Blog

  • How to Select a Financial Advisor

    How to Select a Financial Advisor

    Did you know that just about any advisor can call themselves a financial planner even though they derive all of their income from sales commissions?

    It’s frustrating when I hear stories about “financial planners” who take advantage of families seeking reasonable advice and guidance. With so much industry jargon out there, it can be tough for families to determine which financial planner is right for them—and which firms are just trying to sell them a non-ideal product to make a commission.

    When looking for a financial advisor and planner, here are a few steps I recommend to determine whether or not they’re the right fit and whether they’ll have your best interests at heart.

    Empowerment Over Fear

    Are you hesitating because you’ve heard scary stories about financial planners? I’ve heard them too. I recently had a client share a story about a visit to a different advisor who used high-pressure sales tactics of fear and stress. The client literally left the office and cried all the way home.

    Your advisor should help you feel empowered — not afraid.

    Do They Consider Your Needs?

    Maybe this sounds like you: You have hit a point in your life when things are coming together. You are seeing success in your career. Your family is growing. You have a 401k for your retirement and 529 plans for your children. All is good. Why would you need a financial advisor when everything seems fine?

    Or maybe you’ve lost a parent. Many of us have experienced this or are about to, and according to the latest research from Cerulli Associates, an epic $84.4 trillion (and by some estimates up to $124 trillion) will be passed down from baby boomers to Generation X and millennials through 2045. What happens to their money after they are gone? Are you afraid to make a misstep?

    Perhaps you worry about retirement. Yes, you have a 401k, but is it enough? Could you be doing more? And then there is paying for college — likely the largest purchase you make besides your home. How will you get that done? What’s the best way to set your children up for long-term success?

    Your advisor needs to not only consider your current financial status and investments, but also look ahead to your future goals, needs, and dreams. 

    How to Pick a Financial Advisor Who Puts Your Interests First

    You will want to answer these questions to start:

    • What type of advisor are they? What is their fee structure, and can it influence the recommendations they give to you?
    • Do they have credentials valued by the industry, holding them to the highest standards of ethics and competency?
    • Is their expert knowledge a fit for your unique needs (like college funding or tax planning)?

    The Three Types of Advisors

    The types of financial advisors break down into three categories:

    1. The Broker or “Registered Representative”: Employed by broker-dealer companies. They earn fees based on portfolio value but can also sell products like annuities and mutual funds to collect commissions. They are, primarily, salespeople.
    2. The “Fee-Based” Advisor: Often associated with large brokerage firms. They collect an annual fee or a percentage of assets, but they also can collect commissions on products they sell to you. They often serve two masters: you and their brokerage firm.
    3. The Fiduciary (Fee-Only): Merriam-Webster defines fiduciary as “involving a confidence or trust.” These advisors must make recommendations in your best interest by law. They cannot earn commissions. They are often Registered Investment Advisors (RIAs) focused on education and long-term success. (This is the type of advisor you’ll find at Capstone Wealth Partners.)

    Check Their Credentials

    In an industry full of “alphabet soup” (CFP®, CIMA, CPWA, CFA, ChFC, etc.), the CERTIFIED FINANCIAL PLANNER™ (CFP®) remains the gold standard for ethics and competency. But you should never take an advisor’s word for it. Verify them directly using the CFP Board’s Verification Tool.

    Find a Niche Expert

    Brokers are experts in products. Niche advisors are experts in people like you. While some focus on specific employee groups or doctors, at Capstone, our primary focus is on families with college-bound children.

    In today’s college planning landscape, you need an advisor who understands the nuances of the FAFSA Simplification Act and how it impacts your specific financial aid eligibility and tax strategy. A “generalist” might miss the thousands of dollars in savings that a college-planning specialist can uncover.

    Questions to Ask in Your First Meeting

    Here’s a quick rundown of the questions you should ask when you first meet a potential advisor and planner.

    • What is your planning process and how many meetings will we have?
    • Do you use technology (like client portals) to track progress?
    • Will you help me implement the plan, or just hand me a folder?
    • How do you stay updated on changing college-funding laws?

    As niche fiduciaries, Capstone takes great pride in our responsibility to deliver the best, individually tailored plans to families looking to save for college and beyond. If you’d like to find out if we’re the right fit for your family, please schedule some free time to meet with us and ask the questions above.

    Updated December 2025

    Source link

  • OPMs, Student Loan Servicers, Deregulation, Robocolleges, AI, and the Collapse of Accountability

    OPMs, Student Loan Servicers, Deregulation, Robocolleges, AI, and the Collapse of Accountability

    Across the United States, higher education is undergoing a dramatic and dangerous transformation. Corporate contractors, private equity firms, automated learning systems, and predatory loan servicers increasingly dictate how the system operates—while regulators remain absent and the media rarely reports the scale of the crisis. The result is a university system that serves investors and advertisers far more effectively than it serves students.

    This evolution reflects a broader pattern documented by Harriet A. Washington, Alondra Nelson, Elisabeth Rosenthal, and Rebecca Skloot: institutions extracting value from vulnerable populations under the guise of public service. Today, many universities—especially those driven by online expansion—operate as financial instruments more than educational institutions.

    The OPM Machine and Private Equity Consolidation

    Online Program Managers (OPMs) remain central to this shift. Companies like Academic Partnerships—now Risepoint—and the restructured remnants of Wiley’s OPM division continue expanding into public universities hungry for tuition revenue. Revenue-sharing deals, often hidden from the public, let these companies keep up to 60% of tuition in exchange for aggressive online recruitment and mass-production of courses.

    Much of this expansion is fueled by private equity, including Vistria Group, Apollo Global Management, and others that have poured billions into online contractors, publishing houses, test prep firms, and for-profit colleges. Their model prioritizes rapid enrollment growth, relentless marketing, and cost-cutting—regardless of educational quality.

    Hyper-Deregulation and the Dismantling of ED

    Under the Trump Administration, the federal government dismantled core student protections—Gainful Employment, Borrower Defense, incentive-compensation safeguards, and accreditation oversight. This “hyper-deregulation” created enormous loopholes that OPMs and for-profit companies exploited immediately.

    Today, the Department of Education itself is being dismantled, leaving oversight fragmented, understaffed, and in some cases non-functional. With the cat away, the mice will play: predatory companies are accelerating recruitment and acquisition strategies faster than regulators can respond.

    Servicers, Contractors, and Tech Platforms Feeding on Borrowers

    A constellation of companies profit from the student loan system regardless of borrower outcomes:

    • Maximus (AidVantage), which manages huge portfolios of federal student loans under opaque contracts.

    • Navient, a longtime servicer repeatedly accused of steering borrowers into costly options.

    • Sallie Mae, the original student loan giant, still profiting from private loans to risky borrowers.

    • Chegg, which transitioned from textbook rental to an AI-driven homework-and-test assistance platform, driving new forms of academic dependency.

    Each benefits from weak oversight and an increasingly automated, fragmented educational landscape.

    Robocolleges, Robostudents, Roboworkers: The AI Cascade

    AI has magnified the crisis. Universities, under financial pressure, increasingly rely on automated instruction, chatbot advising, and algorithmic grading—what can be called robocolleges. Students, overwhelmed and unsupported, turn to AI tools for essays, homework, and exams—creating robostudents whose learning is outsourced to software rather than internalized.

    Meanwhile, employers—especially those influenced by PE-backed workforce platforms—prioritize automation, making human workers interchangeable components in roboworker environments. This raises existential questions about whether higher education prepares people for stable futures or simply feeds them into unstable, algorithm-driven labor markets.

    FAFSA Meltdowns, Fraud, and Academic Cheating

    The collapse of the new FAFSA system, combined with widespread fraudulent applications, has destabilized enrollment nationwide. Colleges desperate for students have turned to risky recruitment pipelines that enable identity fraud, ghost students, and financial manipulation of aid systems.

    Academic cheating, now industrialized through generative AI and contract-cheating platforms, further erodes the integrity of degrees while institutions look away to protect revenue.

    Advertising and the Manufacture of “College Mania”

    For decades, advertising has propped up the myth that a college degree—any degree, from any institution—guarantees social mobility. Universities, OPMs, lenders, test-prep companies, and ed-tech platforms spend billions on marketing annually. This relentless messaging drives families to take on debt and enroll in programs regardless of cost or quality.

    College mania is not organic—it is manufactured. Advertising convinces the public to ignore warning signs that would be obvious in any other consumer market.

    A Media Coverage Vacuum

    Despite the scale of the crisis, mainstream media offers shockingly little coverage. Investigative journalism units have shrunk, education reporters are overstretched, and major outlets rely heavily on university advertising revenue. The result is a structural conflict of interest: the same companies responsible for predatory practices often fund the media organizations tasked with reporting on them.

    When scandals surface—FAFSA failures, servicer misconduct, OPM exploitation—they often disappear within a day’s news cycle. The public remains unaware of how deeply corporate interests now shape higher education.

    The Emerging Picture

    The U.S. higher education system is no longer simply under strain—it is undergoing a corporate and technological takeover. Private equity owns the pipelines. OPMs run the online infrastructure. Tech companies moderate academic integrity. Servicers profit whether borrowers succeed or fail. Advertisers manufacture demand. Regulators are missing. The media is silent.

    In contrast, many other countries maintain strong limits on privatization, enforce strict quality standards, and protect students as consumers. As Washington and Rosenthal argue, exploitation persists not because it is inevitable but because institutions allow—and profit from—it.

    Unless the U.S. restores meaningful oversight, reins in private equity, ends predatory revenue-sharing models, rebuilds the Department of Education, and demands transparency across all contractors, the system will continue to deteriorate. And students, especially those already marginalized, will pay the price.

    Sources (Selection)

    Harriet A. Washington – Medical Apartheid; Carte Blanche

    Rebecca Skloot – The Immortal Life of Henrietta Lacks

    Elisabeth Rosenthal – An American Sickness

    Alondra Nelson – Body and Soul

    Stephanie Hall & The Century Foundation – work on OPMs and revenue sharing

    Robert Shireman – analyses of for-profit colleges and PE ownership

    GAO (Government Accountability Office) reports on OPMs and student loan servicing

    ED OIG and FTC public reports on oversight failures (various years)

    National Student Legal Defense Network investigations

    Federal Student Aid servicer audits and public documentation

    Source link

  • She Reimagined Dolls for Her daughter — and Defied Stereotypes About Indigenous Women – The 74

    She Reimagined Dolls for Her daughter — and Defied Stereotypes About Indigenous Women – The 74


    Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

    When Cara Romero’s daughter was 11, she became interested in dolls. Romero, who is an enrolled member of the Chemehuevi Indian Tribe in Southern California, began to think about doll culture more deeply and what it can convey to the next generation. 

    Romero’s husband grew up collecting G.I. Joes, and her mother-in-law had her own Victorian-style porcelain doll collection. For Romero, though, her daughter’s doll phase reminded her of the Native American dolls she grew up seeing at truck stops along I-40.

    The dolls were often dressed in plastic pony beads and fake buckskin that parroted the Native American Halloween costumes she knew all too well as dehumanizing stereotypes. So Romero, who is a photographer and artist, set out to create a series of photos that broke down these tropes.

    Each photograph in the “First American Doll” series features a life-sized doll box that she designed and crafted, where she poses the women with objects that represent their families, traditions and unique stories. 

    She wanted her daughter to be proud of her heritage. “I come from a community where women are allowed to have a voice, allowed to be really strong,” she said. “So [I was] wanting to pass down good self esteem and a strong sense of self and identity,” she said. “That’s what we aim to do as moms.”

    She started the series with artist and powwow dancer Wakeah Jhane, who is of Kiowa, Comanche and Blackfeet descent. While the Plains Tribes that she is from are the models for stereotypical dolls and costumes, Romero’s photograph captures her intricate buckskin regalia, which was made by her family. Also on display are her moccasins and a fan.

    “You can see the stark contrast between what she’s wearing and the Halloween costumes that people portray Plains people as,” she said. “I really wanted to kind of own it and be like, “You guys even have this wrong.’” 

    She has since published nine photographs for the series, the most recent featuring Fawn Douglas, an artist, activist and enrolled member of the Las Vegas Paiute Tribe, who is posed with handcrafted baskets and a gourd rattle made by her family. The box is bordered by a Las Vegas playing card motif. 

    Cara Romero (Getty Images)

    The current day symbolism and high fashion lighting communicates that these women are also contemporary, Romero said. “When artwork, and specifically photography, is devoid of modern context, it does something psychologically, it perpetuates [this idea] that we’re gone and only living in history.”  

    Naming each of the pieces after the models was also meant to humanize Indigenous women in a way that they weren’t in historical photos. “A lot of times in the ethnographic photographs, they didn’t even say their name,” she said. “We don’t know who they were.”

    Some of the photographs from the series are currently traveling the country as part of Romero’s first solo museum exhibition, titled: “Panûpünüwügai (Living Light).” They will be on display next at the Phoenix Art Museum in Arizona starting in February.

    This story was originally reported by Jessica Kutz of The 19th. Meet Jessica and read more of their reporting on gender, politics and policy.


    Did you use this article in your work?

    We’d love to hear how The 74’s reporting is helping educators, researchers, and policymakers. Tell us how

    Source link

  • Tips for Making a Student Interest Survey

    Tips for Making a Student Interest Survey

    Understanding what motivates and excites students is at the heart of teaching. Whether it’s discovering their favorite hobbies, their goals, or the way they prefer to learn, gathering this kind of data helps educators tailor lessons that truly connect with their students. One of the best ways to gather this information is through student interest surveys. 

    With interest surveys for students, you can collect actionable information to use throughout the school year. You can make a student survey that is super simple and offers insights that can enhance classroom engagement, strengthen relationships, and support differentiated instruction, too.

    What is a Student Interest Survey?

    A student interest survey is a tool designed to gather information about students’ preferences, hobbies, goals, and ways they like to learn. These surveys help educators better understand what motivates their students. You can use the information you gather to connect with students on a personal level and create lessons that resonate.

    For example:

    • In an elementary classroom, surveys might ask about favorite books, hobbies, or after-school activities.
    • In middle school, they might explore topics students are curious about within a subject area, like what parts of history or science excite them most.
    • For high school students, surveys can include questions about career interests or their preferred methods of learning, such as videos, group work, or hands-on activities.

    By tailoring the questions to the grade level and classroom context, you can design surveys that give you valuable insights about students.

    Why is Making a Student Interest Survey Important?

    Student interest surveys play a critical role in creating a positive and engaging learning environment. 

    Building Relationships

    Surveys show students that their opinions and interests are valued. This can foster trust and create a more inclusive and welcoming classroom culture. For example, if a student shares their passion for basketball, incorporating that into lessons can help them feel seen and appreciated. 

    Enhancing Engagement

    When lessons connect with students’ interests, their engagement can increase. A math problem involving sports statistics or a science experiment about underwater habitats can make abstract concepts more relatable and exciting.

    If you’ve joined me for a webinar or workshop this year, you might have seen the example I often share about using a chatbot to generate activity ideas based on student interest. I often demo the prompt, “I’m teaching [topic] to [grade], and they love [interests]. Make a list of connections that can help them stay engaged and retain knowledge.”

    Supporting Differentiation

    Surveys can help educators adapt teaching strategies to address the different ways kids like to learn. For instance, if a student prefers independent work over group activities, you can use this information to guide project assignments or seating arrangements.

    What to Include When Making a Student Interest Survey

    A well-designed survey gathers a mix of personal, academic, and classroom-specific information. Here are a few things to include:

    1. General Information: Start with basics like name, class period, and favorite subjects.
    2. Personal Interests: Ask about hobbies, favorite books or movies, and extracurricular activities. Open-ended questions work well here, but younger students might benefit from multiple-choice options.
    3. Learning Preferences: Include questions about group work versus individual tasks, preferred classroom activities, and how students like to receive information (e.g., videos, reading, hands-on projects).
    4. Goals and Aspirations: These could range from short-term academic goals to long-term career interests. For example, high schoolers might share their dream jobs, while elementary students could talk about a skill they hope to master.
    5. Classroom-Specific Questions:
      • Elementary: “What’s your favorite part of the school day?”
      • Middle School: “If you could learn about anything, what would it be?”
      • High School: “What skills do you hope to gain this year?”
    6. Optional Questions: Questions like “What’s something you wish your teacher knew about you?” can provide deeper insights and open doors for meaningful conversations.

    Using Digital Tools for Efficiency

    Digital tools make creating and analyzing surveys faster and more efficient. Platforms like Google Forms, Jotform, and Microsoft Forms offer features like multiple-choice questions, dropdowns, and Likert scales. All of these can simplify the data collection process. These tools, and others like them, also automatically organize responses (like a Google Sheet), saving time for educators. 

    For younger students, tools like Padlet can be used to gather video or audio responses. You might also ask students to make a collage of their favorite things.

    4 Tips for Creating Effective Surveys

    To make sure your surveys give you actionable information, here are a few best practices to take into consideration.

    • Keep It Short: Limit surveys to 5–10 questions to avoid overwhelming students.
    • Use Clear Language: Adapt the wording to the age group. For younger students, you might want to provide examples or visuals to clarify questions.
    • Review the Data: Use visual charts or spreadsheets to identify trends and personalize your approach.
    • Follow Up: Let students know how their input will be used. Share how their responses are shaping lessons, group projects, or classroom routines.

    Making a Student Interest Survey

    Student interest surveys are a powerful tool for building connections, fostering engagement, and personalizing learning. By taking the time to understand what excites and motivates your students, you can create a classroom environment where every learner feels valued and inspired.

    Whether you’re designing your first survey or refining an existing one, remember that the ultimate goal is to use the insights gained to make meaningful changes. Start small, experiment with different formats, and, most importantly, show students that their voices matter!

    Do you have a student interest survey success story? Reply to my weekly newsletter (sign up here) and let me know all about it.

    Find more posts featuring personalized learning tips & resources:

    Source link

  • Decoder Replay: Can we prepare for unpredictable weather?

    Decoder Replay: Can we prepare for unpredictable weather?

    There’s no denying climate change when a tornado rips through your town or a blizzard buries you in snow. So why blame the people who raise weather alarms?

    Source link

  • Who’s helping UK unis open their Indian campuses?

    Who’s helping UK unis open their Indian campuses?

    India is becoming the next transnational education (TNE) hotspot, with nine top UK universities having announced plans to open overseas branch campuses out there. Earlier this year, the University of Southampton became the first of this new tranche of campuses to open its doors, with several others close behind.

    As the TNE boom continues, several universities have revealed the independent providers that are helping them set up their campuses in India. Meanwhile, other providers have expressed an interest in this space.

    Here’s our list of who’s working with who.

    Who’s opening a campus in India?

    Nine UK universities have confirmed they are joining the TNE scramble in India. They are:

    1. The University of Southampton
    2. The University of Liverpool
    3. The University of York
    4. The University of Aberdeen
    5. The University of Bristol
    6. Coventry University
    7. The University of Surrey
    8. Lancaster University
    9. Queen’s University Belfast

    Who are they working with?

    Oxford International Education Group (OIEG) – Southampton has confirmed it worked with OIEG in setting up its campus in Gurugram, which opened earlier this year. OIEG provided the financial backing and the professional services needed to set up the campus

    India Business Group – Another provider assisting Southampton on the ground, India Business Group is providing the university with strategic support.

    Emeritus and Daskalos – The University of York has confirmed it is working with the edtech platform Emeritus to set up its Mumbai campus. Working alongside Emeritius is Daskalos – a new venture from Atul Khosla, the founder and vice-chancellor of Shoolini University, as confirmed by Khosla in a LinkedIn post. Khosla has said Emeritus and Daskalos’s partners include “three Russell Group Universities, one of the oldest universities of the world, a top tier US university and a leading Australian university”.

    Khosla has also confirmed on LinkedIn that Daskalos and Emeritus are working with the University of Liverpool on its Bengaluru campus, as well as the University of Bristol on its Mumbai campus. Meanwhile, it appears that the University of Aberdeen may be another institution working with the duo, with a job posting advertising an Emeritus job at the university.

    Study World – The education infrastructure company Study World is working with Coventry on its GIFT City campus, according to local news reports. The company’s group chief operating officer Kate Gerrard is quoted as saying: “Study World has over two decades of experience in delivering a wide range of educational services in partnership with leading international universities around the world. This association with Coventry University in India will be highly beneficial for students in India and the wider region.”

    GUS Global Services – The University of Surrey has confirmed it it is working with GUS Global Services, with GUS leading on strategic support services such as Indian student enrolment support, advice on the local market and campus and operational management.

    For their part, Lancaster University and Queens University Belfast have remained tight lipped on which providers – if any – they are working with as they explore setting up campuses in India.

    Which other providers could be eyeing up opportunities?

    GEDU Global Education – the UK-headquartered company has already invested in several campuses in GIFT City, making it a prime provider to step in and help institutions set up overseas branches in India.

    UniQuad – an arm of ECA, which has previously partnered with UK universities to run overseas campuses and other TNE projects, UniQuad is a new division with a specific goal of introducing university partners to India’s evolving educational landscape, meaning it’s well placed to help in this area.

    Amity – the private Indian provider is already working with major British institutions – such as Queen Mary University of London – on program articulation arrangements in India, as well as having MoUs with others on things like joint research and dual degrees. Could it be looking to expand into new ventures?

    British Council – while the British Council isn’t a private provider, it is a key strategic enabler for institutions looking to set up in India. It can help with policy dialogue and advocacy, support through the UK Universities in India Alliance, as well as providing market intelligence, helping institutions decide which partners are right for them.

    Source link

  • Best Sites & Apps for K-12 Education Games

    Best Sites & Apps for K-12 Education Games

    This article was updated December 2025.

    Game-based learning turns potentially tedious study time into an adventurous knowledge quest, complete with catchy soundtracks and digital rewards. It helps keep kids engaged with the subject matter and motivated to pursue greater expertise. Best of all, web- or app-based gameplay integrates easily into both online and in-person classes.

    We’ve curated the best K-12 educational game sites and apps, arranged according to cost. Many are free (or offer free basic accounts), while some provide progress tracking and analysis tools for teachers. All are remarkably creative and will help kids enjoy learning.

    Best Free K-12 Education Games

    Source link

  • The Top 20 Education Next Articles of 2025

    The Top 20 Education Next Articles of 2025

    In a journal devoted to U.S. education reform, some recurring themes in its content are expected: student achievement, curriculum, teacher effectiveness, school choice, testing, accountability. Other topics are more contemporaneous, reflecting the functional reality of American schooling in its present context. The latter group may capture just a moment in time and give future education historians a glimpse at what mattered to early 21st century reformers (and seem quaint in hindsight). It may also reflect prescient insights from leaders, thinkers, and scholars—contributions that document the early stages of a significant transformation in education policy and practice (and later be deemed ahead of their time).

    What we can say confidently is that Education Next published a good mix of the classic and the contemporary in 2025, just as it has each year in its quarter century of existence. You can see for yourself below in our annual Top 20 list of most-read articles, which features an assortment of writings by researchers, journalists, academics, and teachers.

    Among the traditional fare, readers turned to EdNext to keep apprised of developments in classroom instruction, from reading to literacy to history. They wanted to know if the U.S. might be better off evaluating schools using the European model of inspections rather than, or in addition to, student test scores. Amid ongoing debates about the merits of using standardized tests to gauge student preparation, readers were drawn to the findings of researchers in Missouri that 8th graders’ performance on the state’s MAP test are highly predictive of college readiness. In the realm of teachers and teaching, proponents of merit pay received a boost by an analysis of Dallas ISD’s ACE program, which was shown to improve both student performance and teacher retention in the district.

    As for school choice, Education Next followed successes like the expansion of education savings account programs, the proliferation of microschools, and the federal scholarship tax credit passed by Congress as part of the One Big Beautiful Bill Act. But the stumbles of choice had more of a gravitational pull for readers. There were the defeats of private-school voucher measures in three states—continuing a long string of choice failures at the ballot box. There are the enrollment struggles of Catholic schools, which researchers found are impacted by competition from tuition-free charter schools. And just when Catholic and other private religious schools could have gotten a shot in the arm by being allowed to reformulate as religious charters, the Supreme Court deadlocked on the constitutionality of the question, leaving the matter to be relitigated for another day.

    There was no shortage of timely topics that exploded onto the scene and captivated readers. American education is still grappling with the fallout from the Covid-era school shutdowns, now five years in the rearview. Many harbor consternation about the politics of pandemic closures, as demonstrated by the enthusiasm over a new book that autopsied the decisions of that era and the subsequent book review that catapulted onto this year’s list (an unusual feat!). And now there’s research to corroborate the disaster closures were for public education. Two Boston University scholars find evidence of diminishing enrollment in public middle schools, an indication that families whose children were in the early grades in 2020 are parting for the more rigorous shores of private choice. But the post-pandemic problems in schooling have not been uniform. In one of the most-read articles this year, founding EdNext editor Paul Peterson and Michael Hartney show how, based on recent NAEP results, learning loss was greater among students in blue states that had more prolonged school shutdowns than in red states that reopened more quickly.

    Meanwhile, everyone in education circles continues to grapple with what to do about technology in the classroom. Two writers did so in our own pages, presenting opposite perspectives on Sal Khan’s prediction that AI will soon transform education with the equivalent of a personalized tutor for each student. And one of our favorite cognitive scientists gave readers a different way of thinking about how digital devices affect student attention.

    It is perhaps fitting that our most-read article of 2025 was also the cover story of the last print issue of Education Next. (You can read more about our transition to a web-only publication here.) After Donald Trump reassumed the presidency this year and his administration enacted major reductions to the federal bureaucracy, several education-focused programs (and indeed the entire U.S. Department of Education) came under intense scrutiny. One target was Head Start, in part because Project 2025 called to eliminate the program on the grounds it is “fraught with scandal and abuse” and has “little or no long-term academic value for children.” Paul von Hippel, Elise Chor, and Leib Lurie tested those claims against the research and found little basis for them. Yet they also highlight lingering questions about the program’s impact on students’ long-term success—and opportunities to answer them with new research. As of this writing, the nation’s largest early-education program survives, but the sector is still watching and waiting.

    And so are we all for what will happen next in education. Some issues captured by Education Next this year will continue into 2026. Some will flame out. And others that are unforeseen will arise. Readers can depend on Education Next to lean into all the twists and turns that come in the year ahead.

    The full top 20 list is here:

    Source link

  • DEI in education: Pros and cons

    DEI in education: Pros and cons

    eSchool News is counting down the 10 most-read stories of 2025. Story #6 focuses on DEI in education.

    Key points:

    Diversity, equity, and inclusion (DEI) initiatives have become integral to educational institutions across the United States. DEI aims to foster environments where all students can thrive regardless of their backgrounds. The programs are designed to address systemic inequalities, promote representation, and create inclusive spaces for learning. However, as DEI becomes more prevalent, it also faces scrutiny and debate regarding its effectiveness, implementation, and impact on educational outcomes.

    One of the main advantages of DEI in education is the promotion of a more inclusive and representative curriculum. Students gain a broader understanding of the world by integrating diverse perspectives into course materials. This enhances critical thinking and empathy. Furthermore, the approach prepares students to navigate and contribute to our increasingly globalized society. Moreover, exposure to diverse viewpoints encourages students to challenge their assumptions and develop a more nuanced perspective on complex issues.

    DEI initiatives also contribute to improved academic outcomes by fostering a sense of belongingness amongst students. When students see themselves reflected in their educators and curricula, they are more likely to feel valued and supported. This leads to increased engagement and motivation. This sense of inclusion can result in higher retention and graduation rates (particularly among historically marginalized groups). Furthermore, diverse learning environments encourage collaboration and communication skills because students learn to work effectively with peers from different backgrounds.

    In addition to benefiting students, DEI programs can enhance faculty satisfaction and retention. Institutions that prioritize diversity in hiring and promotion practices create more equitable workplaces. This can lead to increased job satisfaction among faculty members. Mentorship programs and professional development opportunities focused on DEI can also support faculty in creating inclusive classroom environments, which further benefits students.

    Despite these benefits, DEI initiatives are not without challenges. One significant concern is the potential for resistance and backlash from individuals who perceive DEI efforts as a threat to traditional values (in other words, a form of reverse discrimination). This resistance can manifest in various ways (opposition to DEI policies, legal challenges, and political pressure). Such opposition can hinder the implementation and effectiveness of DEI programs, thereby creating a contentious atmosphere within educational institutions.

    Another challenge is the difficulty in measuring the success of DEI initiatives. Without clear metrics, it can be challenging to assess the impact of these programs on student outcomes, faculty satisfaction, or institutional culture. The lack of quantifiable data can lead to skepticism about the efficiency of DEI efforts, thus resulting in reduced support or funding for such programs. Additionally, the absence of standardized definitions and goals for DEI can lead to inconsistent implementation across institutions.

    Resource allocation is also a critical issue in the execution of DEI initiatives. Implementing comprehensive DEI programs often requires significant financial investment (funding for specialized staff, training, and support services). In times of budget constraints, institutions may struggle to prioritize DEI efforts. This may lead to inadequate support for students and faculty. Without sufficient resources, DEI programs may fail to achieve their intended outcomes thus further fueling criticism and skepticism.

    The potential for tokenism is another concern associated with DEI initiatives. When institutions focus on meeting diversity quotas without fostering genuine inclusion, individuals from underrepresented groups may feel marginalized or exploited. Tokenism may undermine the goals of DEI by creating superficial diversity that does not translate into meaningful change or equity. To avoid this, institutions must commit to creating inclusive environments where all individuals feel valued and empowered to contribute fully.

    Furthermore, DEI programs can sometimes inadvertently reinforce stereotypes or create division among student populations. For example, emphasizing differences without promoting commonalities may lead to increased social fragmentation or feelings of isolation among certain groups. Educators must carefully balance the celebration of diversity with the promotion of unity and shared values to foster cohesive learning communities.

    In summary, DEI initiatives in education offer numerous benefits, but these programs also face significant challenges. To maximize the positive impact of DEI efforts, educational institutions must commit to thoughtful, well-resourced, and inclusive implementation strategies that promote genuine equity and inclusion for all members.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • stories that shaped the sector

    stories that shaped the sector

    It was August 2000 when Chloé Gorlei found herself at Nijmegen train station in the Netherlands, standing in the hot summer air and waiting for a minibus that would carry her to the international office at the University of Radboud.

    “There, I would sign the necessary paperwork and collect my bedroom pack; two towels, some bedding, and a single, unremarkable tea towel that somehow made the whole adventure feel suddenly real.”

    Gorlei, now head of international partnerships and student recruitment at Escape Studios, was the the first in her family to go to university, and had recently completed a two-year diploma in business and marketing and the University of Montpellier II in France.

    She describes her level of English at the time as “basic”, she didn’t know anyone in the country and was without a mobile phone. Despite these challenges, this was the start of a new chapter for her.

    “Not only did I meet people from all over the world, and learnt about new cultures, accents and habits, but I also lived in an unfamiliar place that would become home for ten months. Although culturally close to my country, I had to learn new codes, and even a new language.”

    “The university itself was very different to what I had known so far: going through economics books in English was a challenge! I was also not used to only having a few hours of lectures a week. Where I came from, we had lectures all day, five days a week,” she recalled.

    “This is Erasmus to me: experiences that shaped my future and friendships for life. It’s not all rosy, there are challenges, but it gives everyone, regardless of background or financial situation, a glimpse of what it means to be an international student. It opens your eyes to a world you might never have discovered otherwise,” said Gorlei.

    Photo: Chloé Gorlei

    In 2023, Gorlei reunited with some of her fellow Erasmus students in the Netherlands, describing it as “a wonderful chance to relive those moments, cycle the same lanes, and party in the same bars”.

    “It fills me with joy and hope that UK students will finally have this chance again, and that European students will discover the UK, an opportunity they might otherwise never have.”

    For Maria de la Pisa, deputy director international and head of international partnerships and relations at the University of Bristol, the UK’s reassociation to Erasmus+ is the early Christmas present she was hoping for.

    “I am incredibly excited to hear that the UK is going to rejoin the Erasmus+ program from 2027. This is wonderful news for the UK higher education sector and for all the thousands of UK and EU students who will be able to benefit from this transformative opportunity.”

    De la Pisa is proud to call herself an Erasmus scholar, having spent a year at the Univerity of Leicester, studying in a second language and quickly adapting to a very different academic approach compared to what she was used to in Spain.

    “I embraced British culture wholeheartedly,” she said.

    “That year was full of making international friends, travelling to as many corners of the UK as my budget allowed, and embracing the unexpected. I discovered fascinating traditions and celebrations which I had never even heard of before. It was a year of growth, adventure, and unforgettable experiences.”

    And it was that during this year that de la Pisa met her husband, who later went on to participate in an Erasmus exchange in Spain. The couple celebrated their 20th wedding anniversary in 2025.

    The pair returned to the University of Leicester, 27 years later, to show their children where they first met – at an international student party in the Students’ Union (Percy Gee Building).

    Photo: Maria de la Pisa

    As de la Pisa’s son prepares to enter university next year, she said she is “delighted” that this opportunity will also be available to him and many other UK students.

    “Professionally, this incredible opportunity sparked an interest in working in international education and I have spent over two decades in the higher education sector motivated by a commitment to extend the same transformative opportunities I had to others.

    “For the sector, this is a huge win. It will strengthen collaboration with European partners, not only through student mobility but also through research, education, and cultural exchange. I hope this renewal also inspires a wider interest in language learning and the arts, areas that enrich society and reinforce global connections,” said de la Pisa.

    “Here’s to the next generation discovering the world, building friendships across borders, and shaping their futures. A big thank you to Universities UK International and all those who have tirelessly advocated for this change.”

    For Anne Marie Graham, chief executive of UKCISA, it is no exaggeration to say that Erasmus changed her life – both personally and professionally. Speaking to The PIE, she reflected on the transformative impact of the program and expressed her delight that young people in the UK will once again have access to the same life-shaping opportunities through Erasmus.

    “I didn’t know it at the time but I would have been a Widening Participation student. I was lucky enough to be funded for two Erasmus semesters – one in Granada, Spain and another in Clermont-Ferrand, France,” she told The PIE. She recalled her time in Granada with particular fondness, remembering it as it was before it became the global tourist destination it is today.

    “It was free to enter the Alhambra and I just used to go up on a Sunday afternoon with my book to sit and recover after a fun Saturday night out!”

    Photo: Anne Marie Graham

    “It was daunting at first, but loved being able to study alongside Spanish and French students, and create links with locals through university projects,” said Graham.

    “I was lucky to be able to immerse myself in many ways in Spain, and it was life-changing. It gave me self-confidence, language skills, intercultural competence and of course friends for life with students from other Uk universities, Spain, Italy, Sweden and the US. I’m very happy that these opportunities are returning to UK students.”

    The PIE‘s own Jacqui Jenkins also took a moment to reflect on her experience as an Erasmus student at weißensee academy of art berlin (then widely known as the East Berlin Art College).

    “Erasmus was genuinely life-changing for me – and, in many ways, probably the reason I’m still addicted to working in this wonderfully chaotic international education sector,” said Jenkins.

    I left the UK in 1997 as a Brit. I came back thinking much more like a global citizen

    Jacqui Jenkins, The PIE

    “Being dropped into a classroom with students from entirely different backgrounds changes how you see the world. Many of my peers had grown up in the former East Germany or the wider USSR and had experienced a very different schooling system and social reality. Those conversations – and that context – forced me to see everything through a different lens.

    “I left the UK in 1997 as a Brit. I came back thinking much more like a global citizen.”

    Source link