability and education exchanges.” 

    They warned that the cuts would isolate the US in the long term, raising particular concerns about the discontinuation of the Kennedy-Lugar Youth Exchange and Study (YES) Program. 

    This initiative “was created after 9/11 specifically to bring young people from predominantly Muslim countries to the US to build long-standing relationships with communities and individuals who might not otherwise every get to see our nation in anything other than filtered news and anti-US social media,” they explained. 

    The value of study abroad for US soft power and public diplomacy was echoed by Gertz, who said the cuts came “at a time in our history when cultural understanding is needed the most”.  

    If OMB is allowed to cut these Congressionally appropriated FY25 awards, it will give them license to do it again and again, opening the door to effectively eliminate international exchange programs

    Mark Overmann, Alliance for International Exchange

    Beyond the programs, their participants, alumni and staff, the move raises alarm bells about the White House’s ability to cut congressionally appropriated grants. 

    Historically, Congress has approved ECA awards, but this year the Office of Management and Budget (OMB) inserted itself “irregularly” into the process to stop congressionally approved funds from being spent, said stakeholders.  

    According to Overmann, the move could be illegal, with Gertz also stating it was unconstitutional for OMB to override Congress in such a way.  

    “OMB found a way to use a small, previously arcane piece of administration process to stop ECA program awards from moving forward,” Overmann explained, leading to the defunding and termination of 22 cultural exchange programs. 

    “If OMB is allowed to cut these Congressionally appropriated FY25 awards, it will give them license to do it again and again, opening the door to effectively eliminate international exchange programs,” Overmann warned.  

    The cancellations have shocked the US study abroad community, which recently received a vote of confidence in Congress, which drastically reduced the planned cuts for study abroad in the FY2026 budget.  

    “We believe we have the support of the majority of Americans who have supported our efforts for decades,” said Gertz. ” We are actively engaged with Congress on the future of ECA programs. 

    Sector leaders have already kicked into action, warning that the elimination of funding would “greatly damage 75+ years of exchange activity and the legacy of Senator Fulbright. It would destroy many of our programs and much of our work,” said Overmann. 

    The Alliance today launched a campaign to save State Department international exchange programs, urging stakeholders to write to members of Congress.  

    The State Department has not issued a formal announcement or replied to The PIE’s requests for comment.  

    It appears that the following programs are impacted, though the list may not be exhaustive:  

    • Community College Administrator Program (CCAP) 
    • Community College Initiative Program (CCI) 
    • Community Engagement Exchange (CEE, Leahy Initiative on Civil Society) 
    • Council of American Overseas Research Centers 
    • English Access Scholarship Program 
    • English Language Fellow Program 
    • Global Undergraduate Exchange Program 
    • IDEAS Program 
    • International Center for Middle Eastern-Western Dialogue (Hollings Center) 
    • Kennedy-Lugar Youth Exchange and Study (YES) and YES Abroad Program 
    • Leaders Lead On-Demand 
    • Mandela Washington Fellowship for Young African Leaders 
    • Mike Mansfield Fellowship Program 
    • National Clearinghouse for Disability and Exchange (NCDE) 
    • Professional Fellows Program 
    • Survey of International Educational Exchange Activity (IEEA) in the United States 
    • TechWomen 
    • The J. Christopher Stevens Virtual Exchange Initiative 
    • U.S. Congress-Korea National Assembly Exchange Program 
    • U.S.-South Pacific Scholarship Program (USSP) 
    • Young Southeast Asian Leaders Initiative (YSEALI) Academic Fellowship 
    • Young Southeast Asian Leaders Initiative (YSEALI) Professional Fellowship Program (PFP) 

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  • Number of Chinese undergrads accepted to UK unis surges by 13%

    Number of Chinese undergrads accepted to UK unis surges by 13%

    According to UCAS data released today to coincide with A-level results day, the number of international students accepted to UK institutions has risen to 52,640 – up 2.9% on 2024 when this figure stood at 51,170.

    In just a year, the number of students from China accepted into university via the UCAS system went up a whopping 13% – with a total of 12,380 acceptances.

    Meanwhile, 2025 has proven to be a year of success for domestic students in the UK – with 28.3% of all grades being A or A* for students across England, Wales and Northern Ireland, according to the BBC.

    Commenting on the numbers, UCAS chief executive Jo Saxton pointed out the huge achievement of this year’s students, whose education was hit hard by the Covid-19 pandemic.

    “This year’s students were just thirteen when the pandemic hit, and their secondary schooling was turned upside down,” she said. “It’s great to see these applicants securing a university place in record numbers, seeking more education and investing in their futures. I am equally delighted to see how universities across the country have responded to their ambition.”

    Undergraduate international students have also found success this year despite some universities prioritising domestic students due to a focus on financial stability.

    According to a recent BBC article, Saxton explained that some UK universities were focussing on enrolling domestic undergraduates because of “uncertainty” around international students.

    She also pointed out that some institutions could accept a greater number of domestic students this year even if they did not meet the exact conditions of their offer because offering places to UK students, as opposed to international students, was more likely to result in financial stability for the institution.

    It’s great to see these applicants securing a university place in record numbers, seeking more education and investing in their futures
    Jo Saxton, UCAS

    It comes amid a turbulent time for the international education sector in the UK – with upcoming compliance changes forcing some universities to stop recruiting for certain courses or from some countries rather than risk falling foul of tightened BCA metrics.

    Many UK universities are currently facing financial difficulties, with around four in 10 universities currently at a deficit, according to a report by the Office for Students.

    Of the courses chosen by students, the most popular in the UK this year were Engineering and Technology, up 12.5% from last year at 30,020 acceptances, Mathematics with 9,220 acceptances and Law with 27,150.

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  • Military Academies Agree to End Race-Based Admissions in Landmark Settlement

    Military Academies Agree to End Race-Based Admissions in Landmark Settlement

    United States Military Academy at West Point Students for Fair Admissions (SFFA) announced this week that it has reached a settlement agreement with the U.S. Department of Justice that will permanently end the consideration of race and ethnicity in admissions at the United States Military Academy at West Point and the United States Air Force Academy.

    The agreement, approved at the highest levels of the Department of Defense, establishes four key requirements for both academies: applying no consideration of race or ethnicity in admissions decisions, maintaining no race-based goals or quotas, shielding race and ethnicity information from admissions personnel, and training staff to adhere to merit-only standards.

    The policies will take effect immediately and apply to all future admissions cycles, according to the settlement terms.

    The settlement represents a significant policy reversal from the Biden administration’s previous position defending race-conscious admissions at military service academies. Earlier this year, under President Trump’s Executive Order 14185, the Department of Defense determined that race-based admissions at military academies are not justified by military necessity and do not advance national security, cohesion, or readiness.

    The Department formally abandoned its earlier position that a “compelling national security interest in a diverse officer corps” justified race-based policies, marking a sharp departure from decades of military diversity initiatives.

    The agreement follows SFFA’s earlier litigation against the U.S. Naval Academy, where the organization successfully challenged similar race-conscious admissions practices.

    Under the settlement terms, litigation against West Point and the Air Force Academy will be dismissed with prejudice, with each side bearing its own legal costs. The agreement preserves SFFA’s right to challenge any future changes to these policies.

    “This is an historic day for the principle of equal treatment under the law at our nation’s military academies,” said Edward Blum, president of SFFA. “Together with the Naval Academy case earlier this year, this agreement ensures that America’s critically important military service academies will admit future officers based solely on merit, not skin color or ancestry.”

    The settlement comes amid ongoing national debates over affirmative action policies following the Supreme Court’s 2023 decision in Students for Fair Admissions v. Harvard, which effectively ended race-conscious admissions at civilian colleges and universities.

    Military service academies had previously been considered potentially exempt from that ruling due to national security considerations and the unique mission of training military officers. However, the Trump administration’s policy shift has eliminated that distinction.

    The agreement affects two of the nation’s most prestigious military institutions. West Point, founded in 1802, and the Air Force Academy, established in 1954, collectively graduate approximately 2,000 new military officers annually.

     

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  • The New Higher Ed SEO Playbook: Content Ecosystems for the AI Era

    The New Higher Ed SEO Playbook: Content Ecosystems for the AI Era

    Imagine a prospective student asking an AI, “Which colleges offer the best online MBA for working parents?”

    Instead of matching keywords, the AI delivers an answer drawn from credible, connected content that blends facts, context, and intent to guide the decision.

    For higher ed leaders, this represents a major shift. Institutions that adapt will earn greater visibility in search, attract more qualified prospective students, and convert curiosity into enrollment growth. The old playbook of targeting single, high-volume keywords just isn’t enough anymore.

    AI-driven search rewards comprehensive, connected, and trustworthy content ecosystems, and institutions that embrace this approach will be the ones students find first. 

    The AI search shift in higher ed 

    Traditional search engine optimization (SEO) rewarded institutions that could identify the right keywords, create targeted pages, and build backlinks. But generative AI and conversational search have changed the rules of the game. 

    Here’s what’s different now: 

    • From keywords to context: AI search models don’t just match words — they interpret meaning and intent, returning results that connect related topics and concepts. 
    • Authority signals matter more: AI favors sources that consistently provide accurate, in-depth information across multiple touchpoints. 
    • Content is interconnected: A single page doesn’t win on its own. Its value depends on how it fits within the institution’s broader web presence. 

    This shift also raises the bar for internal collaboration. Marketing, enrollment, and IT can no longer work in silos. AI search success depends on shared strategy, consistent messaging, and coordinated execution. 

    The takeaway? Institutions need to stop thinking about SEO as an isolated marketing tactic and start treating it as part of a broader content ecosystem. 

    Why a content ecosystem beats keyword lists 

    A content ecosystem is the interconnected network of program pages, admissions information, faculty bios, student stories, news, and resources — all working together to answer your audiences’ questions. 

    It’s the difference between a brochure and a campus tour. A brochure offers quick facts; a tour immerses prospects in faculty, classrooms, student life, and services—building a fuller, more confident picture. 

    A keyword list is the brochure. A content ecosystem is the tour — immersive, connected, and designed to guide prospects from curiosity to commitment. 

    When built intentionally, a content ecosystem gives institutions three clear advantages in today’s AI-driven search environment: 

    Increased relevance 

    AI search tools don’t look at a single page in isolation; they interpret the relationships between topics across your domain. Internally linked, topic-rich pages show the depth of your expertise and help algorithms recommend your institution for nuanced, conversational queries. 

    Example: A prospective student searching “flexible RN-to-BSN options for full-time nurses” is more likely to find you if your nursing program page is connected to articles on nursing career paths, flexible modality, and student success stories. 

    Compounding authority that builds lasting trust

    Authority isn’t built from one or two high-performing pages. It’s earned when every part of your online presence reinforces your credibility. Program descriptions, faculty bios, and testimonials must align in tone, accuracy, and quality. Outdated or inconsistent details can quickly erode the trust signals AI uses to rank content. 

    Conversion that’s built in 

    A keyword list may bring someone to your site, but a content ecosystem keeps them there and moves them closer to action. When visitors can move seamlessly from an informational blog to a program page to an application guide or chat with an advisor, conversion becomes a natural next step. 

    The most effective ecosystems are living assets — constantly updated, monitored, and optimized to reflect evolving programs and audience needs. For institutions looking to compete in an AI-powered search landscape, that adaptability is the real competitive advantage. 

    Is Your Website Built for AI Search?

    Get a personalized AI Readiness Assessment that identifies gaps, surfaces opportunities, and helps build a digital content strategy that meets the moment.

    How to build an AI-ready content ecosystem 

    At Collegis, we help institutions take a holistic approach that bridges marketing, enrollment, and IT. Here’s how we see it coming together: 

    1. Gather actionable data insights 

    Don’t just chase the most-searched terms. Look at historical enrollment, inquiry trends, and page performance to identify the queries that actually lead to applications and registrations, not just clicks. 

    2. Map content to the student journey 

    From the first touchpoint to enrollment, every content asset should serve a clear purpose: 

    • Top of funnel: Informational articles, career outlooks, program overviews 
    • Middle of funnel: Financial aid resources, student success stories, faculty profiles 
    • Bottom of funnel: Application guides, event sign-ups, chat support 

    Linking these pieces guides prospective students through the decision process seamlessly. 

    3. Optimize for AI discoverability 

    Structured data, schema markup, and well-organized site architecture make it easier for AI tools to interpret and recommend your content. Accuracy and consistency are critical — outdated program descriptions or conflicting statistics can undermine authority signals. 

    4. Create continuous feedback loops 

    The work doesn’t stop at publishing. Monitor how content performs in both traditional and AI search, then feed those insights back into planning. AI search algorithms evolve, and so should your content strategy. 

    Turning visibility into meaningful enrollment growth

    AI search is changing how students discover institutions, and how institutions must present themselves online. It’s no longer enough to appear in search results. You need to appear as the most authoritative, most relevant, and most trustworthy source for the questions that matter to prospective students. 

    By building an AI-ready content ecosystem, colleges and universities can meet this challenge head-on, earning not just visibility but the confidence and interest of future learners. 

    Collegis partners with colleges and universities to design content strategies that aren’t just visible, they’re built to convert and scale across the entire student lifecycle. 

    Ready to see how your institution stacks up in the age of AI search?

    Request your AI Readiness Assessment to receive a personalized report outlining your institution’s digital strengths, content gaps, and practical next steps to boost visibility and engagement. It’s your roadmap to staying competitive in an AI-first search landscape.

    Innovation Starts Here

    Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • PHILIP CAVALIER | Diverse: Issues In Higher Education

    PHILIP CAVALIER | Diverse: Issues In Higher Education

    Dr. Philip Cavalier Philip Cavalier  has been named president of Kutztown University. Cavalier most recently served as provost and senior vice chancellor for Academic Affairs at the University of Tennessee at Martin (UTM), a regional public university with more than 7,000 students in northwest Tennessee. He served as interim chancellor for five months in 2023. During his seven years at the university, he led the creation of UTM’s 2025- 30 strategic plan, and two strategic enrollment plans and developed or enhanced eight academic programs aligned with student interests and local workforce needs. Before joining UT Martin, Cavalier held several faculty and senior leadership roles in higher education, including provost at Lyon College, provost and dean of the college at Eureka College, and dean of general education at Catawba College. 

    Cavalier holds a doctorate in English from the State University of New York at Buffalo, a master’s degree in English from Northeastern University, Boston, Mass., and a bachelor’s degree in economics from Swarthmore College.

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  • Why student engagement starts with teacher clarity

    Why student engagement starts with teacher clarity

    Key points:

    In Alpine School District, we serve a wide range of students, from Title I to highly affluent communities. While our population has traditionally been predominantly white and middle income, that’s changing. In response to this growing diversity and shifting needs, one of my missions as professional learning and curriculum director for secondary schools has been to provide needs-based professional learning, just in time for educators, and to give them a real voice in what that looks and feels like.

    I lead a team of full-time educator equivalents across every discipline: math, science, social studies, ELA, the arts, health, and PE. Together, we guide professional learning and instructional support. Over the past several years, we’ve had to take a hard look at how we teach, how we engage students, and how we prepare educators for long-term success.

    Where we started: Tier 1 challenges and high turnover

    When I first became curriculum director, I noticed in our data that our schools were not making much progress, and in some cases had stagnated in growth scores. We were leaning heavily on Tier 2 interventions, which told us that we needed to shore up our Tier 1 instruction.

    At the same time, we were hiring between 400 and 500 teachers each year. We’re located near several universities, so we see a continuous flow of new educators come and go. They get married, they relocate, or a spouse gets into medical school, which translates to a constant onboarding cycle for our district. To meet these challenges, we needed professional learning that was sound, sustainable, and meaningful, especially early in a teacher’s career, so they could lay a strong foundation for everything that would come after.

    Teacher clarity and engagement by design

    Several years ago, we joined the Utah State Cohort, doing a deep dive into the Teacher Clarity Playbook. That experience was a real turning point. We were the only team there from a district office, and we took a train-the-trainer approach, investing in our strongest educators so they could return and lead professional learning in their content areas. Since then, we’ve used Engagement by Design as the framework behind much of our PD, our classroom walkthroughs, and our peer observations. It helped us think differently: How do we support teachers in crafting learning intentions and success criteria that are actually meaningful? How do we align resources to support that clarity? We’ve embedded that mindset into everything.

    Coming out of the pandemic, Alpine, like many districts around the country, saw decreased student engagement. To focus deeply on that challenge, we launched the Student Engagement Academy, or SEA. I co-designed the Academy alongside two of our content specialists, Anna Davis and Korryn Coates. They’re both part-time teacher leaders at the district office and part-time visual arts teachers in schools, so they live in both worlds. That was important because we believe professional learning should always be contextualized. We don’t want teachers burning extra bandwidth trying to translate strategies across subject areas.

    SEA is a yearlong, job-embedded learning experience. Teachers participate in PLCs, conduct peer observations, and complete a personalized learning project that showcases their growth. Our PLC+ coaches work directly with our lead coach, Melissa Gibbons, to gather and analyze data that shapes each new round of learning. We also included classroom observations, not for evaluation, but to help teachers see each other’s practice in action. Before observations, Anna and Korryn meet with teachers in small groups to talk through what to look for. Afterward, they debrief with the teachers: What did we see? What evidence did we see of student engagement? What did we learn? What are we still wondering? As we answer these questions about teaching, we’re also asking students about their experience of learning.

    Learning from student surveys

    Hearing from our students has been one of the most powerful parts of this journey. With the support of our Director of Student and Educator Well-eing, we created a student survey. We asked a random group of students questions such as:

    • What are you learning?
    • How are you learning it?
    • How do you know how you’re doing?
    • Why does it matter?

    The responses were eye-opening. Many students didn’t know why they were learning something. That told us our teachers weren’t being as clear or as intentional as they thought they were. One specific question we asked was based on the fact that attendance in world language classes stayed high during the pandemic, while it dropped in other subjects. We asked students why. The answer? Relationships, expectations, and clarity. They said their world language teachers were clear, and they knew what was expected of them. That led other disciplines to reflect and recalibrate.

    Today, teachers across subjects like ELA, math, and social studies have participated in a SEA cohort or aligned learning. We’re seeing them plan more intentionally, better target skills, and align instruction with assessment in thoughtful ways. They’re starting to see how mirroring instruction with how learning is measured can shift outcomes. It’s been truly exciting to witness that change. Engaging students through improved teacher clarity, positive classroom relationships (with each other, the teacher, and the content), and providing the students with appropriate levels of rigor has been a game changer.

    Building teacher leadership teams

    Next year, we’re focusing on developing teacher leadership skills, knowledge, and dispositions across the full geographic area of our district. We’re building professional capacity through leadership teams using the PLC+ model, with an emphasis on facilitation skills, research-based practice, and advocacy for strong instruction in every discipline.

    If you’re a district leader looking to boost student engagement through professional development, my advice is simple: You can’t do it alone. You need a team that shares your values and your commitment to the work. You also have to be guided by research–there’s too much at stake to invest in strategies that don’t hold water. Finally, this is a marathon, not a sprint. Aim for small, incremental changes. There’s no silver bullet, but if you stay the course, you’ll see real transformation.

    Latest posts by eSchool Media Contributors (see all)

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  • A levels and acceptances, 2025

    A levels and acceptances, 2025

    This article covers broad trends in results and university place acceptances. It’s not something you need to read if you are, or are supporting, someone on results day or with applying to university. This might be helpful though. 

    Though it is a perilous time to be a university one thing that is holding up seems to be undergraduate applications.

    It is a bumper year – good news for students, who are more likely to be starting on the course and at the provider they really want to be at this autumn, and good news for the sector, who may have started believing the narrative that university is declining in popularity.

    But we do need to separate things out – performance, both by students in achieving qualifications, by providers in running increasingly efficient and attractive recruitment operations, does mask some underlying issues. We’ve somehow reached a situation where study is becoming less affordable for students (especially relating to living costs, and especially affecting students from less advantaged backgrounds) and for universities (with the real value of fees far below 2012 levels, and changes in the market seeing growth among traditionally selective providers).

    Today’s results are spectacular news for the higher education sector, but it surely must be clear to everyone that we are beginning to run out of road.

    UCAS acceptances

    A record number of 18 year old applicants has yielded a record number and proportion (excepting 2021) taking up their firm offers in 2025. Just under 250,000 applicants (representing 63.51 per cent of all 18 year olds applying via UCAS) have started JCQ results day knowing that the university and course they had set their heart on will be where they will study next year.

    Couple this with a recovery in insurance places being taken up, and we have a historically low proportion of 18 year olds entering clearing. Just 15.15 per cent of applicants are currently in clearing, plus another 12.8 per cent still holding offers but yet to confirm.

    The picture is slightly different if you look at all ages – mature applicants are more likely to be in clearing than their younger counterparts – although a non-pandemic record proportion (57.25 per cent) of all students are taking up firm offers.

    That said, it is going to be a hugely competitive few days for admissions teams, but correspondingly good news for applicants looking for a place: there will be more courses looking for students.

    [Full screen]

    The sector will have an eye on the distribution of students across types of provider, and will see another entry in a time series that shows the growth of high tariff providers. A record 39 per cent of students who have accepted places on JCQ results day have done so at a high tariff provider – just 29.3 per cent will be starting at a low tariff provider (a record low). What’s “high tariff” these days? Anything above about 125.8 tariff points, according to DfE.

    [Full screen]

    The entry rate for the most disadvantaged quintile of 18 year olds in England was 22.9 per cent – the highest proportion on record, but still a long way off the 44.5 per cent of the most advantaged quintile that will start university this autumn. Expect clearing activity to shift this slightly.

    [Full screen]

    We also have data on subject area choices (at the top level of the common academic hierarchy). Of those students who have already accepted a place, business and medicine-related courses continue to grow in attractiveness – there’s been an increase in social sciences, engineering, and law (continuing a post-pandemic trend) and a sharp drop in interest for computing courses.

    [Full screen]

    It is worth remembering that this represents just the first flush of acceptances – a historically large number of students, but far from the totality of this cohort. Most of the action in clearing happens early, and we’ll be covering that on Wonkhe over the next few days.

    International acceptances

    Not all international recruitment flows through UCAS or conforms to what is (for most of the world) artificial deadlines like JCQ, so this is by necessity an incomplete picture. But, again in contrast to prevailing narratives, numbers are up – there were 52,640 acceptances (up 2.9 per cent on last year) in 2025. We see strong year on year growth in China (up 14.6 per cent), the US (up 10.38 per cent), and Turkey (up 21.71 per cent). India is declining (down 9.42 per cent) and Nigeria is starting to recover (up 20.83 per cent) but still a long way off the peaks of 2022 and 2023.

    [Full screen]

    A level results

    A level performance (for students in England, Northern Ireland, and Wales) generally tends to see movements below the margin of error, as the methodology underpinning the award of marks contains elements of norm-referenced methodologies). The pandemic years (2020, 2021, 2022) are the exceptions here due to changes in the grading process.

    [Full screen] proportions

    That said, there are some interesting underlying trends. Overall performance in 2025 is up (nearly 78 per cent got C and above this year, compared to 76.3 per cent last year) – this is based on a smaller (entries were down 0.5 per cent) and academically stronger (the popularity of vocational routes is growing, this was the first cohort to have non-compensated GCSE grades) group of students.

    And, as always, there is huge variation by subject. Law remains the most difficult A level to achieve C and above in – just 64.6 per cent managed this in 2025, compared to 88.4 per cent in art and design disciplines. And law has got harder over time – in 2018 the proportion was 72.7 per cent.

    [Full screen]

    Law still remains moderately popular (there were just under 15,000 entries in 2025, up 1 per cent on last year) but is a long way behind the “big four”: maths (112,000, 4.4 per cent), psychology (76,000, down 3.3 per cent), biology (71,000, down 4 per cent), and chemistry (63,500, up 1.5 per cent).

    [full screen] sat

    What of the more than 250,000 level 3 vocational and technical qualifications awarded by JCQ today? The majority of these are what JCQ call “applied generals” (BTECs and the like) – there were 220,553 awarded, compared to 12,000 T levels.

    Business and social policy qualifications are the dominant subject groups here (both had around 44,000 entries each). For the (most popular) medium sized qualifications – worth one-and-a-half A levels – 80 per cent achieved a Merit or above, and (for those graded A* to E) 75 per cent achieved a C above.

    This is the fourth year of T levels, the new style of vocational and technical level 3 qualification invented by the last government and available in England only – there are now 18 subject routes available. Of the 12,000 or so taking T levels, some 65 per cent achieved a Merit or above, 91 per cent achieved a Pass or above. The numbers are small but growing rapidly, making year on year comparisons tricky – DfE has published some data on these results that goes into a little more depth.

    The Ofqual release shows, once again, that independent and selective school settings have seen the highest proportions of top A level grades, with further education colleges seeing the lowest proportions. As usual, there is no data (or seemingly, interest) in performance at special schools – and neither the main release nor the analytics dashboard feel like special needs status is worth reporting on.

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  • Was Turning Point USA inflitrated by a Russian informant?

    Was Turning Point USA inflitrated by a Russian informant?

    In the murky world of political nonprofits and student organizations, foreign influence is often subtle—but sometimes the signs are hard to ignore. Turning Point USA (TPUSA), the high-profile conservative nonprofit mobilizing students across the United States, has come under our scrutiny for potential infiltration by individuals with Kremlin connections. 

    Central to this story is Alexandra Hollenbeck, a former student journalist and TPUSA associate whose activities raise questions about Russian influence in American student politics.  While much of the information has been scrubbed from the Internet, we still hold considerable evidence.  

    Hollenbeck’s Background and Unusual Affiliations

    Alexandra Hollenbeck has contributed to conservative publications such as The Post Millennial, Washington Examiner, and TurningPoint.News. Her work includes coverage of pro-Trump narratives, student activism, and international affairs. 

    In a 2017 article for TPUSA’s Student Action Summit, Hollenbeck reported on former Trump strategist Sebastian Gorka’s speech, highlighting his devotion to combating jihadists and supporting Trump’s agenda. Gorka’s talk drew historical parallels, beginning with the story of Paul, a 15-year-old boy walking through post-war Budapest, emphasizing that “liberty is as precious as it is fragile.”

    Hollenbeck’s prominence within TPUSA circles became more conspicuous after she was photographed at the Kremlin during a pro-Putin rally—a rare and striking connection for a U.S.-based political journalist. 

    Attempts at Federal Oversight and Silence

    Inquiries to the FBI regarding Hollenbeck’s activities yielded no response.  TPUSA also never responded to our questions.  

    Why TPUSA Could Be Vulnerable

    TPUSA operates extensive student networks and organizes high-profile events that attract donors, media, and political figures. While the organization is influential within U.S. conservative circles, its internal vetting procedures for affiliates and journalists are less transparent. This opacity creates opportunities for individuals to gain access to sensitive networks, messaging, and potentially student data.

    Hollenbeck’s activities—her Kremlin presence, her coverage of pro-Trump events, and her involvement in TPUSA events—illustrate why external scrutiny is warranted. While no definitive proof of espionage or formal Russian affiliation has been established, the pattern of her engagements suggests a potential risk of foreign influence.

    Implications for Student Organizations

    Hollenbeck’s case highlights broader vulnerabilities. U.S. student political organizations, particularly those with ideological missions and national reach, can be attractive targets for foreign influence. The combination of access to young adults, credibility on campuses, and ties to political figures creates strategic opportunities for external actors.

    Even the perception of foreign infiltration can damage trust, complicate fundraising, and raise national security concerns, particularly when student data or organizational communications could be exposed.

    Vigilance and Transparency Are Essential

    While no concrete evidence has emerged proving that Hollenbeck acted on behalf of the Russian government, her Kremlin connections, TPUSA involvement, and early work covering ideologically charged events like Gorka’s summit illustrate a cautionary tale. Student organizations, nonprofits, and journalists must remain alert to potential foreign influence and implement safeguards to protect institutional integrity.

    For TPUSA, this means auditing affiliations, reviewing internal vetting procedures, and ensuring participants act in the organization’s and public’s best interests. For journalists and watchdogs, it underscores the importance of persistent investigation into intersections between U.S.-based political networks and foreign actors.

    The case of Alexandra Hollenbeck demonstrates that in today’s political environment, the lines between ideology, influence, and infiltration are increasingly blurred—and the stakes for student organizations and U.S. democracy are higher than ever.

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  • Report highlights growing movement to elevate student voice in school communications

    Report highlights growing movement to elevate student voice in school communications

    Key points:

    As K-12 leaders look for ways to strengthen trust, engagement, and belonging, a growing number of districts are turning to a key partner in the work: their students.

    A new national report from the National School Public Relations Association (NSPRA) and SchoolStatus reveals that districts that incorporate student voice into their communication strategies–through videos, messaging, and peer-created content–are seeing real results: stronger family engagement, increased student confidence, and more authentic school-community connection.

    The report, Elevating Student Voice in School Communications: A Data-Informed Look at Emerging Practices in School PR, is based on a spring 2025 survey, which received 185 responses from K-12 communications professionals. It includes real-world examples from school districts to explore how student perspectives are being incorporated into communication strategies. It highlights the growing use of first-person student storytelling, direct-to-student messaging, and student internships as strategies to build trust, improve engagement, and strengthen school-community relationships.

    “School communicators do more than share information. They help build connection, trust, and belonging in our communities,” said Barbara M. Hunter, APR, Executive Director of NSPRA. “Elevating student voice is not just a feel-good initiative. It is a powerful strategy to engage families, strengthen relationships, and improve student outcomes.”

    Key findings include:

    • Video storytelling leads the way: 81 percent of districts using student voice strategies rely on video as their primary format.
    • Direct communication with students is growing, but there is room for improvement in this area: 65 percent of districts report at least some direct communication with students about matters that are also shared with families, such as academic updates, behavioral expectations or attendance
      • However, just 39 percent of districts copy students on email messages to families, and just 37 percent include students in family-teacher conferences, allowing them to be active participants
    • Internships on the rise: 30 percent of districts now involve students as interns or communication ambassadors, helping create content and amplify student perspectives
    • Equity efforts around student storytelling vary significantly. While some districts say they intentionally recruit students with diverse perspectives, fewer encourage multilingual storytelling or provide structured support to help students share their stories

    Early results are promising: Districts report improved engagement, stronger student confidence, and more authentic communication when students are involved.

    • 61 percent of districts that track comparisons report student-led content generates higher engagement than staff-created communications
    • 80 percent of respondents observe that student voice positively impacts family engagement
    • A majority (55 percent) said direct communication with students improves academic outcomes

    Building Inclusive Student Voice Strategies
    The report outlines a three-part approach for districts to strengthen student voice efforts:

    • Start with student presence by incorporating quotes, videos, and creative work into everyday communications to build trust and visibility
    • Develop shared ownership through internships, ambassador programs, and student participation in content creation and feedback
    • Build sustainable systems by aligning student voice efforts with district communications plans and regularly tracking engagement

    The report also highlights inclusive practices, such as prioritizing student consent, offering mentorship and support for underrepresented students, featuring diverse stories, involving student panels in review processes and expanding multilingual and accessible communications.

    “When districts invite students to take an active role in communication, it helps create stronger connections across the entire school community,” said Dr. Kara Stern, Director of Education for SchoolStatus. “This research shows the value of giving students meaningful opportunities to share their experiences in ways that build trust and engagement.”

    The report also explores common challenges, including limited staff time and capacity, privacy considerations and hesitancy around addressing sensitive topics. To address these barriers and others, it offers practical strategies and scalable examples to help districts start or expand student voice initiatives, regardless of size or resources.

    This press release originally appeared online.

    eSchool News Staff
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