Tag: Completely

  • Judges Rule Trump Can’t Completely Stop SNAP Aid – The 74

    Judges Rule Trump Can’t Completely Stop SNAP Aid – The 74


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    Two federal judges on Friday ruled against President Donald Trump’s move to suspend food stamp benefits starting November 1 amid the month-long government shutdown, with each noting contingency funding is available. 

    It’s unclear if the Trump administration plans an appeal or how quickly food assistance can flow to the 42 million Americans who rely on the Supplemental Nutrition Assistance Program. Sixteen million of them are children, putting pressure on schools to address their needs.

    U.S. District Judge John McConnell of Rhode Island ordered the U.S. Department of Agriculture to distribute the funds in a timely manner using contingency money. 

    “SNAP benefits have never, until now, been terminated,” McConnell said, as reported in The Hill. “And the United States has in fact admitted that the contingency funds are appropriately used during a shutdown, and that occurred in 2019.”

    In a separate ruling, U.S. District Judge Indira Talwani of Massachusetts gave the Trump administration until Monday to decide whether it will provide at least some food stamp benefits to recipients. She indicated the suspension of SNAP benefits is contrary to law. 

    She found fault with the defendants’ assertion that the U.S Department of Agriculture is prohibited from funding SNAP because Congress has not enacted new appropriations for the current fiscal year.

    “To the contrary, defendants are statutorily mandated to use the previously appropriated SNAP contingency reserve when necessary and also have discretion to use other previously appropriated funds,” she wrote. 

    Despite the judges’ rulings, many advocates say some kids will go hungry in November because the process for obtaining the aid consists of multiple steps — some of which have already been missed for those who receive help at the start of every month. 

    On October 28, more than 20 states, the District of Columbia, and three governors sued the USDA for suspending November’s SNAP benefits. They called the move unprecedented and illegal.

    “SNAP is one of our nation’s most effective tools to fight hunger, and the USDA has the money to keep it running,” New York Attorney General Letitia James, long embroiled in her own legal battle with the president, said in a statement. “There is no excuse for this administration to abandon families who rely on SNAP, or food stamps, as a lifeline. The federal government must do its job to protect families.”

    Gina Plata-Nino, interim director for SNAP at the Food Research & Action Center, said her organization encouraged the USDA to tap into its contingency and reserve funds to save children and families from going hungry. By missing this opportunity, at least some recipients will likely miss their allotment. 

    Plata-Nino said states were directed by federal officials on Oct. 10 to stop reporting critical data — a list of household eligibility and food stamp allocation — information they send directly to electronic benefit transfer contractors, who are key in distributing the aid. 

    “Even in the best-case scenario, if the judge says, ‘We rule in your favor and we demand that this happens right now’, and the Trump administration doesn’t appeal…the process of getting benefits into recipients’ accounts would take time,” she said. 

    Arlen Benjamin-Gomez, executive director of EdTrust New York, a statewide education policy and advocacy organization, said it’s clear that serious damage has already been done to what is an essential program. 

    “We know from what has happened so far with this administration that when they make announcements like this, it does have a direct impact on programs and the ability to sustain them,” she said. “For example, there was an announcement of federal cuts to Head Start very early on in the administration, and the program actually shut down. It’s still recovering. So, we can’t predict the chaos that is spread by this most recent effort to cut benefits.”

    Benjamin-Gomez praised New York for declaring a state of emergency on the matter: Gov. Kathy Hochul is committing an additional $65 million in new state funds for emergency food aid to support state food banks. But not all states will do the same.  

    Ian Coon, spokesperson for Alliance for Education, an independent, local education fund that supports Seattle Public Schools, said his organization has already earmarked funding to bridge the gap for those in need. 

    He said the Alliance decided in late October to fund $150,000 in gift cards to area food stores for families in crisis. He said school staff will help identify children in need and offer the assistance of $25, $50 or $100. The $150,000 comes from a reserve fund.  

    “We are fully aware it’s not a long-term solution, but we needed to do something,” Coon said. 

    Carolyn Vega, associate director of policy analysis for Share Our Strength, which runs No Kid Hungry, said her organization also does not predict an abrupt or smooth end to the suffering of American families who rely on these benefits. 

    “We are not holding our breath for the money to start flowing today,” she said. “Kids can’t wait: Families have to eat every single day. We know from our extensive work with schools that teachers already see kids show up to school hungry on Monday mornings. We can only imagine how much worse that would be if a family came in and were expecting to see benefits on Saturday and they did not. It’s an unbelievable strain for food banks. We know that schools will be an important resource for many families, but they can’t fill in the gap.”

    In fiscal year 2023, nearly 80% of SNAP households included either a child, an elderly person or a nonelderly individual with a disability, according to the USDA. About 39% of SNAP participants were children that year. 

    A statement on the federal agency’s website blames Senate Democrats for the shutdown. 

    “They can continue to hold out for healthcare for illegal aliens and gender mutilation procedures or reopen the government so mothers, babies, and the most vulnerable among us can receive critical nutrition assistance,” the statement read

    The department declined to comment on the judges’ rulings.


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  • Rethinking Exams in the Age of AI: Should We Abandon Them Completely?

    Rethinking Exams in the Age of AI: Should We Abandon Them Completely?

    • By Dr Andrew Woon, Senior Lecturer in Strategic Management at Queen Mary, University of London.

    In recent years, universities around the world have been moving away from traditional exams in an effort to improve assessment practices, address equity concerns and adapt to the evolving educational landscape.

    Top institutions such as Oxford and Cambridge are also shifting towards more inclusive forms of assessment to reduce awarding gaps. This raises the question: Do inclusive assessments omit certain opportunities for students’ learning and development?

    Critics argue that exams often measure test-taking ability rather than genuine understanding and may fail to assess all students’ knowledge and skills accurately. Others contend that exams do little to prepare students for their future careers.

    As a result, universities are adopting a range of assessment methods to support student learning and ensure inclusivity. These approaches aim to recognise a broader range of skills and attributes essential for future success.

    I believe the key argument for retaining exams is not that they are more ‘secure’, but that their true value lies in ensuring students, especially those in high-stakes professions like Medicine and Education, could develop a deep, internalised understanding of their subject matter.

    Take Medicine, for example. We wouldn’t want to be treated by a doctor who relies on ChatGPT to make clinical decisions. While AI can assist with diagnostics and offer suggestions, it lacks the human ability to assess a patient holistically, considering subtle symptoms, emotional cues and contextual factors. These are skills that must be trained, practiced and tested rigorously.

    This is why accounting professional bodies such as ACCA and ICAEW continue to use exams as a primary assessment method, as they provide a standardised and objective measure of knowledge and skills. Exams help ensure that future professionals are not just good at looking up answers, but are also able to think critically, connect the dots, and make informed decisions independently.

    Moreover, the purpose of exams extends beyond evaluating academic knowledge; they also help students identify their weaknesses and develop critical skills. While in-person exams can be stressful and inflexible, they offer benefits beyond knowledge testing. They cultivate vital skills such as time management, organisation and resilience under pressure, key competencies for both interpersonal growth and employability.

    Many students shy away from exams because they struggle to perform well in a high-pressure, time-constrained environment with limited support. This may indicate a need to develop key competencies, such as time management and stress regulation, rather than suggesting that exams are inherently flawed.

    Traditionally, students were trained to master literacy skills — to read, write, and think critically. While exams may miss opportunities to develop other important skills such as teamwork, communication and leadership, removing exams altogether may also reduce opportunities for students to improve their academic literacy. Writing, in particular, requires a good understanding of content and the ability to think critically, skills that are often cultivated through exam preparation and performance.

    One of the most common arguments against exams is that they are not authentic and offer limited opportunities for skill development. According to Newman et al. (1998), assessment is considered authentic when it evaluates products or performances that hold meaning or value beyond mere academic success. Similarly, Wiggins (1989) defines authentic assessment as involving tasks that represent real-world challenges within a given discipline. These tasks are designed to mirror complexity, requiring depth over breadth.

    Clearly, a well-designed exam can be authentic when it provides opportunities for meaningful skill development. For example, incorporating case studies into exams allows students to engage in deeper learning, apply knowledge to real-world contexts, and strengthen academic literacy at the same time.

    After all, traditional exams, when thoughtfully designed, can play a valuable role in developing traditional literacy skills, including reading, writing and critical thinking, which remain essential in the age of AI.

    As AI tools increasingly streamline reading and writing tasks across the education system, reinforcing these foundational skills becomes even more important. Promoting reading and writing through assessment can help combat aliteracy — a growing issue where students are capable of reading but choose not to, often due to the influence of social media and digital distractions.

    I believe exams offer a rare opportunity and space for students to engage in undivided intellectual immersion, because exams create structured, distraction-free environments that demand focused engagement. They encourage deep reading, critical analysis and articulation without reliance on external assistance. Over time, such training can help counter aliteracy by reinforcing the value and interest of independent intellectual engagement.

    I embrace new technologies and innovative forms of assessment, but that doesn’t mean we should completely abandon traditional exams. Exams can and should coexist with other assessment methods, including those supported by AI, to enrich student learning. The purpose of assessment goes beyond assigning grades or preparing students for their first job; it is about equipping them for life in all its dimensions.

    While technologies will continue to evolve, essential skills such as reading, writing, and critical thinking will remain foundational. Therefore, students must be literate to effectively process information and use AI intelligently.

    Importantly, every assessment method has its advantages and disadvantages. Therefore, educators need to take a holistic approach to assessment design and policymaking. For example, using low-stakes, open-book exams can help reduce student stress while still supporting skill development. Additionally, providing tailored support for students with ADHD during exams can enhance their learning experience and ensure they are not placed at a disadvantage.

    Lastly, I hope this opinion piece encourages fellow colleagues to reflect before the new academic year begins. Rather than simply jumping on the AI bandwagon, we must remember the critical role we play in safeguarding our students’ futures. Our responsibility is to equip them with the life skills they need to thrive in an ever-evolving world.

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