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  • Texas A&M board to vote on sweeping classroom censorship proposal

    Texas A&M board to vote on sweeping classroom censorship proposal

    This Wednesday, the Texas A&M System Board of Regents will vote on whether to give university presidents sweeping veto power over what professors can teach. Hiring professors with PhDs is meaningless if administrators are the ones deciding what gets taught.

    Under the proposal, any course material or discussion related to “race or gender ideology” or “sexual orientation or gender identity” would need approval from the institution’s president. Faculty would need permission to teach students about not just modern controversies, but also civil rights, the Civil War, or even ancient Greek comedies.

    This is not just bad policy. It invites unlawful censorship, chills academic freedom, and undermines the core purpose of a university. Faculty will start asking not “Is this accurate?” but “Will this get me in trouble?”

    That’s not education, it’s risk management. 

    FIRE urges the board to reject this proposal. And we will be there to defend any professor punished for doing what scholars are hired to do: pursue the truth wherever it leads.

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  • Games for Change Opens 2026 Student Challenge to Game Creators and Innovators Ages 10–25

    Games for Change Opens 2026 Student Challenge to Game Creators and Innovators Ages 10–25

    The annual global game design awards $20,000 in grand prizes for creative and impactful games that advance the UN Sustainable Development Goals

    NEW YORK, NY — [NOV 10, 2025] — Games for Change (G4C), the leading nonprofit that empowers game creators and innovators to drive real-world change, today announced the kick off of the 2025- 2026 Games for Change Student Challenge, a global game design program inviting learners ages 10–25 years old to tackle pressing world issues that address the United Nations Sustainable Development Goals, through creativity, play, and purposeful design.

    Now in its eleventh year, the Student Challenge has reached more than 70,000 students and almost 2,000 educators and faculty across 600cities in 91 countries, inspiring the creation of over 6,600 original student-designed games that connect learning to action. From November to April 2026, participants will design and submit games for consideration in regional and global competitions, with Game Jams taking place worldwide throughout the season.

    “The G4C Student Challenge continues to show that when young people design games about real-world issues, they see themselves not just as players, but as problem solvers and changemakers,” said Arana Shapiro, Chief Operations and Programs Officer at Games for Change. “Through game design, students learn to think critically, collaborate, and build solutions with purpose. In a world shaped by AI and constant change, durable skills like problem solving, critical thinking, and game design will allow all learners to thrive in their communities and worldwide.”

    This year, students will explore three new themes developed with world-class partners to inspire civic imagination and problem-solving:

    Two grand-prize winners will receive a total of $20,000 in scholarships, generously provided by Take-Two Interactive and Endless. Winners and finalists will be celebrated at the Student Challenge Awards on May 28, 2026, in recognition of exceptional creativity, social impact, and innovation in student game design.

    “With 3.4 billion players worldwide, the video games industry has an unprecedented ability to reach and inspire audiences across cultures and our next generation of leaders,” said Lisa Pak, Head of Operations at Playing for the Planet. “We’re excited about our collaboration with Games for Change, empowering students to use their creativity to spotlight the threats to reefs, rainforests, and our climate. Together, we’re transforming play into a powerful tool for awareness, education, and action.”

    More than 319 million people face severe hunger around the world today,” said Jessamyn Sarmiento, Chief Marketing Officer at World Food Program USA. “Through the ‘Outgrow Hunger’ theme, we’re giving the next generation a way to explore the root causes of food insecurity and imagine solutions through research, game design, and play. This collaboration helps students connect their creativity to one of the most urgent challenges of our time—ending hunger for good.”

    Additionally, G4C is expanding its educator support with the launch of the G4C Learn website, the world’s largest online resource library featuring lesson plans, tutorials, and toolkits to guide students, teachers, and faculty on topics like game design, game-based learning, esports, career pathways, and more. In partnership with Global Game Jam, educators worldwide can receive funding, training, and support to host Student Challenge Game Jams in their classrooms and communities.

    “Games turn learning into challenges students actually want to take on,” said Luna Ramirez, CTE teacher at Thomas A. Edison CTE High School based in New York City. “When students design games to tackle pressing global problems affecting their communities, they become curious about the world around them, experimenting, and bringing ideas to life. The best learning happens when students take risks, fail forward, and collaborate, and that’s exactly what the Games for Change Student Challenge empowers.”

    Educators, parents, and learners ages 10–25 can now registerfor the 2026 Games for Change Student Challenge and access free tools and resources at learn.gamesforchange.org.

    This year’s Student Challenge is made possible through the generous support of key partners, including Endless, General Motors, Verizon, Motorola Solutions Foundation, Take-Two Interactive, World Food Program USA, Playing for the Planet, Unity, and Global Game Jam.

    About Games for Change

    Since 2004, Games for Change (G4C) has empowered game creators and innovators to drive real-world change through games and immersive media, helping people learn, improve their communities, and make the world a better place. G4C partners with technology and gaming companies, nonprofits, foundations, and government agencies to run world-class events, public arcades, design challenges, and youth programs. G4C supports a global community of developers using games to tackle real-world challenges, from humanitarian conflicts to climate change and education. For more information, visit: https://www.gamesforchange.org/.

    Media contact(s):

    Alyssa Miller

    Games for Change

    [email protected]

    973-615-1292

    Susanna Pollack
    [email protected]

    Latest posts by eSchool News Contributor (see all)

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  • AI in Higher Education: Academic Thought Leadership

    AI in Higher Education: Academic Thought Leadership

    How Faculty Expertise Boosts AI Search Results in Higher Ed

    Many higher education enrollment teams assume that the key to growth is spending more on paid leads. It feels logical: increase visibility, boost inquiries, fill the pipeline. Yet, too often, they end up paying for quantity, not quality — resulting in higher budgets that fail to yield students who are a good fit. They see short-term spikes in inquiries, followed by low conversion rates and retention challenges from mismatched students. 

    Achieving sustainable enrollment growth doesn’t have to mean spending more. What’s needed instead is smarter strategies that enable institutions to attract the right students earlier in the decision process — when they’re still exploring their options, defining their goals, and forming impressions of institutions’ credibility. 

    Shifting the focus of enrollment strategies from paid acquisition to earned attention — building organic visibility, authority, and trust with prospects before they fill out an application form — is the key to true growth. This approach is increasingly important as more and more students use artificial intelligence (AI) to navigate their higher education journey. 

    Building Organic Demand with AI and GEO 

    AI is reshaping how students discover institutions and their programs. While Google used to dominate prospective students’ search efforts, they are increasingly using AI-powered search assistants such as ChatGPT and Gemini to find, summarize, and compare higher education offerings. A 2025 study by the Online and Professional Education Association (UPCEA) found that roughly 50% of prospective students use AI tools at least weekly to research programs, including about 24% who use them on a daily basis. 

    As AI’s role in higher education marketing expands, institutions have begun to adopt generative engine optimization (GEO) strategies to improve their visibility in AI-driven search results. Unlike standard search engine optimization (SEO) — which focuses on keywords and backlinks — GEO prioritizes structured, authoritative content that AI systems can easily understand, cite, and incorporate into their responses. 

    When institutions feed these systems with content featuring faculty-driven subject matter expertise and clearly structured information, they train the AI algorithms to view them as authoritative and credible, and to surface them in students’ search results more often. This makes it easier for these institutions to engage high-intent students earlier in their enrollment journey.

    The Role of Faculty in Building Authority 

    No one conveys academic quality and institutional credibility better than the people who embody them. Faculty members represent some of an institution’s most trusted — yet often underutilized — marketing assets. Their expertise not only validates the institution and its programs but also humanizes them. 

    When faculty voices appear in thought leadership articles, Q&A features, or explainer videos, they do more than share knowledge — they strengthen confidence in the institution among both prospective students and their families. 

    Leveraged strategically, faculty expertise can enhance multiple facets of an institution’s marketing ecosystem:

    • Public relations: Faculty insights can position schools as trusted commentators in media coverage on industry trends. 
    • Search: Content that highlights subject matter expertise is seen as more credible by both traditional search engines and AI assistants, improving the content’s organic rankings and GEO performance. 
    • Enrollment marketing: Faculty-driven content that targets prospective students — such as video Q&As, informative blog posts, and interactive webinars — can help bridge the gap for these prospects between aspiration and application.

    When institutions center faculty in their marketing efforts, they connect academic storytelling with enrollment strategy, transforming their outreach from promotion into education.  

    Improving Efficiency and Results

    Today, higher ed enrollment growth depends on smarter strategy — not higher spending. Institutions can achieve greater success by balancing their paid and organic channels, building durable content engines, and aligning their marketing spend with actual enrollment outcomes.

    Balance Paid and Organic Marketing               

    Paid campaigns still have great value. But overreliance on them can drive up cost-per-enrollment (CPE) while producing prospective students who are a weaker fit. According to data from UPCEA, the average cost per enrolled student is more than $2,800. By mixing organic channels — faculty thought leadership pieces, GEO-friendly content — with paid efforts, institutions can achieve lower long-term costs while improving the fit and retention of their prospects.

    Create a Long-Term Content Engine               

    Temporary campaigns can deliver short-term boosts, but real authority that leads to sustainable enrollment growth stems from consistent, faculty-led content. Building a content engine anchored in faculty expertise and optimized for AI and GEO is essential, allowing institutions to maintain their visibility and credibility. Over time, this strategy can lower acquisition costs, boost engagement, and support retention.

    Align Marketing Spend With Enrollment Outcomes               

    Too often, marketing dollars are funneled toward maximizing the volume of leads rather than focusing on actual outcomes. True budget efficiency comes from aligning spend with each stage of the student life cycle — supporting strategies that move prospects from application to enrollment to persistence. When institutions’ budgets prioritize quality, engagement, and long-term fit over volume, they can strengthen both their conversion rates and their retention outcomes. 

    Key Takeaways

    • More leads don’t always translate to real growth. Sustainable enrollment comes from reaching the right students — not just more of them. 
    • By embracing GEO, leveraging AI in their higher education marketing strategy, and elevating faculty expertise, institutions can deliver content that builds organic authority and attracts qualified prospects earlier in their decision journey. This approach reduces institutions’ reliance on paid efforts, improves their cost efficiency, and enhances their credibility. 
    • Schools that invest in faculty-led content strategies can gain stronger conversions, better retention, and enduring brand trust — the foundation of meaningful, measurable enrollment growth.

    Drive Enrollment With Faculty Voices

    At Archer Education, we partner with accredited institutions to help them leverage AI and faculty thought leadership to build their credibility and drive their enrollment growth. Contact our team to learn how our tech-enabled marketing and enrollment solutions can help your institution attract the right students more efficiently. 

    Sources

    Association to Advance Collegiate Schools of Business, “Greater Impact Through Faculty Thought Leadership”

    Online and Professional Education Association, “AI Tools Are Driving Prospective Student Decisions, UPCEA and Search Influence Research Shows”

    Online and Professional Education Association, “How Higher Education Marketing Metrics Help You Boost Enrollment”

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  • Leading Through Change: The Core Values That Guide Collegis and Higher Ed

    Leading Through Change: The Core Values That Guide Collegis and Higher Ed

    Higher education is undergoing rapid transformation — from shifting student demographics to the urgent need for digital agility. At Collegis Education, we’ve navigated a similar journey. What began as a services organization has evolved into a technology-enabled partner, helping institutions thrive amid disruption. And while the journey hasn’t always been easy, one thing has kept us steady through it all: our culture

    When we talk about culture, we’re really talking about who we are when things get hard — how we make decisions, how we treat one another, and how we stay focused on our shared mission even when the future feels uncertain. 

    At Collegis, our culture is built on four core values that have guided every step of our transformation: authenticity, innovation, commitment, and collaboration. These aren’t just words. They’re the foundation that enables us to stay grounded and keep moving forward — together. 

    Shared transformation with our partners 

    Institutions across higher education are also undergoing profound transformation — navigating demographic shifts, evolving technology expectations, and increasing pressure to deliver on access and affordability. 

    These pressures have tested the resilience of colleges and universities nationwide. Yet just like Collegis, many institutions have found strength by doubling down on their missions and values. 

    That’s why our relationships with our partners are so strong. We understand that mission-driven organizations operate with purpose, and so do we. Higher education is about service, learning, and impact. At Collegis, our purpose is to help institutions live that mission more effectively through innovation, data, and technology — while never losing sight of the human side of education. 

    Authenticity in action: How trust drives transformation 

    Transformation requires honesty. Honesty about what’s working, what isn’t, and what comes next. Like many institutions, we’ve made difficult decisions in recent years. We’ve rethought how we serve our partners, restructured internally, and evolved how we operate. 

    Throughout these moments, authenticity has been our anchor. We communicate openly, acknowledge challenges, and lead with transparency to build trust. 

    It also means bringing our true selves to work. The people who thrive at Collegis are those who lead with integrity, admit mistakes, and approach challenges with humility and purpose. That creates space for bold ideas and genuine growth. 

    Authenticity connects us to our partners as well. Institutions strive to build cultures of empathy, honesty, and integrity — just like we do. It’s a value that runs deep across the higher ed ecosystem. 

    Innovation that moves us forward 

    Change is accelerating. The ability to innovate isn’t just a differentiator — it’s a requirement. 

    At Collegis, innovation is about more than technology. It’s how we think. It’s how we tackle complex challenges, experiment with new ideas, and find better ways to deliver value. 

    We’ve seen innovation in action across our organization — in the development of Connected Core®, in our use of AI to personalize student experiences, and in our operations teams that continuously improve how we work. 

    Our partners are innovating too. From program design to data strategy to student engagement, institutions are finding new ways to serve their communities. Together, we’re helping higher ed adapt and thrive. 

    Commitment that never wavers 

    Change tests commitment. It’s easy to be dedicated when things are smooth. It’s much harder when goals shift, markets move, or resources tighten. 

    What’s impressed me most about our Collegis team is the depth of commitment I see every day. Our people lean in. They solve problems, meet deadlines, and show up for one another and for our partners. 

    That same spirit exists across the institutions we serve — a relentless focus on students, on mission, and on progress. It’s what fuels our shared success. 

    Collaboration that scales 

    No transformation succeeds in isolation. Every major milestone we’ve achieved at Collegis has happened because of collaboration across disciplines, departments, and partner campuses. 

    Our strength comes from diverse perspectives — technologists, strategists, enrollment experts, marketers, and more — working together to deliver real outcomes. 

    Higher education is built on collaboration, too. Shared governance, interdisciplinary research, cross-campus teamwork — it’s all about connection. And that’s where we thrive. 

    Culture is our constant 

    We’re living in an era of rapid change. The pace of advancement, the evolving needs of students, and the challenges facing institutions demand agility and resilience. 

    In that context, culture is our constant. It’s what grounds us. It defines how we show up for one another and for our partners. 

    Culture doesn’t eliminate uncertainty. But it gives us confidence in how we face it — with respect, dignity, and shared purpose. 

    Staying grounded in what matters most 

    We’re proud of how far we’ve come, and we’re even more excited about where we’re headed. Our transformation didn’t happen by chance. It happened because our people chose to lead with authenticity, innovate boldly, stay committed, and collaborate with purpose. 

    Those values mirror the best of what higher education stands for. We’re honored to work alongside mission-based institutions shaping lives and strengthening communities. 

    As we continue to evolve, one thing won’t change: our shared belief in dignity, respect, and building organizations that reflect the best of who we are. 

    If we stay grounded in those values — as a company and as a community of partners — there’s nothing we can’t achieve together. 

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  • 5 laws FIRE wants on the books to protect free speech

    5 laws FIRE wants on the books to protect free speech

    Even with the robust protections offered to us by the First Amendment and the decades of decisions made by our federal and Supreme courts, defending free speech is still difficult business. Infringements on our rights often take advantage of loopholes and gaps in our legal frameworks, leading to actions — particularly from those in power — that violate our expressive rights and chill free speech.

    That’s why FIRE has long championed a variety of proposals to help safeguard free expression from government attacks and abuse, including federal legislation. But what would that legislation look like?

    Here are five legislative proposals FIRE has recommended to Congress to bolster free speech rights for everyone and make censorship by federal officials more difficult — no matter what party is in power.

    Improve transparency and accountability for jawboning 

    Jawboning” refers to situations in which a government official informally coerces a private party to censor constitutionally protected speech. 

    For example, when the head of New York’s Department of Financial Services threatened to wield her regulatory powers over several insurance companies unless they stopped doing business with the National Rifle Association — because she didn’t like its viewpoint — that was textbook jawboning. The NRA sued, and the Supreme Court unanimously ruled that these acts, if proven, are unconstitutional.

    More recently, when FCC Chairman Brendan Carr threatened Disney and ABC over talk show host Jimmy Kimmel’s comments regarding the Charlie Kirk assassination, leading to Kimmel’s suspension, that was also a clear case of jawboning. “We can do this the easy way or the hard way,” Carr said. “These companies can find ways to take action on Kimmel or there is going to be additional work for the FCC ahead.”

    Jawboning is a growing threat to free speech as more discourse happens on social media, where the government can reach out to platforms behind closed doors and censor speech without anyone else — including the speaker — knowing the government was involved. When this happens, civil society and the public cannot track what’s happening or adequately respond. Often, it’s only through the leaks of information after the fact that we even become aware it happened at all, as we saw with the Twitter Files.

    What is jawboning? And does it violate the First Amendment?

    Indirect government censorship is still government censorship — and it must be stopped.


    Read More

    As we’ll get into more deeply below, we’d like to see legislation to help deter these kinds of First Amendment violations, including jawboning, by allowing people to sue federal officials for damages when they violate constitutional rights.

    However, for this to be effective against jawboning on social media platforms, we will need greater transparency into the government’s communications with tech companies. To achieve that, FIRE recommends Congress pass legislation to require federal officials to publicly report their communications with social media companies about user content on their platforms. One option is FIRE’s Social Media Administrative Reporting Transparency (or SMART) Act, which accompanied our Report on Social Media.

    By forcing officials to either hold off on jawboning or do it out in public, where they’ll be subject to scrutiny and possible damage awards, we can curb backdoor censorship. 

    Codify First Amendment protections on campus

    FIRE also recommends Congress pass the Respecting the First Amendment on Campus Act, or similar campus speech legislation, to better protect First Amendment rights at public universities by putting existing constitutional protections into federal statute. 

    This includes ending “free speech zones,” where speech is restricted campuswide except for small, designated areas — often remote and easily ignored — effectively nullifying student expression. It also includes the prohibition of excessive security fees that colleges sometimes impose on events involving controversial speakers, as a thinly veiled attempt to stop the event from happening.

    Free Speech Zones

    Free speech zones limit expressive activity to small and/or out-of-the-way areas. They are usually unconstitutional on college campuses.


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    We’ve also long supported legislative efforts to rectify the Department of Education’s abuse of antidiscrimination law to suppress protected speech. One important thing Congress can do is to codify the Supreme Court’s Davis standard for when peer-on-peer harassment creates a hostile environment in violation of federal civil rights laws, including Title VI of the Civil Rights Act, or its sister statute, Title IX. Under Davis, protected speech only rises to a violation of these statutes if it is:

    So severe, pervasive, and objectively offensive, and . . . so undermines and detracts from the victims’ educational experience, that the victim-students are effectively denied equal access to an institution’s resources and opportunities.

    The Education Department under both Presidents Obama and Biden explicitly claimed that Davis did not apply to its regulatory activities (only to civil lawsuits brought under federal antidiscrimination laws). Nor is the Trump administration following Davis in its Title VI enforcement efforts. Instead, under each administration, the Education Department has concocted similar-sounding standards that (unlike Davis) can allow a single instance of protected speech to violate Title VI or IX. This pressures schools to suppress any speech that is deemed hurtful to protected groups, leading campuses to commit an endless stream of free speech violations. The Davis standard prevents this while still ensuring the Department can address actual, undeniable discriminatory harassment.

    We also recommend pairing the Davis codification with a codification of religion as a protected class under Title VI, and codification of longstanding federal guidance that says Jewish students and other groups of shared ethnicity can avail themselves of Title VI, based on its protections against discrimination on the basis of national origin. Taking these steps would create another protection against genuine student harassment without infringing on other students’ free speech rights.

    Let people sue federal officials for damages when they violate constitutional rights

    Much of the censorship federal officials engage in is already illegal. In many cases, these officials are committing straightforward constitutional and statutory violations, and asserting authority that they simply don’t have. 

    When state officials violate constitutional rights, including under the First Amendment, victims can sue them to obtain monetary damages and can collect attorneys’ fees. This provides a direct, personal incentive for state officials to respect Americans’ rights.

    Unfortunately, that doesn’t exist at the federal level. Federal officials can only be sued to get the violations to stop, not to actually get compensation or accountability. This gives officials an incentive to continue their unconstitutional behavior because they have no skin in the game. They may be stopped after the fact, but they aren’t personally deterred from committing the violation in the first place.

    FIRE recommends Congress pass legislation to let people sue for damages when federal officials violate someone’s constitutional rights. This would create a stronger incentive for federal officials to respect Americans’ rights by giving victims teeth when fighting back.

    Create strong anti-SLAPP rules in federal court

    A strategic lawsuit against public participation, or SLAPP, is a frivolous lawsuit someone files in order to punish a critic or opponent for their speech. The idea of a SLAPP is not to win on the merits of the case, but to retaliate against someone exercising their First Amendment rights. People who engage in SLAPPs do this by dragging their targets through a costly court process, or getting them to settle and retract their speech to avoid such costs. 

    Too often, the powerful use SLAPPs to send a clear, speech-chilling message: “Speak out against me, and I will ruin you.”

    Most of these lawsuits come from private individuals and corporations, but lawsuits by government officials against their critics — including news outlets — have also become a problem in recent years. California Gov. Gavin Newsom, for example, filed a defamation lawsuit against Fox News in June, arguing that host Jesse Watters “misleadingly edited a video” to claim that Newsom lied about a phone call he’d had with President Trump. Or consider President Trump’s $15 million suit, filed last month against Penguin Random House and The New York Times for news articles he claims were designed to limit his prospects in the 2024 presidential election.

    For the rich, free speech — for others, a SLAPP in the face

    Texas lawmakers once stood up for free speech. Now, some seem more interested in helping the rich sue critics into silence.


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    Many states have passed robust protections against SLAPPs, which speed up the process to dismiss frivolous cases and require the person who filed the SLAPP to pay the other side’s attorneys’ fees. However, plaintiffs can often evade state anti-SLAPP laws by filing in federal court. FIRE recommends Congress pass a federal anti-SLAPP law to plug that gap.

    Remove the FCC’s ability to regulate broadcast content

    Last, but certainly not least, FIRE also recommends Congress pass legislation to clarify that the FCC has no authority to regulate content on broadcast TV and radio.

    In every other medium of communication, the First Amendment bars the government from regulating the content of protected speech unless the action can survive strict constitutional scrutiny. Broadcast TV and radio, however, have been treated somewhat differently. Because the “airwaves” were historically seen as a finite resource, and one of only a small number of ways to share speech with a mass audience, the Supreme Court allowed the FCC to engage in some regulation of content by broadcasters.

    But that leeway has always been minimal, and the Communications Act specifically denies the FCC the power of censorship. Courts over the past five decades have also grown increasingly skeptical of the few areas of content regulation that were considered permissible. Recently, FCC officials have ignored these developments and mischaracterized the FCC’s “public interest” authority as a blank check to regulate content. It isn’t — and never was.

    Congress can play an important role by clarifying that the “scarcity rationale,” which was originally thought to support different constitutional treatment for the broadcast medium, has long since been eclipsed by technological changes. It actually said so once before, when it adopted the Telecommunications Act of 1996, but it should be more explicit this time by also deleting the few areas where the statute authorizes content regulation.

    This should make clear that recent examples of the FCC’s misuse of the public interest standard are being beyond its authority. A prime instance of this is Chairman Carr’s invocation of the public interest standard to threaten ABC over the content of Jimmy Kimmel’s speech. This would also make clear that historic examples, such as the Democratic National Committee’s campaign during the Kennedy administration of filing FCC complaints to silence conservative radio commenters, were illegitimate.

    Carr’s threats to ABC are jawboning any way you slice it

    ABC suspended Jimmy Kimmel hours after FCC Chair Brendan Carr suggested they could face consequences for remarks Kimmel made in the aftermath of Charlie Kirk’s murder.


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    Another recent example of the FCC’s weaponization of its authorities is the FCC’s various actions to dust off an obscure policy against “news distortion” as a way to oversee broadcasters’ editorial judgments. As FIRE has noted in an FCC filing, that policy, originally designed to address “deliberate distortion or staging” of news events, was almost never invoked or enforced. That is for good reason: FCC commissioners understood that the commission could not function as the nation’s speech police. And until the past few months, the commission realized both the Communications Act and the First Amendment barred any attempt to revitalize the news distortion policy. Congress should remind the FCC of that fact.

    Earlier this year, FIRE filed a comment encouraging the FCC to withdraw these and all of its other content-based regulations. A few of those regulations are required by federal law, and so it’s up to Congress to repeal them. Others are just within the FCC’s interpretation of its authority. To address those, we recommend Congress explicitly bar the FCC from regulating any constitutionally protected content.

    Why this matters now, and why it will always matter

    The bottom line with all of these proposed laws is simple: we must limit the government’s power to censor either directly or indirectly.

    Although free speech issues are getting more attention this year as a result of the current administration’s actions, the threats these laws are designed to address began before our current political turmoil, and will continue long after it ends — unless Congress steps in to do something about it. Our goal is not to merely prevent one side or the other from abusing their power and targeting protected speech; it is to prevent any administration from doing so. This approach is the only way to successfully protect our First Amendment rights and the democratic culture it is meant to preserve.

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  • From curriculum to career: why universities must lead the education–skills revolution

    From curriculum to career: why universities must lead the education–skills revolution

    This blog was kindly authored by Dr. Ismini Vasileiou, Associate Professor at De Montfort University. You can find HEPI’s other blogs on the Curriculum and Assessment Review here and here.

    When the Department for Education published its Curriculum and Assessment Review, billed as a Curriculum for Life and Work on 4 November 2025, it signalled more than a curriculum reform – it marked a national conversation about what education is for. For the first time, the school curriculum will explicitly combine knowledge, digital capability, employability, and citizenship – preparing young people not just for exams, but for participation in a complex, data-driven, and interconnected world. Crucially, this is not about replacing education with skills. It’s about redefining education as the process through which skills for life and work are formed. The message is clear: education and skills are inseparable, and the system must now be designed as one continuous journey.

    A moment of alignment

    This announcement completes the trajectory begun by the Post-16 Education and Skills White Paper (October 2025). Together, these two policy pillars – one focused on schools, the other on tertiary education – outline a vision of coherence across the learning lifecycle. The Post-16 paper’s introduction of V-Levels, simplification of Level 3 qualifications, and expansion of Higher Technical Qualifications now align with the Curriculum for Life and Work, which embeds the early foundations of employability and digital literacy in every pupil’s experience. For the first time in decades, England’s education policy points in a single direction: towards a joined-up system of education that builds character, competence, and confidence. But the success of this vision depends on one missing piece – universities, which sit at the intersection of learning, innovation, and the workforce.

    Education, not training

    Much of the public debate risks falling into false dichotomies: academic versus vocational, education versus skills. The government’s language – “life and work” – recognises that these are not opposites but continuums. Education remains the intellectual and moral foundation of a healthy democracy. But when delivered holistically, it also nurtures adaptability, creativity, and applied understanding – the very capacities employers now seek. Universities have a critical role in championing this integrated view. Their purpose is not to become training providers but to model what it means for education to produce confident, employable citizens who can learn, unlearn, and relearn throughout their lives.

    Lessons from cyber: integration in action

    This holistic approach already exists in one part of the education system: the cyber sector.

    The Cyber Workforce of the Future white paper (2025) called for a unified skills taxonomy, a shared definition of competence across education and industry, and seamless progression from schools through FE and HE into work. That model aligns almost exactly with what the new curriculum and the post-16 reforms now propose nationally: an ecosystem where education, employability, and innovation are interdependent rather than sequential. In cyber, this has already meant cross-sector curriculum design, embedded work experience, and a culture that treats technical and academic learning as equally rigorous. The next step is to scale that success across all disciplines – from green technologies to healthcare, design, and AI.

    Universities at the centre of reform

    Universities can make or break this national vision. Their position in the education–skills continuum gives them both responsibility and leverage. To succeed, they must:

    1. Anticipate the learners of 2028: The first cohort to study under the new curriculum will arrive at university at the start of the next decade. Institutions must adapt admissions, pedagogy, and assessment to students whose schooling will emphasise applied learning, digital literacy, and teamwork.
    2. Build local and regional partnerships: Collaborating with FE colleges, Skills England, and employers will be essential to map seamless pathways from school to post-16 and higher education.
    3. Integrate employability into education: Employability should not be treated as a bolt-on service but as an educational principle – part of how critical thinking, problem-solving, and collaboration are taught across disciplines.
    4. Champion digital confidence: With data, AI, and cyber understanding now fundamental to the new curriculum, universities must ensure every graduate – not only those in STEM – leaves equipped to operate in a digital society.
    5. Measure outcomes holistically: Success should not be judged solely by employment rates but by how graduates contribute to innovation, community resilience, and lifelong learning.

    Risks and responsibilities

    Reform at this scale brings challenges. Without alignment across sectors, the new curriculum could risk being a policy of aspiration rather than transformation. Schools may teach for adaptability, only for universities to assess for recall. Equally, the pressure to define “skills for work” must not narrow education’s scope. The aim is not to produce workers but well-educated citizens who can shape the future of work. Universities can protect that balance – ensuring that the education–skills revolution deepens, rather than dilutes, the purpose of learning.

    From reform to renewal

    The Curriculum for Life and Work represents a rebalancing of the national education story: knowledge still matters, but so do capability, confidence, and contribution. This aligns perfectly with the model already tested through the Cyber Workforce of the Future initiative – where education, employability, and innovation are treated as parts of one system. That approach, proven in a fast-moving digital sector, now provides a template for reform across the entire economy. For higher education, the challenge – and the opportunity – is to lead. By embedding employability as a dimension of education, not its substitute, universities can turn these policy reforms into a sustainable framework for growth, equity, and lifelong learning. The UK has a rare moment of alignment: curriculum reform, post-16 reform, and national skills strategy all pointing in the same direction. If higher education steps forward now, this could become not just another skills agenda, but a true education revolution for life and work.

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  • A warm rapport with the “world’s coolest dictator”

    A warm rapport with the “world’s coolest dictator”

    The answer is not yet in. But since 2023, Bukele has doubled down on his project as the “world’s coolest dictator,” to quote a phrase he once used on his X profile. And he has won some high-profile admirers in the United States.

    Bukele has repeatedly renewed his March 2022 state of emergency, which suspended constitutional guarantees and by definition is temporary. It has now been extended 39 times over three continuous years since inception. Bukele’s arrest tally, according to a report by human-rights watchdog Cristosal, is now up to at least 87,000 people — more than the death toll of the country’s 12-year civil war, which ended in 1992. 

    Bukele, who is still just 44, won re-election last year after sweeping aside term-limit restraints. A constitutional reform, approved by a pliant legislature, now empowers him to seek as many future terms as he wants.  

    A new kind of leader or more of the same?

    Bukele’s embrace of digital public services, bitcoin and his tech-bro demeanor seems to suggest he wants to be thought of as a new, modern kind of leader. For all that, he is still following the path of many old-fashioned Latin American caudillos or strongmen before him.

    State surveillance and pressure on human rights groups, corruption watchdogs and journalists have ramped up this year to such an extent that Cristosal has pulled its staff out of the country. Everyone, that is, except Ruth López, its lead anti-corruption investigator, who was arrested in May and is still being held on alleged embezzlement charges.

    The Salvadoran Journalists Association has closed its offices too, and will operate from outside the country, following passage of a controversial “foreign agents” law in May which targets the finances of nongovernmental organizations receiving funds from abroad. Bukele’s government accuses many such groups of supporting MS-13. Since April 2023, the independent Salvadoran news outlet El Faro has been legally based in Costa Rica because of what it calls campaigns by the Bukele government to silence its voice.

    “Autocrats don’t tolerate alternative narratives,” it said at the time. And still, the Trump administration likes what it sees.

    Prisons and deportations

    Secretary of State Marco Rubio announced on a February visit to El Salvador that Bukele had agreed to use his CECOT mega-prison to house criminals of any nationality deported from the United States — and even to take in convicted U.S. citizens and legal residents, too.

    This proposed offshoring of part of the U.S. incarcerated population would be for a fee, Bukele clarified, that would help fund his own country’s prisons like the CECOT. 

    The United States then deported more than 200 alleged Venezuelan gang members as well as a group of alleged Salvadoran mareros to El Salvador. The Venezuelans were held at the CECOT until being sent home in a prisoner swap deal for a group of Americans held in Venezuela.

    It would be illegal to deport a U.S. citizen for a crime, as Rubio seemed to acknowledge. “We have a constitution,” he observed. That didn’t stop Homeland Security Secretary Kristi Noem from visiting the CECOT in person and using the social media platform X to threaten “criminal illegal aliens” in the United States with being sent there:

    “I toured the CECOT, El Salvador’s Terrorism Confinement Center,” she posted. “President Trump and I have a clear message to criminal illegal aliens: LEAVE NOW. If you do not leave, we will hunt you down, arrest you, and you could end up in this El Salvadoran prison.”

    A visit to the White House

    Bukele got to make a coveted visit to the White House in April. Trump praised Bukele’s mass imprisonment program, suggesting it could hold U.S. citizens next. Trump was captured telling Bukele on a live feed this: “Home-growns are next. The home-growns. You gotta build about five more places. It’s not big enough.” 

    The question is, how much of that was just grandstanding?

    Like Bukele, Trump has made clear his disdain for constitutional limitations on his power, used government resources to go after his enemies, derided the freedom of the press and talked up domestic security threats to justify heavy-handed, authoritarian policing. The United States has a stronger tradition of democracy than El Salvador, to be sure.

    Checks and balances exist. But the strongman playbook does not have too many variations. Ask Viktor Orbán in Hungary or Vladimir Putin in Russia or Nicolás Maduro in Venezuela. 

    It is not the first time El Salvador has darkly mirrored the fears and internal conflicts of the United States, be they about communism, immigrant crime or democracy. As I wrote in 2023, a straight line can be drawn from the Salvadoran military’s anticommunist violence against impoverished peasants in 1932 to the country’s bloody civil war, in which the United States backed a still atrocity-prone Salvadoran army against leftist rebels.

    The line continues from that conflict to the emergence of MS-13, whose presence in the United States drives so much of the Trump administration’s anti-immigrant rhetoric today.

    The birth of a global gang

    MS-13 members are far from being innocent victims here, though Trump and his supporters have used their crimes to smear immigrants of all kinds. But it’s important to remember that the MS-13 gang, or mara, was formed by young Salvadoran immigrants in Los Angeles. As their home country spiraled toward civil war in the late 1970s, Salvadorans who fled to the United States found themselves threatened by Mexican and other gangs.

    What started out as a weed-smoking, heavy-metal listening self-defense clique morphed in time into hardened criminals. 

    Their power grew when the U.S. government, making a highly visible statement about immigrant crime, deported members of MS-13 and other gangs to El Salvador in the mid 1990s, after the end of the civil war. Within a few years, the gangs ruled the Salvadoran streets. Violence soared in turf wars and government crackdowns. By 2015, gang-related violence made El Salvador the murder capital of the world.

    From leading the world’s murder stats, it has now gone to leading the world’s incarceration stats under Bukele. El Salvador’s proportion of the population in prison is now three times that of the United States, which is no slouch when it comes to incarcerating its people (it ranks fifth).

    Of course, Salvadorans are entitled to freely elect whomever they want as president, as are U.S. citizens. Both Bukele and Trump won their elections and are doing in office exactly what they said they would do. Yet populist authoritarians have a way of clinging to power and confusing their own needs and egos with the state. 

    They brook less contradiction and dissent over time. I, for one, hope the increasingly dystopian utopia Bukele is building in his homeland remains just a cautionary tale in El Salvador’s fraught and symbiotic relationship with the United States.

    It should not be an inspiration.


    Questions to consider:

    1. Why might some a majority of people in a country accept rule by a dictator?

    2. What is one example of the close relationship between El Salvador and the United States?

    3. Do you think that eliminating basic judicial rights can be justified in fighting crime?

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  • Advocates warn of risks to higher ed data if Education Department is shuttered

    Advocates warn of risks to higher ed data if Education Department is shuttered

    by Jill Barshay, The Hechinger Report
    November 10, 2025

    Even with the government shut down, lots of people are thinking about how to reimagine federal education research. Public comments on how to reform the Institute of Education Sciences (IES), the Education Department’s research and statistics arm, were due on Oct. 15. A total of 434 suggestions were submitted, but no one can read them because the department isn’t allowed to post them publicly until the government reopens. (We know the number because the comment entry page has an automatic counter.)

    A complex numbers game 

    There’s broad agreement across the political spectrum that federal education statistics are essential. Even many critics of the Department of Education want its data collection efforts to survive — just somewhere else. Some have suggested moving the National Center for Education Statistics (NCES) to another agency, such as the Commerce Department, where the U.S. Census Bureau is housed.

    But Diane Cheng, vice president of policy at the Institute for Higher Education Policy, a nonprofit organization that advocates for increasing college access and improving graduation rates, warns that shifting NCES risks the quality and usefulness of higher education data. Any move would have to be done carefully, planning for future interagency coordination, she said.

    “Many of the federal data collections combine data from different sources within ED,” Cheng said, referring to the Education Department. “It has worked well to have everyone within the same agency.”

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

    She points to the College Scorecard, the website that lets families compare colleges by cost, student loan debt, graduation rates, and post-college earnings. It merges several data sources, including the Integrated Postsecondary Education Data System (IPEDS), run by NCES, and the National Student Loan Data System, housed in the Office of Federal Student Aid. Several other higher ed data collections on student aid and students’ pathways through college also merge data collected at the statistical unit with student aid figures. Splitting those across different agencies could make such collaboration far more difficult.

    “If those data are split across multiple federal agencies,” Cheng said, “there would likely be more bureaucratic hurdles required to combine the data.”

    Information sharing across federal agencies is notoriously cumbersome, the very problem that led to the creation of the Department of Homeland Security after 9/11.

    Hiring and $4.5 million in fresh research grants

    Even as the Trump administration publicly insists it intends to shutter the Department of Education, it is quietly rebuilding small parts of it behind the scenes.

    In September, the department posted eight new jobs to replace fired staff who oversaw the National Assessment of Educational Progress (NAEP), the biennial test of American students’ achievement. In November, it advertised four more openings for statisticians inside the Federal Student Aid Office. Still, nothing is expected to be quick or smooth. The government shutdown stalled hiring for the NAEP jobs, and now a new Trump administration directive to form hiring committees by Nov. 17 to approve and fill open positions may further delay these hires.

    At the same time, the demolition continues. Less than two weeks after the Oct. 1 government shutdown, 466 additional Education Department employees were terminated — on top of the roughly 2,000 lost since March 2025 through firings and voluntary departures. (The department employed about 4,000 at the start of the Trump administration.) A federal judge temporarily blocked these latest layoffs on Oct. 15.

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

    There are also other small new signs of life. On Sept. 30 — just before the shutdown — the department quietly awarded nine new research and development grants totaling $4.5 million. The grants, listed on the department’s website, are part of a new initiative called, “From Seedlings to Scale Grants Program” (S2S), launched by the Biden administration in August 2024 to test whether the Defense Department’s DARPA-style innovation model could work in education. DARPA, the Defense Advanced Research Projects Agency, invests in new technologies for national security. Its most celebrated project became the basis for the internet. 

    Each new project, mostly focused on AI-driven personalized learning, received $500,000 to produce early evidence of effectiveness. Recipients include universities, research organizations and ed tech firms. Projects that show promise could be eligible for future funding to scale up with more students.

    According to a person familiar with the program who spoke on background, the nine projects had been selected before President Donald Trump took office, but the formal awards were delayed amid the department’s upheaval. The Institute of Education Sciences — which lost roughly 90 percent of its staff — was one of the hardest hit divisions.

    Granted, $4.5 million is a rounding error compared with IES’s official annual budget of $800 million. Still, these are believed to be the first new federal education research grants of the Trump era and a faint signal that Washington may not be abandoning education innovation altogether.

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

    This story about risks to federal education data 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 school IT teams lock down QR-based SSO without hurting usability

    How school IT teams lock down QR-based SSO without hurting usability

    Key points:

    Schools can keep QR logins safe and seamless by blending clear visual cues, ongoing user education, and risk-based checks behind the scenes

    QR-based single sign-on (SSO) is fast becoming a favorite in schools seeking frictionless access, especially for bring-your-own-device (BYOD) environments.

    The BYOD in education market hit $15.2 billion in 2024 and is projected to grow at a 17.4 percent CAGR from 2025 to 2033, driven by the proliferation of digital learning and personal smart devices in schools.

    However, when attackers wrap malicious links into QR codes, school IT leaders must find guardrails that preserve usability without turning every login into a fortress.

    Phishing via QR codes, a tactic now known as “quishing,” is where attackers embed malicious QR codes in emails or posters, directing pupils, faculty, and staff to fake login pages. Over four out of five K-12 schools experienced cyber threat impacts with human-targeted threats like phishing or quishing, exceeding other techniques by 45 percent.

    Because QR codes hide or obscure the URL until after scanning, they evade many traditional email spam filters and link scanners.

    Below are three strategies to get that balance between seamless logins and safe digital environments right.

    How to look out for visual signals

    Approximately 60 percent of emails containing QR codes are classified as spam. Branded content, such as the school or district logo, consistent with the look and feel of other web portals and student apps, will help students identify a legitimate QR over a malicious one.

    Frontier research shows that bold colors and clear iconography can increase recognition speed by up to 40 percent. This is the kind of split-second reassurance a student or teacher needs before entering credentials on a QR-based login screen.

    Training your users to look for the full domain or service name, such as “sso.schooldistrict.edu” under the QR, is good practice to avoid quishing attacks, school-related or not. However, this will be trickier for younger students.

    The Frontier report demonstrates how younger children rely more heavily on color and icon cues than on text or abstract symbols. For K-12 students, visual trust cues such as school crests, mascots, or familiar color schemes offer a cognitive shortcut to legitimacy.

    Still, while logos and “Secured by…” badges are there to reassure users, attackers know this. Microsoft, Cisco Talos, and Palo Alto Unit42 have documented large-scale phishing campaigns where cybercriminals cloned Microsoft 365 and Okta login pages, complete with fake security seals, to harvest credentials.

    For schools rolling out QR-based SSO, pairing visible trust cues with dynamic watermarks unique to the institution makes it harder for attackers to replicate.

    User education on quishing risk

    Human error drives most breaches, particularly in K-12 schools. These environments handle a mix of pupils who are inexperienced with security risks and, therefore, are less likely to scrutinize QR codes, links, or credentials.

    Students and teachers must be taught the meaning of signs and the level of detail to consider in order to respond more quickly and correctly. A short digital literacy module about QR logins can dramatically cut phishing and quishing risk, reinforcing what legitimate login screens should look like. These should be repeated regularly for updates and to strengthen the retrieval and recognition of key visual cues.

    Research in cognitive psychology shows that repeated exposure can boost the strength of a memory by more than 30 percent, making cues harder to ignore and easier to recall. When teaching secure login habits, short, repeated micro-lessons–for example, 3-5 min videos with infographics–can boost test scores 10-20 percent. Researcher Piotr Wozniak suggests spacing reviews after 1 day, then 7 days, 16 days, 35 days, and later every 2-3 months.

    With proper education, students should instinctively not trust QRs received via text message or social media through unverified numbers or accounts. Encouraging the use of a Secure QR Code Scanner app, at least for staff and perhaps older students, can be helpful, because it will verify the embedded URL before a user opens it.

    When to step up authentication after a scan

    QR codes make logging in fast, but after a scan, you don’t have to give full access right away. Instead, schools can use these scans as the first factor and decide whether to require more proof before granting access, depending on risk signals.

    For example, if a student or teacher scans the QR code with a phone or tablet that’s not on the school’s “known device” list, the system should prompt for a PIN, passphrase, or MFA push before completing login. The same applies to sensitive systems that include student data or financial information.

    Microsoft’s 2024 Digital Defense Report shows that adding MFA blocks 99.2 percent of credential attacks. That means a simple SMS or push-based MFA can drastically slash phishing and quishing success rates. By adding a quick MFA prompt only when risk signals spike, school IT teams preserve the speed of QR logins without giving up security.

    Schools can also apply cloud-security platforms to strengthen QR-based SSO without sacrificing ease of use. These tools sit behind the scenes, continuously monitoring Google Workspace, Microsoft 365, and other education apps for unusual logins, risky devices, or policy violations.

    By automatically logging every QR login event, including device, time, and location, and triggering alerts when something looks off, IT teams gain visibility and early warning without adding extra friction for staff or students. This approach lets schools keep QR sign-ins fast and familiar with risk-based controls and data protection running in the background.

    Schools can keep QR logins safe and seamless by blending clear visual cues, ongoing user education, and risk-based checks behind the scenes. Students and staff learn to recognize authentic screens, while IT teams add extra verification only when behavior looks risky. Simultaneously, continuous monitoring tracks every scan to catch problems early and improve education resources, all without slowing anyone down.

    Latest posts by eSchool Media Contributors (see all)

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  • Big university endowments grew 11.5% in FY25, TIFF says

    Big university endowments grew 11.5% in FY25, TIFF says

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    Dive Brief:

    • Amid volatile markets and shifting investment strategies, big U.S. university endowments posted their second straight year of double-digit gains, according to an analysis from TIFF Investment Management. 
    •  Endowments worth over $1 billion that have reported earnings so far made average returns of 11.5% in fiscal 2025, TIFF found. That’s on top of 11.2% average annual returns experienced sectorwide the previous year, according to the National Association of College and Business Officers-Commonfund endowment study. 
    • The strong earnings from college endowments come as Republicans aim to convert more of those funds into government revenue. “The Endowment Tax is coming,” the TIFF report noted.

    Dive Insight:

    Of the colleges that have reported their endowment earnings, the University of Wisconsin-Madison posted the highest return rate at 16.2%, followed by one of the University of California’s fund pools (15.8%) and the University of Michigan (15.5%).  

    For now, endowments have enjoyed strong returns and minimal, if any, federal taxes. The TIFF report attributed strong growth in fiscal 2025 — which ended in the summer for universities that recently reported — to outperforming private investments, such as in private equity and venture capital. Within private equity, investments in growth and pre-IPO companies in particular helped boost earnings. 

    For example, the Massachusetts Institute of Technology’s endowment — the top-performing among a group of elite colleges that also includes the Ivy League and Stanford University, with a return rate of 14.8% — had a little over a third of its assets in private equity, according to TIFF. University of Michigan had 9% in private equity and 28% in venture capital. 

    Endowment returns were also helped along by strong performances in both equities and bonds in what TIFF described as “an unusual year,” with both safer and higher-risk securities yielding returns amid broad economic concerns. International equities, artificial intelligence-related stocks, like Nvidia, and other diversifying investments such as gold also gave endowments a lift, TIFF said. 

    Endowment returns will face new pressure in 2026. The massive spending bill signed by President Donald Trump this summer is set to raise taxes next year on the richest private university endowments by multiple percentage points. 

    The current endowment tax — a flat rate of 1.4% enacted in 2017 — only applies to the wealthiest few dozen endowments in the country. 

    The spending bill creates a tiered tax system for colleges with 3,000 or more tuition-paying students that starts at 1.4% on returns for endowments valued at $500,000 to $749,999 per student. It then jumps to 4% and 8% based on endowment assets per student. 

    For the largest endowments, that translates into a tax bill of many millions of dollars per year. Harvard University, for example, anticipates it will pay $300 million a year to the government, CFO Ritu Kalra said in October. That compares to $44 million in taxes and other fees in fiscal 2024.

    “That means hundreds of millions of dollars that will not be available to support financial aid, research, and teaching,” Kalra said in an official Q&A following the release of the university’s annual financials. 

    Yale University President Maurie McInnis said in July the tax will cost the institution around $280 million in its first year and likely more after that. 

    Even universities with smaller tax bills are also anticipating financial pain. 

    In July, Washington University in St. Louis’ leader cited in part an estimated $37 million in additional costs from the new taxes in explaining the need for budget measures. WashU has laid off 316 staffers and eliminated another 198 unfilled positions since March.

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