Tag: Education

  • On Scene at the Turning Points USA Student Action Summit

    On Scene at the Turning Points USA Student Action Summit

    It is already 93 degrees, but temperatures are rising further outside the Tampa Convention Center—especially for the young man dressed in a dinosaur costume. Also sporting a Tom Brady Tampa Bay Buccaneers jersey, he is loudly debating immigration with another young man in a smart suit on the pavement. Across the street, a handful of protesters face off against a growing number of right-wing influencers with cameras.

    Inside the building, political strategist Steve Bannon is denouncing billionaire Elon Musk as “evil” while filming a live TV broadcast. Thousands of young college students cheer when border czar Tom Homan threatens to beat up a heckler in the crowd. And a YouTuber leads the audience in a mass “Trump dance party” to the tune of YMCA.

    Welcome to the Student Action Summit 2025. Organized by youth activist organization Turning Point USA (TPUSA), the three-day annual conference is billed as the premier event for conservative college students to debate ideas, network and hear from top Republicans. They include Tucker Carlson, Donald Trump Jr. and, of course, Charlie Kirk, who founded the movement as an 18-year-old college dropout.

    More than 5,000 people attended this year’s event in Florida, held July 11–13, and Times Higher Education was there to learn what matters to college conservatives today, what issues are dividing this branch of the MAGA movement, and whether this youthful “red wave” can reshape U.S. electoral politics.

    As a countdown clock ticks down to zero, a DJ pumps up the well-dressed young crowd—advised to style themselves after Donald Trump’s permanently besuited youngest son Barron—with Rednex’s Cotton Eye Joe and The Killers’ Mr. Brightside. Along with the big hitters, students also hear from Happy Gilmore actor Rob Schneider, founder of the Dark Web marketplace Silk Road, Ross Ulbricht, and fitness trainer Jillian Michaels across an eclectic and often bizarre three days.

    Kirk’s fingerprints are all over the summit. Owing to the slightly chaotic nature of the schedule, he is often timetabled to appear in two places at the same time—particularly tricky given that, as the podcaster Dan Nunn puts it, “Charlie can’t even walk around: he’s like a rock star.”

    He kicks off the summit on the vast East Hall stage by hitting some issues that Republicans of all ages can agree on—namely, religion and immigration. The 31-year-old activist and podcaster praises the audience for helping reverse decades of declining church attendance (many of them attend a service in the Convention Center on Sunday morning) and for helping TPUSA fight the “spiritual sickness throughout the West.” Talks are regularly interrupted by football-style chants of “Christ is King” or “God is great.”

    Kirk also gets loud acclaim when he says that no foreigner should be allowed to own a home or get a job before a U.S. citizen, and draws an even bigger cheer when he mentions President Trump’s plans for mass deportation of illegal migrants. Even legal migration comes under fire over the convention weekend, and Homan, the former chief of Immigration and Customs Enforcement (ICE), is treated like a rock star, his frequent mentions of buzz phrases such as “send them home” chanted back to him from the floor.

    Abortion is mentioned on stage, as one might expect. Riley Gaines, a former college swimmer who became an activist after finishing tied for fifth in a race with a trans woman, praised Trump as the most pro-life president in modern history. And the issue is brought up repeatedly in interviews with THE—often by young men.

    Many speakers are also very keen to stress the importance of reproduction and “traditional” families. Michael Knowles, a political commentator and YouTuber, calls falling birth rates in the U.S. an “existential crisis.” He welcomes the “trad wife” trend on social media—right-wing women promoting their role as stay-at-home moms—and praises young women for rejecting the corporate rat race, “to the horror of the feminists.” A middle-aged audience member, who gets a massive round of applause when he reveals he has 12 children, wants to help convince the college generation of the “beauty of big families.”

    Kirk also ploughs that furrow. He tells the audience that the real threat to the U.S. is not racism or environmentalism, but low birth rate. And he tells those listening online what they are missing out on by not being there in person. “If you want to find your future husband or wife … you should be here in Tampa, Florida, because there’s a lot of eligible bachelors and bachelorettes here.”

    Equally, however, conservative attitudes to dating and sex are evident. Brandon Tatum, a former college football player, police officer and now online activist, advises against “hooking up with people and doing all this crazy stuff.” Brett Cooper, a child actor turned online activist, warns delegates not to party too much or waste time playing video games. And comedian Russell Brand, currently awaiting trial in the U.K. for rape, sexual assault and indecent assault (he has pleaded not guilty), also praises family values and religion while denouncing pornography and claiming that Jesus was opposed to bad government. During his strange 20-minute speech-cum-rap in front of one of the largest audiences of the weekend, Brand explains how he turned to God following a life of crack and heroin addiction, a “pursuit of carnality” and an “all-you-can-eat buffet” of hedonism.

    Russell Brand at the Turning Point USA Student Action Summit 2025Source: Patrick Jack

    Russell Brand (center) at the Turning Point USA Student Action Summit 2025

    Away from the main hall lies the exhibition floor. Here, students can take selfies with political consultant Roger Stone—pardoned by Trump in 2020 after being convicted of lying to Congress, obstruction of justice and witness tampering relating to a Congressional inquiry into Russian attempts to boost Trump’s 2016 election campaign. They can also pick up free copies of a book on the “untold story behind the Vatican’s rising influence in America,” challenge their friends to a pull-up contest or play cornhole.

    You can also buy just about anything—provided it has some red, white and blue on it. There’s a stall to “Make Coffee Great Again,” “Trump 2028” hats are on sale for $30 (£23), and there are even cool pads to keep your head cool under them—as well as vibration plates for “advanced whole-body vibration therapy.”

    Attendees can also hear from a wide range of fringe groups. A “Blexit” stall promotes “free thinking and empowerment” at historically black colleges and universities and is dedicated to bringing “traditional American principles to urban communities.” Wilbur Sims, strategic manager of student movement at Blexit, said, “We’re trying to educate people …and get away from a victimhood mentality within the black community.”

    A surprisingly large number of families, many with young children, mingle with the students, as do some retirees. Steve, a 75-year-old lifelong Republican from Florida, hopes that TPUSA can help ensure the Democrats never get back into power. But there are a few signs of a divide between the younger and older generations.

    Guns, which receive very few mentions from the stage, are one. Gun ownership has, for generations, been a mainstay of right-wing identity, but two lonely young men at the National Rifle Association stall express concern that their classmates are not interested in the Second Amendment (the right to bear arms).

    The other dividing line is Israel. The most prominent stall on the exhibition floor is that of the International Fellowship of Christians and Jews (IFCJ), featuring hundreds of Israeli flags. Some college students nearby pose for pictures with a giant cardboard cut-out of Israeli prime minister Benjamin Netanyahu, but when Michele Bachmann, a former member of Congress and board member of the IFCJ, begins to discuss the “unprecedented” amount of antisemitism on college campuses, the hall empties out. And during a debate on day three, Dave Smith, a comedian and regular guest on the popular Joe Rogan podcast, warns of the “tremendous” influence of Israel in U.S. politics. And in the wake of the U.S. attack on Iran during Israel’s recent 12-day assault on the country, Smith elicits cheers when he criticizes “neoconservatives” for starting foreign wars—in contravention of the isolationism typically adopted by “America First” advocates. One young man and woman express their skepticism of the U.S.–Israel alliance and are convinced that convicted sex offender Jeffrey Epstein was a Mossad agent.

    Epstein may have died by suicide in 2019, but his presence is keenly felt at the convention. The event occurs amid the MAGA backlash to attorney general Pam Bondi’s comment that the sex trafficker’s “client list”—which, according to Musk, includes Donald Trump, but which right-wing figures are convinced contains prominent Hollywood stars and Democratic politicians—does not, in fact, exist. Despite saying that homes and jobs are more important, Kirk admits the Epstein issue still matters. And in conversation with him, journalist Megyn Kelly calls it a “scandal of the right’s making.” When she asks the audience how many of them think it is an important story, everyone puts their hand up.

    Hours later, media personality Tucker Carlson devotes almost his entire 30-minute speech to the issue, while Bannon sees it as symptomatic of the problems with the “deep state.” Even former college athletes Gaines and Tatum devote considerable time to talking about Epstein—with vocal prompting from the crowd.

    The TPUSA president at the University of Alabama believes the issue is so important for this crowd because Bondi’s decision not to publish any of the Justice Department’s files on Epstein fits in with their skeptical worldview and their concern that they are being “lied to,” he said.

    That sense also permeates the MAGA view of COVID-19. Bannon is cheered when he claims the pandemic originated from a “Chinese Communist Party bioweapon dropped in Wuhan.” There are frequent references over the weekend to the supposedly nefarious “mask mandates,” cancelled proms and young adults’ lost years—for which Kirk calls for a national apology.

    “Nobody likes being lied to, and [young people] lived through COVID in a way that adults did not,” according to Nunn, host of the America First and the constitutionalist Nunn Report podcast. “They got their social lives shut down, they got their schools shut down, and then they found out it was all bullshit.” Since they blamed the Democrats for that, he believes that universities became less efficient “leftist breeding grounds” when that cohort arrived on campus.

    Chase, a student from Florida, says COVID was a big factor in pushing his generation to the right. “So many people were lied to during that period of time and it definitely brought to light the corruption in the Democratic Party,” he tells THE. TPUSA is important because it helps students learn that they cannot trust mainstream media and must “seek out your own truth.”

    The pandemic is clearly still an issue for Owen, a student in Michigan, where Democratic governor Gretchen Whitmer was caught breaking public health protocols at a restaurant in 2021. “I don’t really think that what the left was pushing made rational sense to the youth vote at the time, and it still doesn’t make sense now,” he said. “It’s just the hypocrisy of it all—you’re telling me not to leave my house, yet you’re going out and having parties without wearing masks closer than six feet.” A hat stall at the Turning Point USA Student Action Summit 2025Source: Patrick Jack

    A striking omission from the stages of a conference targeted at students is higher education itself—despite the fact that Trump’s crackdown on prominent universities’ funding and autonomy has previously been cheered by many figures on the right. When prompted, however, delegates express universal scorn for universities.

    John Paul Leon, TPUSA chapter president at University of California, Berkeley, tells THE he is becoming increasingly worried by academia’s left-wing consensus and “moral superiority,” particularly around “discriminatory” diversity, equity and inclusion (DEI) measures. David Goodwin, president of the Association of Classical Christian Schools and co-author of Battle for the American Mind with defense secretary Pete Hegseth, says higher education is a “mess”; and while institutions should be free to do whatever they want, he believes that they should expect to forgo government funds if they choose to defy the administration’s policies in areas such as DEI or choice of research topics. And Owen, who attends a private college, welcomes Trump’s attacks on universities because they are “indoctrinating students with wrong ideas.” International students, particularly “military-age males,” should be sent home, he adds.

    Carol Swain, a retired professor of political science and law at Vanderbilt University and one of the few academics at the event, also welcomes Trump’s fight with Harvard because universities have “lost sight of the original purpose” of the sector, which was to educate minds by exposing individuals to divergent viewpoints. “Now the Ivy League has lost some of its allure, I believe there’s an opportunity for some state colleges and universities and some universities that were considered less prestigious to rise just by doing what the Ivy League hasn’t done, which is educate and create an environment where you have free speech, are following the Constitution, creating opportunities, [and] not practicing discrimination,” she said.

    As for the effects of research funding cuts on the academic strength of the U.S., Swain says most papers in recent decades have been “garbage.” The “people that have pushed the beliefs that minorities have been discriminated against … lowered the standards in certain fields, and the emphasis on lived experience as opposed to research and data … has hurt academic research.”

    But Jennifer Burns, director of academics at Turning Point Education, does not believe universities are solely to blame, claiming that grade schools are failing to prepare students properly: “If you’re building a house and your foundation is sinking and cracking, then the frame of the house is going to be cracked. It’s not the fault of the carpenters who put up the beams, it’s the cement layers. [Students] are not trained in how to think, so they’re going into college at the whim of a radical college professor and they’re soaking that up.”

    TPUSA advocates for a “classical Christian education,” and some attendees propose private, conservative Christian liberal arts colleges such as Hillsdale in Michigan, or New Saint Andrews in Idaho, as exemplars of what higher education should be. Lennox Kalifungwa, digital engagement officer at New Saint Andrews, expresses the view that “the only true education is a Christian education because Christianity has the exclusive when it comes to truth and freedom.”

    “Woke” students and academics, meanwhile, are a reoccurring punching bag on the convention floor—particularly those with a specific hair color. Kirk, who rose to fame through viral videos debating with left-wing students, calls them “purple-haired jihadis,” Homan bemoans “people with purple hair and nose rings,” Tatum deplores “liberal non-binaries” and Trump Jr. condemns “raging libtards.”

    Such critiques are also usually tied up with anti-trans and anti-gay language. Trump Jr., a long-time ally of Kirk, whose daughter, Kai, is a college-level golfer at the University of Miami, proudly boasts of having been anti-trans since 2017 and sees it as being a “losing issue” for the Democrats. One student tells THE that drag queens reading children stories cause “horrible developmental issues” and contribute to rising suicide rates. Knowles celebrates the Trump-imposed end of the “preposterous ideology” of trans people, calling it “deader than disco,” the cancellation of LGBTQ+ pride parades due to lack of attendance and pop musician Jojo Siwa’s announcement that she no longer identifies as a lesbian. “Nature is healing,” he says with a laugh.

    A lone protester who interrupts Homan is called a “loser,” a “moron,” an “asshole” and someone who “sits down when he pees”—to huge chants of “U-S-A.” Homan, who says he “wake[s] up like a kid in a candy shop every day” as border czar, offers to fight the man before his speech is over.

    Outside are a few more dissenters. A handful of middle-aged Floridians, who fear TPUSA is “indoctrinating the youth,” hold a sign that says “MAGA—Movement Against Genuine Academics”—perhaps in reference to Kirk’s creation of the Professor Watchlist, which lists scholars who “discriminate against conservative students and advance leftist propaganda.” They are soon joined by a rag-tag group of a few dozen young students, some dressed as characters from the dystopian TV show The Handmaid’s Tale and others wearing the Guy Fawkes masks popularized by the hacker collective Anonymous. Vicky Tong, spokesperson for the Tampa Bay Students for a Democratic Society, says they want to show that not everyone in Florida supports the “sexist, homophobic, anti-trans, anti-immigrant” agenda of TPUSA.

    Back inside the hall, speakers emphasize that while right-wingers are in the majority here, they are “outnumbered” on campus. Many express fear of being accused of sexual harassment or being cancelled for using the wrong pronoun. Kirk calls them “warriors” and praises them for putting up with threats and intimidation. “What they’re doing is one of the hardest things to do in the United States of America. They are deciding to be less popular on campus,” he says.

    Charlie Kirk speaks at Donald Trump's inauguration on 20 January 2025 Source: Justin Sullivan/Getty Images

    Charlie Kirk speaks at Donald Trump’s inauguration on 20 January 2025

    Some of the big names can sympathize. Trump Jr. used to attend “every cool person party” in New York before his father became involved in politics and the invites dried up. “These people that I thought were friends for decades, they don’t call any more.” He encourages students to “feed off the hate,” while Kelly urges them not to be “sheep” and follow along with what their left-wing professors say just to get good grades. “Don’t call yourself a feminist because your teacher will give you pats on the head. Stand up for what you really believe in, and that’s how we spread the good word,” she said.

    Fox News host Greg Gutfeld, who has come under fire for attempting to “reclaim” the word “Nazi,” complains that “left-wingers were the cool kids” when he was young. And that sense of not fitting in on campus is clearly a big reason that some of the attendees are here—many of them thanks to a TPUSA stipend (the organization is largely funded by donations). Leon, who studies in the “belly of the [progressive] beast” at Berkeley and went viral for a video where he confronts a liberal student, says he is called a fascist daily, but at TPUSA “you can find life-long friends, your forever friends, or maybe you can find your wife too.” Dylan Seiter, president of TPUSA at Texas A&M University, told students during a breakout session that “the libs want to drag us down to their level and make us seem like we’re some nasty, hateful people, but in reality, we’re not. And it’s our duty and our jobs to prove them wrong.”

    Indeed, some delegates confess that they are only here to hang out and socialize, and nearby bars such as Harpoon Harry’s Crab House are packed with older students before the day’s events are even over. But this social element is not just for fun, it is also for networking. As Kirk puts it: “Marriages will happen this weekend. Lifetime friendships will happen this weekend. Careers will start this weekend.” And as well as selling “I survived college without becoming a liberal” T-shirts, the TPUSA Alumni Association is consciously attempting to replicate the college networks of Ivy League schools to help get MAGA graduates into top jobs. TPUSA also tries to persuade students to work on the “front lines” of the culture war. One recruitment video urges young people not to become doctors or lawyers, but to get a job with “real impact.”

    Many speakers are convinced that they are already having an impact, crediting a “red wave” of students with delivering Trump’s landslide victory in 2024, a “shot heard around the world.” Bannon thanks them for being “the hardest core of the hardcore” and the “tip of the tip of the spear” in “winning” the 2016 and 2020 elections as well.

    “This is the greatest generational realignment since Woodstock,” says Kirk. “We have never seen a generation move so quickly and so fast, and you guys are making all the liberals confused.” Accordingly, Republican Party luminaries show up in force. Michael Whatley, chair of the Republican National Committee, shakes hands on the exhibition floor and multiple members of Trump’s top team—including director of national intelligence Tulsi Gabbard and homeland security secretary Kristi Noem—deliver speeches. However, these politicians generate far less buzz than social media stars such as Gaines and Cooper.

    Still, Kirk warns that Washington is taking right-wing students for granted and “messing up” a once-in-a-generation opportunity to deliver a “death blow” to the Democratic Party by failing to fully deliver on their promises—such as by publishing the Epstein list. And Swain agreed. “If these [elected] officials compromise and they prove themselves to be no different than the politicians they replaced, it’s going to be harder for [young] people to stay enthusiastic,” he said.

    As one attendee puts it, conservative students have been “lurking in the shadows” for decades. Kirk has successfully dragged them out into the sunlight. The challenge he and Trump now face is one that will be familiar to the “radical left”— keeping momentum, holding the various factions together in the face of political realities, and delivering on their promises.

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  • Education Dept. Prepares for “Big, Beautiful Bill” Changes

    Education Dept. Prepares for “Big, Beautiful Bill” Changes

    The Education Department is moving quickly to carry out the higher ed changes in the recently passed One Big Beautiful Bill Act.

    The agency announced Thursday that it will convene two advisory committees to weigh in on changes to the rules and regulations for the federal student loan program, institutional and programmatic accountability, and the Pell Grant program. Officials wrote in the announcement that this round of rule-making was necessary to implement the changes in the One Big Beautiful Bill as well as “other administration priorities.”

    Many of the higher ed provisions in the legislation take effect July 1, 2026, and several experts have raised concerns about whether that’s enough time for the department to put in place the necessary regulations and guidance. Among other changes, the law ends the Graduate PLUS loan program, caps loans for graduate and professional students, and expands the Pell Grant to workforce training programs that run between eight and 15 weeks.

    To revise the regulations, the department is following its lengthy and complicated process known as negotiated rule making, which involves bringing together stakeholders to review proposed changes and then listening to public comment on the plan.

    One group, which the department is calling the Reimagining and Improving Student Education (RISE) Committee, will focus on the student loan regulations, including creating new repayment plans and giving colleges the ability to limit how much students can borrow. The RISE Committee will meet twice in September and November for week-long sessions to negotiate policy revisions. If the committee doesn’t reach a consensus, the department is free to move forward with its own proposal, which would still be subject to public comment.

    The other policy changes in the law will fall to the other panel, known as the Accountability in Higher Education and Access through Demand-driven Workforce Pell (AHEAD) Committee. That includes implementing the new earnings test, which requires programs to prove their graduates earn more than an adult with a high school diploma or risk losing their access to student loans, as well as revising the eligibility criteria for Pell grants to exclude students who get a full ride. The AHEAD committee will meet in December and January for week-long sessions.

    Both committees will include student borrowers, legal assistance organizations and representatives from various types of institutions, among other stakeholder groups. None specifically include the financial aid administrations who will play a key role in rolling out these changes on college campuses.

    To kick off the rule-making process, the department will hold a virtual public hearing from 9 a.m. to 4 p.m. Aug. 7. More information is available on the department’s website.

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  • Breaking Down Columbia U.’s Settlement with Trump Admin

    Breaking Down Columbia U.’s Settlement with Trump Admin

    With a 22-page document and $221 million fine, Columbia University ended its months-long battle with the Trump administration that included accusations of civil rights violations, an accreditation review and a funding freeze that disrupted research and forced layoffs.

    The settlement agreement, announced Wednesday night, will force changes to admissions, disciplinary processes and academic programs. In exchange, Columbia should get about $400 million in federal research funding back. The seemingly unprecedented deal will also see the federal government close investigations into alleged failures to police antisemitism on campus. (Despite the settlement, Columbia has not admitted to any allegations of wrongdoing but has acknowledged reforms were needed.)

    Critics have decried the agreement as a concession to authoritarian demands imposed for political control, while supporters have argued reforms are necessary at Columbia after a pro-Palestinian encampment in spring 2024 and subsequent protests disrupted campus life.

    Although Trump officials purportedly began their crusade against Columbia in an effort to address campus antisemitism, officials’ comments indicate that conservative politics also factored into the settlement.

    “This is a monumental victory for conservatives who wanted to do things on these elite campuses for a long time because we had such far left-leaning professors,” Education Secretary Linda McMahon said in a FOX Business interview following the settlement announcement.

    The Trump administration has made clear that this agreement will serve as a roadmap for its dealings with other universities, including Harvard. Much of the agreement reflects what the administration had demanded of Columbia in March, but other provisions—such as a requirement to turn over admissions data and scrutinize international student enrollment—are new and reflect demands sent to other universities.

    Here’s what is in the agreement and what it means for Columbia.

    Funding Streams Restored

    Columbia will see at least a partial restoration of federal research funds.

    The federal government will restore grants terminated by the Department of Health and Human Services and National Institutes of Health. However, grants terminated by the Department of Education “and other terminated contracts are excluded from this provision,” according to the agreement.

    Columbia will be eligible for future grants, contracts, and awards “without disfavored treatment.”

    Columbia acting president Claire Shipman emphasized that the agreement was about much more than $400 million, telling CNN on Thursday that federal scrutiny imperiled $1.3 billion a year.

    “There are many headlines about $400 million dollars. This is really access to billions of dollars in future funding. And it’s not just money for Columbia. I mean, this is about science. It’s about curing cancer. Cutting edge, boundary breaking science that actually benefits the country and humanity,” she said, emphasizing the deal “reset” Columbia’s relationship with the government.

    Closure of Investigations

    The agreement will close pending investigations or compliance reviews related to potential violations of Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race or national origin. That includes a probe by the U.S. Equal Employment Opportunity Commission into the treatment of Jewish employees at Columbia. Of the $221 million settlement, $21 million will go toward the EEOC complaint.

    However, the Trump administration noted in the agreement that the deal does not affect “in any way EEOC’s right to bring, process, investigate, litigate, or otherwise seek relief in any charge filed by individual charging parties or third parties that may later be filed against Columbia.”

    Protest Restrictions

    Columbia will maintain policies announced in March that deem protests inside of academic buildings and related spaces to be a “direct impediment” to the university’s academic mission.

    “Such protests in academic buildings, and other places necessary for the conduct of University activities, are not acceptable under the Rules of University Conduct because of the likelihood of disrupting academic activities,” part of Columbia’s settlement with the federal government reads. All protest activity will be subject to university anti-discrimination and anti-harassment policies.

    Prohibitions on masks announced in March will also remain in place.

    Education Secretary Linda McMahon has said Columbia’s “unlawful encampments and demonstrations” deprived Jewish students of learning opportunities.

    Mary Altaffer-Pool/Getty Images

    Student Life Changes

    The agreement codifies changes to disciplinary processes announced in March, such as placing the University Judicial Board under the Office of the Provost who reports to the president. Students previously served on the board, but now, it will be restricted to faculty and staff members.

    The university president will make the final determinations on appeals cases.

    Columbia will also add a student liaison “to further support Jewish life and the wellbeing of Jewish students on campus” who will advise administrations on issues such as antisemitism.

    DEI Ban

    Diversity, equity and inclusion initiatives, a frequent target of the Trump administration, are also included in the agreement. The deal bars Columbia from maintaining “programs that promote unlawful efforts to achieve race-based outcomes, quotas, diversity targets, or similar efforts.”

    Per the agreement, Columbia will be required to provide reports “summarizing its compliance with this obligation” and to ensure that university programs do not “promote unlawful DEI goals.”

    Changes to Admissions

    The agreement emphasizes merit-based admissions and bars Columbia from giving preference to applicants due to “race, color, or national origin.” It also prevents Columbia from using personal statements, diversity narratives or references to race “to introduce or justify discrimination.”

    Columbia will also be required to submit admissions data to the federal government on both rejected and admitted students, including demographic details and standardized test scores.

    International applicants at Columbia will also be subject to additional scrutiny with the agreement dictating that the university “undertake a comprehensive review of its international admissions processes and policies.” That review is designed to ensure those applicants are “asked questions designed to elicit their reasons for wishing to study in the United States.”

    Columbia is also required to provide details of “all disciplinary actions involving student visa-holders resulting in expulsions or suspensions, and arrest records that Columbia is aware of” to the extent that is permissible under the Family Educational Rights and Privacy Act.

    A person walks on Columbia's campus in Morningside Heights

    Columbia also agreed to examine its business practices and decrease its financial dependence on international students.

    CHUYN/iStock Unreleased/Getty

    Program Reviews

    Maintaining a senior vice provost to provide greater administrative oversight of Middle East studies (and other regional programs), as initially announced in March, is also part of the agreement.

    That official will conduct reviews of programs such as the Institute for Israel and Jewish Studies; Middle Eastern, South Asian, and African Studies; the Middle East Institute; and various other programs, according to the agreement. Those reviews are intended to ensure programs are “comprehensive and balanced” and include “all aspects of leadership and curriculum.”

    But some faculty members have expressed skepticism about additional administrative scrutiny.

    Michael Thaddeus, president of the Columbia chapter of the American Association of University Professors, wrote in an emailed statement that the agreement poses threats to academic freedom at U.S. universities.

    “Columbia’s insistence that it will not allow the government to interfere in appointments, admissions, or curriculum is welcome. Yet the creation of a monitor, charged with scrutinizing our admissions data and our Middle Eastern studies department, opens the door to just such interference,” Thaddeus said.

    Resolution Monitor

    As part of the deal, a third-party resolution monitor will police the agreement.

    Bart Schwartz, co-founder of Guidepost Solutions and former Chief of the Criminal Division of the United States Attorney’s Office for the Southern District of New York, will serve in that role.

    The agreement will allow the resolution monitor to access campus for assessment purposes.

    Asked if Columbia believed the Trump administration would live up to its side of the agreement and if it had obtained any assurances, a university spokesperson did not provide a statement but instead pointed Inside Higher Ed to language in the agreement on dispute resolution.

    That section noted opportunities for arbitration “if either party reasonably believes that the other is in violation of the terms of this agreement,” including reporting obligations outlined in the deal.

    Hiring Requirements

    The deal also places restrictions on university hiring processes.

    Columbia’s agreement will bar the use of “personal statements, diversity narratives, or any applicant reference to racial identity as a means to introduce or justify discriminatory practices in hiring or promotion.” Other unspecified “indirect methods or criteria that serve as a substitute for race conscious hiring or promotion practices” are also prohibited per the deal.

    Columbia is required to submit data on hiring and promotion practices to the resolution monitor.

    Codifying and Introducing Changes

    While some elements of the agreement are new, other parts simply codify prior changes. For example, changes to disciplinary processes, and greater administrative oversight of Middle East studies (and other regional programs) already announced in March are now codified in the deal.

    David Pozen, a Columbia law professor who has argued that “the agreement gives legal form to an extortion scheme,” noted while some of the deal was foreshadowed, other parts go beyond what was previously announced.

    Some provisions “are novel and don’t track what was already said in March,” Pozen said. “There’s language, for example, about all-female locker rooms and sports teams in paragraph 20. I don’t believe that has any antecedent and just seems like a new anti-trans provision. So, it’s a mix of memorialization, extension and innovation in what Columbia has conceded.”

    Jessica Blake contributed to this report.

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  • Union seeks delay in Education Department layoffs

    Union seeks delay in Education Department layoffs

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    U.S. Department of Education employees caught in the Trump administration’s reduction in force say they are being terminated against the terms of their bargaining agreement. The union representing them, American Federation of Government Employees Local 252, is seeking to delay the department’s termination date as a result. 

    It filed a grievance against the department on Wednesday, claiming the new Aug. 1 termination date only gives employees two weeks rather than the required 60-day notice. The department put in place the new termination date after a recent U.S. Supreme Court decision greenlighting the layoffs.

    On July 14, the Supreme Court allowed the department to move forward with a mass termination of over 1,000 employees originally announced in March. The department, in turn, notified employees that their new separation date was Aug. 1 rather than the previously announced date of June 9 — which got delayed due to the legal challenges. 

    The union claims, however, that the department must re-start its RIF process — which requires longer notice than two weeks and a briefing — since it walked back its March RIF due to blocks from the lower courts.

    During that time, the department sent RIF’d employees multiple emails over the course of a few months saying they were planning for the employees’ reentry into the office, the AFGE Local 252 grievance document says. “We are actively assessing how to reintegrate you back to the office in the most seamless way possible,” a June 6 email from the department told employees on administrative leave. 

    The Education Department, however, says its termination date set two weeks after the Supreme Court’s decision complies with the 60-day notice period required within the collective bargaining agreement. 

    “The CBA does not specify that the agency must provide 60 consecutive days’ notice,” said Madi Biedermann, deputy assistant secretary for communications, in an email to K-12 Dive. “ED is now providing affected employees with, in total, more than 60 days’ notice.” 

    The union’s grievance is the latest wrinkle in the Trump administration’s efforts to wind down the department, which have been met with resistance and criticism from former department employees, lawmakers and some public education advocates concerned about the agency’s effectiveness with only half of its staff remaining. 

    While these wrinkles unfold, the department has been spending $7 million in taxpayer dollars per month to pay workers on leave.

    That dollar amount is only for 833 of the 962 laid-off Education Department workers that the union represents and whom it was able to reach for its analysis. Thus, much more than $7 million is actually being spent per month to keep the more than 1,300 laid-off employees on payroll.

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  • PBLWorks Announces its 2025 Award Winners

    PBLWorks Announces its 2025 Award Winners

    Novato, CA – The Buck Institute for Education (dba PBLWorks), a national provider of professional development and curriculum for high-quality Project Based Learning (PBL), has announced the recipients of its 2025 PBL Champions and John Larmer “JL” Lifelong Learning Awards.

    The recipients were honored during the organization’s 2025 PBL World conference in Napa Valley, California.

    The 2025 PBL Champions

    The PBL Champions program recognizes an individual, a school, and a school district that have demonstrated a commitment to PBL; have done quality, lasting work; and have shown evidence of impact on students. The 2025 recipients are:

    • District PBL Champion: Lynn Public Schools in Lynn, Massachusetts

    This 16,000-student district is transforming teaching and learning through its implementation of PBL. In a little over a year, the team at Lynn established high-functioning district and school leadership teams and trained a cadre of educators who have designed more than 70 projects for students. The district has implemented PBL at all seven of its secondary schools with a goal of having all students participate in two or more high-quality PBL experiences per year by the end of the 2029-30 school year.

    • School PBL Champion: University Prep Academy (UPA) High School in Detroit, Michigan

    University Prep Schools (UPrep) stands among Detroit’s earliest and longest-running charter school networks. Known for its unwavering commitment to student success, UPrep (UPA) has proudly upheld its signature “90/90 promise”—ensuring that at least 90% of students graduate from high school and 90% of those graduates go on to enroll in college. UPA teachers and leaders have leveraged PBL as a way that empowers students to be a part of the future of their city – from working on keeping their unhoused population warm in the winter through a physics project on heat transfer, to urban gardens that allowed students to provide farm-to-table food to local food pantries and shelters. PBL has opened their eyes to the challenges students face, encouraged them to see and explore those challenges through the lens of solutionists, and has brought UPA closer to the community it serves.

    • Individual PBL Champion: Kim Mishkin, Head of School at the Hudson Lab School (HLS) in Hastings, New York

    Kim Mishkin has been instrumental in embedding Project Based Learning as the foundation of the school’s curriculum. As both an educator and school leader, she has built structures, cultivated partnerships, and championed interdisciplinary, real-world learning experiences that empower students and educators alike. Through her leadership, HLS has become a model for how schools can integrate PBL at every level, ensuring that learning is not just about content, it is about empowering students to be problem-solvers, leaders, and changemakers.

    The John Larmer “JL” Lifelong Learning Award

    The John Larmer “JL” Lifelong Learning Award, named after PBLWorks’ Senior Fellow John “JL” Larmer, recognizes educators who are impacting and expanding the work of Project Based Learning. A significant advocate and thought leader in the field, JL has dedicated decades to advancing high-quality PBL and is the author of several foundational books that have shaped how educators design and facilitate high-quality PBL. This award celebrates those who carry forward that legacy with passion, purpose, and an unwavering commitment to deeper learning. The 2025 recipients are:

    • Rue Graham, Project Based Learning lead advisor and coach at the Pagosa Peak Open School, Archuleta County School District in Pagosa Springs, Colorado
    • Stephanie Tuttle, fourth grade teacher at Fairfield Elementary School, Rockbridge County Public Schools in Rockbridge, Virginia

    “Project Based Learning is an incredibly powerful way to engage students and ignite their passion for learning – and it all starts with having administrators and teachers who are committed to its success,” said PBLWorks CEO Bob Lenz. “Our awards programs recognize the incredible passion and hard work demonstrated by schools, districts, and individuals in implementing PBL. Congratulations to our 2025 award recipients!”

    About PBLWorks

    The Buck Institute for Education/ PBLWorks believes that all students, especially Black and Brown students, should have access to high-quality Project Based Learning to deepen their learning and achieve success in college, career, and life. Its focus is on building the capacity of teachers to design and facilitate high-quality Project Based Learning, and on supporting school and system leaders in creating the conditions for these teachers to succeed with all students.

    eSchool News Staff
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  • Education at Risk: The Fallout from the Trump Administration’s Education Cuts

    Education at Risk: The Fallout from the Trump Administration’s Education Cuts

    A new report from Sen. Elizabeth Warren’s (D-MA) office outlines the far-reaching consequences of the Trump administration’s efforts to defund and dismantle the U.S. Department of Education.

    Education at Risk: Frontline Impacts of Trump’s War on Students draws on responses from 12 national education organizations—including the American Council on Education—to paint an unsettling picture of disrupted services, rising costs for students, and weakened civil rights enforcement.

    Among the report’s key findings:

    • Federal student aid operations are faltering. Layoffs at the Education Department’s (ED) office of Federal Student Aid have caused website outages, delayed financial aid, and left thousands of borrower complaints unanswered. ACE warned that such disruptions can prevent students from enrolling or staying in college, increasing the likelihood they’ll take on more debt to finish their degrees.
    • Graduate and low-income students are being squeezed. The administration’s “Big Beautiful Bill” eliminates Grad PLUS loans, caps borrowing for parents, and replaces income-driven repayment plans with costlier alternatives, which is expected to reduce access and increase hardship for first-generation and financially vulnerable students.
    • Civil rights enforcement is eroding. ED’s Office for Civil Rights has lost nearly half its staff and closed seven regional offices. With over 22,000 complaints filed in 2024 alone, remaining staff are overwhelmed, and students facing discrimination are left without a path to resolution. ACE and others note the long-term danger of weakened oversight, especially for students with disabilities.
    • Essential education data are disappearing. The National Center for Education Statistics now has just three employees. Longstanding surveys like the Integrated Postsecondary Education Data System (IPEDS) and College Scorecard are at risk, threatening everything from institutional benchmarking to accreditation.
    • Programs for students with disabilities are being dismantled. Key oversight and transition programs have been cut or reassigned to agencies like the departments of Health and Human Services and Labor, which lack educational expertise. Advocates warn this could roll back decades of progress toward inclusive education.
    • Education functions are being scattered across agencies. Proposals to move federal student loans to the Small Business Administration or Department of the Treasury and civil rights enforcement to the Department of Justice raise serious concerns about cost, efficiency, and legal access. As ACE noted, scattering the department’s core responsibilities could reintroduce the very fragmentation ED was created to fix.

    The report concludes that the cumulative effect of these actions threatens to leave millions of students without access to basic services, data, and legal protections at a time when they need them most.

    Read the full report here.


    If you have any questions or comments about this blog post, please contact us.

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  • How the FY25 funding freeze impacts students across America

    How the FY25 funding freeze impacts students across America

    This press release originally appeared online.

    Key points:

    Communities across the nation began the budget process for the 2025-2026 school year after Congress passed the FY25 Continuing Resolution on March 14, 2025. Historically, states receive these funds on July 1, enabling them to allocate resources to local districts at the start of the fiscal year. 

    Even though these funds were approved by Congress, the Administration froze the distribution on June 30. Since that time, AASA, The School Superintendents Association, has advocated for their release, including organizing hundreds of superintendents to meet with offices on the Hill to share information about its impact, the week of July 7.  

    On July 16, the Office of Management and Budget (OMB) announced that Title IV-B or 21st Century funds (afterschool funds) would be released. AASA’s Executive Director issued a statement about the billions of dollars that remain frozen

    To gather more information about the real-world effects on students across America, AASA conducted a survey with its members. 

    From July 11th to July 18th, AASA received responses from 628 superintendents in 43 states.

    Eighty-five percent of respondents said they have existing contracts paid with federal funds that are currently being withheld, and now have to cover those costs with local dollars.

    Respondents shared what will be cut to cover this forced cost shift: 

    • Nearly three out of four respondents said they will have to eliminate academic services for students. The programs include targeted literacy and math coaches, before and after school programming, tutoring, credit recovery, CTE and dual enrollment opportunities.
    • Half of respondents reported they will have to lay off teachers and personnel. These personnel include those who work specifically with English-language learners and special education students, as well as staff who provide targeted reading and math interventions to struggling students.
    • Half of respondents said they will have to reduce afterschool and extracurricular offerings for students. These programs provide STEM/STEAM opportunities, performing arts and music programs, and AP coursework. 
    • Four out of five respondents indicated they will be forced to reduce or eliminate professional development offerings for educators. These funds are used to build teachers’ expertise such as training in the science of reading, teaching math, and the use of AI in the classroom. They are also used to ensure new teachers have the mentors and coaching they need to be successful.  

    As federal funding is still being withheld, 23 percent of respondents have been forced to make tough choices about how to reallocate funding, and many districts are rapidly approaching similar inflection points.  

    Notably, 29 percent of districts indicated that they must have access to these funds by August 1 to avoid cutting critical programs and services for students. Twenty-one percent of districts will have to notify parents and educators about the loss of programs and services by August 15.  

    Without timely disbursement of funding, the risk of disruption to essential educational supports for children grows significantly.

    As one superintendent who completed the survey said, “This isn’t a future problem; it’s happening now. Our budget was set with these funds in mind. Their sudden withholding has thrown us into chaos, forcing drastic measures that will negatively impact every student, classroom, and school in our district. We urgently need these funds released to prevent irreparable harm to our educational programs and ensure our students get the quality education they deserve.” 

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  • AI and Higher Ed: An Impending Collapse (opinion)

    AI and Higher Ed: An Impending Collapse (opinion)

    “We pretend to work and they pretend to pay us.” That’s what everyday Soviets said in the 1970s and 1980s, as the Soviet Union teetered toward collapse.

    American higher education today is facing a similar crisis of confidence.

    Most people within academia seem content to ignore the signs of impending collapse and continue on as if the status quo is inevitable. Sustained increases in tuition, expansion of the administrative bureaucracy, relentless fundraising drives and a preoccupation with buzzwords such as “efficiency” dominate the academic ecosystem. Efficiency in today’s academic parlance seems aligned with how to teach the most students (i.e., maximize revenue) with the least overhead (i.e., by employing the fewest number or lowest-paid faculty). This endless drive for efficiency is the biggest crisis in higher education today.

    For at least the last two academic cycles, people have recognized that artificial intelligence (AI) is poised to play a serious role in American higher education. At first, the challenge was how to detect whether students are using AI to complete assignments. Once ChatGPT was released for public consumption, it became clear that the software could do a fair bit of work on behalf of the enterprising student. Simply insert your prompt and input a few parameters, and the chatbot would return a rather cogent piece of writing. The only questions became, 1) how much did students need to alter the chatbot’s output before submission and 2) how could faculty spot such artificial intervention. Faculty debates centered on how to identify AI-generated work and what the appropriate response would be. Do we make the charge of plagiarism? Using a chatbot seems to be a form of academic dishonesty, but from whom is the student copying? Like many faculty, I saw some clear examples of AI in student essay submissions. Thankfully, since I employed a specific rubric in my classes, I was able to disregard whether the student acted alone or not and simply grade the essay based on how well it met each of the expectations. The fact that AI-generated content tended to include a lot of fluff, that it frequently lacked precision and direct quotes, and that it often reflected a hesitancy to take strong positions made it all the easier to detect, and made its use less attractive to my students given the severe grade implications.

    If complications around grading AI-enhanced or AI-sourced work represented a challenge to the integrity of the education system, we could rest easy knowing that we would be able to persevere indefinitely and overcome. But alas we cannot. The most severe issue that threatens to upend the system is not the challenge of detecting AI in students’ work, but the fact that universities are now encouraging a wholesale embrace of AI.

    Universities across the United States—especially the self-proclaimed cutting-edge or innovative ones—are declaring that AI is the future and that we must teach students how to master AI in order to prepare for their careers. We faculty are urged to leverage AI in the classroom accordingly. What does this look like, you might ask? In part, it means asking faculty to think about how AI can be used to create assignments and lesson-plans, how it can aid in research, and how it might help grade student work.

    Using AI as a teaching tool seems innocuous enough—after all, if an instructor uses AI to create questions for a test, prompts for an essay, or a slideshow for student consumption, it would presumably all be based on the material delivered in the course, with the AI using as its source the same corpus of information. Or so it should be.

    Using AI to aid in research also seems innocent enough. Before, I had to use keywords to search through databases and catalogues and then read through an enormous amount of material. Taking notes, organizing my thoughts, and developing an argument was an inherently time-consuming and inefficient process. I might read hundreds of pages of material and then realize that the direction I’d taken was in vain, therefore requiring me to start fresh. AI promises to expand my search and deliver summaries that I can more efficiently process as I seek to find a direction for my scholarship. I can now use my time more wisely thanks to AI, so the story goes. All of this efficiency means that I can conduct even more research, or that I can free up my time to teach students more effectively.

    And so, we get to the crux of the issue: using AI to grade student work.

    Grading represents a significant time allotment for most faculty in higher education. Essays probably take the longest to grade, but multiple-choice tests and discussion posts can similarly require significant outlays of effort to evaluate them fairly. Feedback on assignments represents a pillar of education, an opportunity to guide students and challenge them to think critically. Grading for my discussion seminars, which are based on a participation portion and an argumentative essay portion, is manageable with my courses capped at 21. I can devote the time needed to help students and award them a score for the course commensurate with their displayed abilities (ideally as demonstrated through progress over the course of the semester). But, once the class size grows beyond 21, my ability to grade and use feedback as a learning tool diminishes.

    Here we return to the drive for efficiency. Universities have already embraced more part-time faculty, a reliance on grading assistants (usually drawn from the ranks of other students, who work for much less money), and large class sizes to maximize profitability. All institutions need to remain solvent, so this in and of itself is not a sin. Yet, the continued pushing of the boundaries has meant that the actual student experience has been in decline for decades. AI promises to make it worse. One can scale up the number of students in a course and scale down paid facilitators of said class by using AI. The machine can take a rubric and grade thousands of student submissions—no matter how complex—in a miniscule amount of time. It doesn’t take a big imagination to envision the college administrator thinking about how much more profitable a course would be in such a scenario.

    Herein lies the trap. If students learn how to use AI to complete assignments and faculty use AI to design courses, assignments, and grade student work, then what is the value of higher education? How long until people dismiss the degree as an absurdly overpriced piece of paper? How long until that trickles down and influences our economic and cultural output? Simply put, can we afford a scenario where students pretend to learn and we pretend to teach them?

    Robert Niebuhr is a teaching professor and honors faculty fellow at Arizona State University.

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  • ‘The Sirens’ Call’ and Online Program Marketing

    ‘The Sirens’ Call’ and Online Program Marketing

    The Sirens’ Call: How Attention Became the World’s Most Endangered Resource

    by Chris Hayes

    Published in January, 2025.

    Imagine that you lead a team whose job is to generate qualified applicants for your institution’s online degree programs. Challenges abound. Post-pandemic, the supply of new online degree programs has grown faster than student demand. Inflation and job insecurity have stressed and immobilized the potential online master’s applicant population of working adults. Prospective applicants have low-cost master’s and alternative online credential options. The job of online program recruitment has never been more challenging.

    Being the wayward academic you are, you believe that the answer to any question and the solution to any problem can be found in a book. You need the right book for you and your team to read and discuss, out of which a strategy will emerge to engage and inspire online program applicants. What book do you choose? (Any nominations?).

    I recommend Chris Hayes’s The Sirens’ Call: How Attention Became the World’s Most Endangered Resource. 

    As a fan of lateral thinking, the working hypothesis that I’ve been testing over my career is that the best way to understand how to make a positive impact from within colleges and universities on our institutions is to read books that have nothing to do with colleges and universities. (Of course, I also read college- and university-focused books, which is a both/and sort of hypothesis). The effort required to apply books not about universities to universities often yields productive ideas that can be used for non-incremental organizational and institutional change efforts. Of course, it is possible to go horribly wrong with this approach, as with almost every attempted application of Christensen’s The Innovator’s Dilemma to university innovation efforts, but that is another story. 

    I’m recommending The Sirens’ Call, which has nothing to do with higher education or online program marketing, because this book is about attention. The reality that we live in an attention economy will come as no surprise to anyone even remotely involved in the business of persuasion. What is excellent about Hayes’s book is how he expertly unpacks how we arrived at this place of universal distraction, the impact that divided and fragmented attention has on individuals and society, and how we might extricate ourselves from this (largely self-imposed) mess. 

    For teams looking to find ways to move prospective students through the admissions funnel (as we say in the biz), The Sirens’ Call provides an attention-centric framework to which to structure our campaigns. As Hayes writes about his world as a cable TV news host, his competition for viewers’ attention is not only the competing news programs but every video, article, post and scrolling feed available on the screen in the smartphone slot machine that never leaves our hands.

    Suppose the battle to generate prospective student interest in online programs is part of a larger war for attention. In that case, there are some steps that university marketing teams can take. First, it is essential to understand that deciding to apply to an online program—and even learning about which programs to potentially apply—is part of a much broader set of choices. Working adults thinking about upgrading their credentials and skills are thinking first about their careers. Their focus is not on universities, degrees or programs but on career progression. Getting and keeping the attention of these working adults may be easier if universities focus first on providing practical and actionable information and resources that directly address the career-related challenges and aspirations of workers. 

    How many online degree program university websites also contain articles, videos and data related to the careers that the master’s program is designed to prepare graduates to enter? We collect much of that data, including employment trends and projections, in the market research that underpins the decisions about which online programs to roll out. But how often do we make all that data available to prospective applicants? 

    As Hayes describes in The Sirens’ Call, a divided attention landscape changes the metabolism in which we all engage with information. Today, we might take weeks or months to finish a book, as we read in small chunks whenever we can find the time. Movies that once were watched in a single sitting in a theater (or on a Netflix DVD) are now viewed over days or weeks in small chunks across multiple screens. 

    We must keep the new pace of abundance-driven information consumption and absorption in mind as we communicate our online programs. Today’s full-time working adults thinking about applying to an online master’s degree (the population we are all competing to gain attention from) will likely research schools and programs over many months. They will secretly shop these programs first, not wanting to commit their attention to filling out expression of interest (EOI) online forms embedded on our sites, as they are not ready to receive the outbound admissions counseling calls, emails, and texts they know will be coming. 

    Understanding that the drawn-out decision-making process of potential online program applicants has everything to do with attention might change how we practice the art of digital marketing. A long game requires providing value at each step of the discovery, research, action and decision process. Anything that feels transactional will be a turn-off when everyone feels so much pressure to transact. Prospective students will not be persuaded to become applicants unless they believe that the online program on offer was designed to meet their needs. This new understanding may require rethinking how much information about our online programs we share pre-EOI, as working adults become ever-more reluctant to give those forms their scarce attention.

    How are you thinking about online program marketing in the context of our attention economy?

    What are you reading?

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  • Minnesota Alters Financial Aid Program Formula

    Minnesota Alters Financial Aid Program Formula

    Minnesota lawmakers managed last month not only to close a $239 million deficit in the state’s largest financial aid grant program, but also to increase its funding by $44.5 million over the next two years. But they did so by changing the funding formula, meaning some students may still find themselves with less aid for college, The Minnesota Star Tribune reported Tuesday.

    The Minnesota State Grant program helps middle- and low-income students enrolled at in-state technical schools, colleges or universities pay for educational expenses, such as housing and tuition. While not every student’s financial aid award will decrease this year, many are still waiting to find out how the changes to the formula will change their award.

    The amount each student receives is tied to their family size and income, and during the 2025–26 academic year grant values are expected to range from $100 to $17,717. Last year, average grants awards were cut by anywhere from $175 to $730 to offset the program’s then-$40 million deficit.

    According to The Star Tribune, changes to the formula include:

    • Students can receive the grant for four years of full-time attendance, down from the previous six-year cap.
    • Students who are dependents are responsible for paying an increased total cost of college.
    • There is an earlier application deadline.
    • Students will receive less money for living and miscellaneous expenses, such as room, board and transportation.
    • There is a reduced maximum amount awarded for tuition and fees to match the University of Minnesota’s Twin Cities’s rates, plus a 2 percent reduction for each of the next two years, regardless of how much tuition increases there. If a student attends a school that costs less, they are awarded the average cost of tuition and fees at that institution.

    Republican state senator Zach Duckworth said some of the changes are temporary. “I don’t think anybody was entirely happy with the end results, but the fact that we were able to increase some funding [to the State Grant overall] for students and families was a good thing,” he told The Star Tribune.

    The changes come as Congress is also weighing President Donald Trump’s proposal to cut TRIO, federal work-study and other federal programs that support college students.

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