Tag: Education

  • Portland State Ordered to Reinstate Some Laid-Off Faculty

    Portland State Ordered to Reinstate Some Laid-Off Faculty

    An independent arbitrator ordered Portland State University to reinstate 10 faculty members after determining the university violated its collective bargaining agreement with the Portland State University American Association of University Professors, Oregon Public Broadcasting reported.  

    The faculty senate in April voted no confidence in the administration’s “Bridge to the Future” plan to address an $18 million budget deficit, and the vote “underscores the fact that the university made its layoff decisions before it had sufficient evidence to support them. That is a violation of the collective bargaining agreement,” the arbitrator wrote in her decision. 

    PSU-AAUP filed a labor grievance after the university laid off 17 non-tenure-track professors at the end of the 2024–25 academic year as part of its plan to close the deficit before the end of the spring term. The remaining seven employees declined to grieve their layoffs. 

    “[The decision] forces the university to respect the concept of shared governance,” union president Bill Knight told OPB. “It’s a reminder to the university that they can’t simply make arbitrary administrative decisions without involving the faculty.”

    The union contract requires university officials to follow a specific, lengthy process to lay off faculty members for economic reasons—as opposed to eliminating courses or programs—which the arbitrator determined they did not do. Portland State is considering an appeal.

    The budget cuts were successful in closing the deficit, OPB reported. Recent financial documents show the university saved more than $12.3 million—about 88 full-time faculty positions—in its academic affairs division. But more personnel cuts are likely. In September, the Portland State University Board of Trustees approved a plan to address a $35 million shortfall over two years.

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  • 3 State Policy Ideas to Accelerate Success in Transfer

    3 State Policy Ideas to Accelerate Success in Transfer

    The Beyond Transfer Policy Advisory Board is thinking creatively about financial and reputational incentives to improve transfer and learning mobility. In this article, two of the PAB’s members—Sharon Morrissey and Ron Anderson—who are both seasoned, system-level leaders, share their reflections on what is needed next to accelerate success in transfer and learning mobility.

    In April 2025, the Beyond Transfer Policy Advisory Board and Inside Higher Ed collaborated on a webcast entitled “Short-Term Reward, Long-Term Harm: How Current Transfer Practices Hurt Learners and Institutions.” This event drew nearly 400 live attendees across 46 states, including a mix of administrative, faculty and student service leaders from institutions of all kinds.

    During the webcast, participants were polled on the following question: “To what extent do you agree that new financial incentives or budgeting models could help institutions to prioritize improving transfer student outcomes?” The audience’s response was positive, with 85 percent agreeing at least somewhat. However, we see some divisions within the data, with 32 percent saying they “strongly agree” and 53 percent saying they “somewhat agree.”

    While that data might feel a bit hard to make sense of, it rings true to us. Between us we bring over seven decades of experience as faculty, institutional administrators and system office leaders across three states, Minnesota, North Carolina and Virginia. That experience has taught us that improving credit transfer and expanding learning mobility are some of the most complex challenges facing higher education.

    Why is this? For one, improving recognition of learning and credit transfer requires higher education institutions to contend with a wide range of prior learning experiences, including traditional college coursework, high school dual-enrollment courses, career and technical education, work-based learning, military service, industry certification, and more. This implies the participation of numerous learning providers, such as institutions of higher education, high schools, employers and the military. And it involves multiple decision-makers, such as students who choose transfer pathways, faculty who determine what learning to recognize and how to apply that learning to program requirements, enrollment managers who wish to recruit transfer students, registrars who process transcripts, deans and provosts who oversee academic standards, and presidents who are held accountable by policymakers for serving transfer students. In short, there is complexity at every step of the process.

    That complexity points to the fact that—as the mixed results of that poll show—if we are going to make true progress on transfer and learning mobility, we must find solutions that appeal to the priorities of multiple decision-makers. As we think about incentives, for example, the incentives that would influence the behavior of a faculty member are not the same as the incentives that would influence the behavior of an administrator. Those responsible for revenue may be more swayed by a policy that would augment an institution’s state appropriation for increased enrollment and graduation of transfer students, while those responsible for curriculum may be more inclined to accept and apply transfer credit to a degree program based on their assessment of how the prior learning aligns to the learning outcomes of their own local courses.

    Another key theme of the webcast—and, let’s be honest, nearly every discussion held these days about transfer—was that we must zero in on the credential applicability of prior learning. Past reform efforts have advanced incredible work such as understanding the student experience, increasing transfer student belonging, strengthening advising and creating infrastructure for efforts such as credit for prior learning. All that work is critical and must continue. But we must also double down on how to advance credential applicability of courses and other forms of prior learning. We are not helping transfer students meet their educational goals if we fail to apply their prior learning to program requirements.

    Finally, a third theme elevated in the webcast was about shifting culture and mindsets. Achieving increased credential applicability will require a shift away from the current culture that interrogates every aspect of a course or other prior learning experience to find a course-to-course equivalency. Does anyone really believe that a student cannot be successful in a subsequent course, or in the workforce, if they happen to read a different textbook? As the Council of Regional Accrediting Commissions recently elevated, the practice of interrogating the minutiae of courses and other learning experiences should, instead, focus at a higher level, on questions such as:

    • Does the sum of a student’s learning provide an appropriate foundation to set them up for continued academic success?
    • Can a student be successful in subsequent learning experiences, with appropriate just-in-time support? How can the institution provide that support?
    • What data do we have that a student will not be successful in a subsequent course?

    Based on our experience working with institutions and systems, we share here three state policy ideas that attend to these themes by 1) appealing to the priorities of multiple decision-makers, in this case both faculty and administrators; 2) zeroing in on credential applicability of prior learning; and 3) nudging broader cultural and mindset shifts.

    The first idea is for policymakers to explicitly include credit transfer and applicability within the design of state funding models by pinning rewards to credential applicability of groups of many courses. Right now, some—but not all—states have funding formulas that focus attention on transfer students’ outcomes. Those that do often include metrics such as the rate of students who transfer and bachelor’s degree completion for those who enter as a transfer student.

    On their own, these goalposts are too broad and have not yet produced the level of change needed. How can states improve this approach? We think one approach might be for states to collaborate with institutions to build various program-aligned credit thresholds and then reward institutions for applying that credit to degree requirements, such as:

    • Awarding and applying 15 program-aligned credits: The equivalent of what many refer to as a meta-major, designed to introduce students to a broad program area (e.g., allied health).
    • Awarding and applying 30 program-aligned credits: The equivalent of roughly the first year of college, often represented by a general education transfer core that is customized to include program-aligned courses.
    • Awarding and applying 60 program-aligned credits: The equivalent of a typical associate degree—but again, this must be a program-aligned associate degree.

    The goal here is for receiving institutions to not pull these credit blocks apart and pick and choose which credits apply. If students have met a threshold and their preparation is program-aligned, they should be advanced toward program completion for all of those credits. The groups of courses students have completed add to more than the sum of their parts. Students are journeying through a learning experience, with a variety of learning outcomes, that when looked at holistically are offering strong preparation for not just subsequent courses, but life and work. The mindset shift here is: Students do not need to have met every single learning outcome addressed in the receiving institution courses to be successful. They need to be prepared enough to be successful in subsequent courses, learning experiences and the workforce.

    Second, we encourage state policymakers to couple this policy change with demonstration projects that engage faculty in pedagogy, curriculum design and research. As receiving institutions accept and apply these groups of courses, what just-in-time supports should receiving institutions offer to students to ensure their success after transfer? How are students performing on a number of measures: in subsequent courses, for graduation and in the workforce? Which curricular design assumptions no longer hold? Where might classroom approaches be strengthened and evolved to reflect shifting needs of learners?

    Finally, all the findings of this work should be elevated through state recognition awards (ideally coupled with some funding) that promote the visibility and reputation of colleges and universities that are embracing all high-quality learning and moving learners toward credential completion.

    Through the Beyond Transfer Policy Advisory Board, we’ll continue to push against the status quo to imagine new possibilities for institutions and learners. Connect with us on Instagram (@beyondtransfer) to stay informed on the board’s latest policy insights and ideas, and visit our website to access prior research reports related to transfer, institutional finance and financial aid, including:

    • Beyond Transfer Policy Advisory Board. (2023). Affordability Disconnects: Understanding Student Affordability in the Transfer and Credit Mobility Era. See paper with visuals and blog.
    • Beyond Transfer Policy Advisory Board. (2023). Unpacking Financial Disincentives: Why and How they Stymie Degree-Applicable Credit Mobility and Equitable Transfer Outcomes. See paper with visuals and blog.



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  • A Microcourse for Sophomore Student Success

    A Microcourse for Sophomore Student Success

    Starting college can be a daunting transition for many students, with some moving cities or states and integrating into a new world of learning. That’s why most colleges invest significant time and energy to ensure first-year students have a successful start, connecting them to peers, support resources and faculty invested in their personal and academic growth.

    But the support often lags during the transition to sophomore year. Retention is a key factor in timely degree completion; students who leave college after the first year are much less likely to ever finish their program.

    That’s why DePaul University in Chicago piloted a new intervention this summer to bridge the transition from first-year to sophomore status. Through short online modules, students improved their time management, money management and career skills, preparing them to tackle the new academic year.

    What’s the need: As a university, DePaul has focused on improving second-year retention, said Jaclyn Jensen, professor of management and associate dean for undergraduate programs in the Driehaus College of Business at DePaul.

    Jensen was approached by a DePaul alumna, Pam Schilling, co-founder of the ed-tech company Archer Career, who was looking to apply for the Illinois Innovation Voucher program. The program provides funding for small or medium-size businesses that partner with higher education institutions in the state.

    Archer Career offers online, self-paced microlearning courses to support students and early-career professionals in achieving their career goals. Topics range from job search skills, such as networking or how to develop a LinkedIn profile, to personal skills, including identifying goals and career exploration.

    “This opportunity to seek funding was also the catalyst between leveraging our focus on retention in business students and that connected really seamlessly with her platform,” Jensen explained.

    How it works: The Rising Sophomore Success Program is structured as a collection of 10-minute modules, which include video and interactive activities. To select relevant course topics for RSSP participants, DePaul leaders used historical data on why students left the university, as well as demographic information to identify common pain points in the student experience.

    For example, DePaul has a large share of commuter students, so building students’ time management and executive functioning skills was important to enable them to juggle their various responsibilities.

    Students applied to be admitted to the program and completed the course during the summer after their first year.

    “From a student standpoint, we thought, ‘OK, we have this time when you’re not overwhelmed by taking multiple classes and you might actually have some time to carve out in meaningful ways to invest in your own success,’” Jensen said.

    Students were also supported by a peer mentor, an upper-level undergraduate in the business school, who facilitated weekly check-ins, talked through challenges and encouraged them in their learning.

    In addition, each student was paired with a professional mentor, either someone already in their support network or a graduate who could provide career advice.

    For the pilot cohort, DePaul recruited 10 rising sophomores in the Driehaus College of Business, which included three incoming transfer students. The participants were celebrated with a kickoff event in the spring and a graduation ceremony during the fall after completing their Archer Career courses.

    What’s next: Following a successful pilot, DePaul and Archer Career were awarded a voucher from the state to integrate agentic artificial intelligence into the platform. It also provides funding for Archer Career and for DePaul personnel, including the peer mentor, an intern and a faculty researcher.

    The AI will offer personalized nudges and encouragement to students as they navigate the platform, similar to the way a coach might. Previously, a student intern hired to work on user design drafted messages for the peer mentor to send to students. Now, the university will automate the messages using AI.

    The nudges “will still rely on the behavioral data of students who are engaging in the platform, but it won’t be a member of the team manually sending those messages out at a particular time, but leveraging technology to help us do things like that,” Jensen explained.

    The goal is to scale the program to maximize impact and increase the number of students who can participate, Jensen said. DePaul plans to launch a more robust pilot of 50 student participants in summer 2026.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

    This article has been updated to clarify Jaclyn Jensen’s title.

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  • Advocates Defend In-State Tuition for Undocumented Students

    Advocates Defend In-State Tuition for Undocumented Students

    Immigrant students and their advocates are working to reopen federal lawsuits that ended in-state tuition benefits for undocumented students in two states and another state where the same outcome seems imminent. Advocates say the judges ruled in favor of the government without a public hearing and the affected students weren’t given the opportunity to defend the policies.

    Since the summer, the U.S. Department of Justice challenged in-state tuition policies in Illinois, Kentucky, Minnesota, Oklahoma and Texas, claiming state laws extending in-state tuition prices to undocumented students breach federal law.

    In Texas and Oklahoma, attorneys general quickly sided with the DOJ and judges swiftly ruled to end in-state tuition benefits for undocumented students. As a result, tuition tripled for some undocumented students this fall, forcing them to make difficult choices about whether they could afford to stay enrolled.

    Kentucky’s undocumented students could soon face the same dilemma. The Kentucky Council on Postsecondary Education agreed to end in-state tuition benefits for local undocumented students in a settlement filed in September, but a judge has yet to make a ruling. Meanwhile, legal battles in Minnesota and Illinois are ongoing as these states defend their policies.

    Since these lawsuits first emerged, civil rights groups and students have sought to intervene or become parties to them. They’re hoping to reopen the quickly closed cases to have their say in court.

    A Latino civil rights organization, the Mexican American Legal Defense and Educational Fund, was the first to file a motion to intervene on behalf of undocumented students in Texas in June. A month later, the American Civil Liberties Union of Texas, the Texas Civil Rights Project, Democracy Forward and the National Immigration Law Center followed suit. They filed their own emergency motions to intervene on behalf of the activist group La Unión del Pueblo Entero, the Austin Community College District’s Board of Trustees and Oscar Silva, a student at the University of North Texas.

    MALDEF filed a similar motion on behalf of a group of undocumented students in Kentucky in August. And last week, the organization moved to intervene for students in Oklahoma, as well.

    Thomas A. Saenz, MALDEF president and general counsel, said undocumented students in Kentucky, Oklahoma and Texas “were promised regular tuition, and as a result of that promise, made the decision to attend public higher education institutions in those states,” but “that promise was stripped away wrongfully” and without public input.

    He stressed that, except for in extreme circumstances, such as cases involving national security, federal courts are meant to do their work in the public eye. But the Texas and Oklahoma laws got the ax without a public hearing. He also argued state lawmakers who dislike these policies can seek to repeal them, like any other state law, but there’s “no basis for legally challenging them.”

    “They’re not allowed to close the public out, do things behind closed doors,” Saenz said. “We ought to expect our courts to conduct their work in public. And that did not happen in Texas. It did not happen in Oklahoma.”

    A Bumpy Road

    Despite students and advocates’ efforts, the motions to intervene have hit a legal setback.

    In Texas, U.S. District Judge Reed O’Connor denied both MALDEF’s and the other groups’ motions to intervene. O’Connor, a George W. Bush appointee, said in court filings he agreed with the federal government and Texas that the motions were “legally futile” because federal law “pre-empts” the challenged Texas law. All of the groups seeking to intervene appealed the decision to the U.S. Court of Appeals for the Fifth Circuit.

    Saenz pushed back on the judge’s reasoning, saying O’Connor agreed with Texas and the DOJ’s conclusion “without any argument” or a public hearing where he could have heard a defense of the Texas Dream Act, the 24-year-old law that offered in-state tuition to undocumented students.

    “No administration of either party in nearly a quarter century has ever challenged the Texas Dream Act, so his conclusion of futility is simply ludicrous,” Saenz said.

    The law was never “presented,” according to Saenz. “That’s the way the courts are supposed to work. You’re supposed to have [an] argument presented in an adversarial manner. He simply signed off on a concocted agreement” between the Texas and U.S. attorneys general, he said.

    A group of higher ed institutions and organizations have rallied behind MALDEF and other advocacy groups. The Presidents’ Alliance on Higher Education and Immigration filed a 43-page amicus brief with the Fifth Circuit last week, defending interveners in Texas. Thirty-seven colleges, universities, higher education and immigrant rights organizations also signed on to the amicus brief, including the American Association of Colleges and Universities and the Association of Catholic Colleges and Universities.

    The district court decision “violates democratic principles by denying all interested parties their right to be heard,” the amicus brief read.

    Whether or not intervention efforts succeed, the stakes of these overturned state laws are too high not to try everything possible, said Miriam Feldblum, president and CEO of the Presidents’ Alliance.

    “This is about workforce development and supporting our domestic—including immigrant—talent pipeline that colleges and universities train, educate, nurture, and that go on to fuel the workforces … in communities and states,” she said.

    She also described intervening as a matter of “fairness.”

    “This is not about special treatment of undocumented students,” Feldblum said. “The tuition-equity challenges are targeting students who have grown up in the U.S., who have graduated from local high schools to pursue postsecondary education. This is what we want them to do. This is why we’re investing in their education.”

    Despite the roadblock, Saenz said he’s still confident motions to intervene will ultimately triumph.

    “I’m very hopeful, because it’s the law,” he said. “Intervention is legally required to be granted in all of these cases. And when we get to the merits of whether the tuition-equity laws are pre-empted or not, the law is absolutely on our side.”

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  • 10 Universities Seek Recognition by a New Accreditor

    10 Universities Seek Recognition by a New Accreditor

    Just four months after the launch of the Commission for Public Higher Education, the aspiring accreditor has received letters of intent from a cohort of 10 institutions, making them the first potential members.

    The initial group to submit a letter of intent seeking CPHE accreditation comes from four states: Florida, Georgia, North Carolina and Texas. All are currently accredited by the Southern Association of Colleges and Schools Commission on Colleges. They are:

    • Appalachian State University (N.C.)
    • Chipola College (Fla.)
    • Columbus State University (Ga.)
    • Florida Atlantic University
    • Florida Polytechnic University
    • Georgia Southern University
    • North Carolina Central University
    • Texas A&M Kingsville
    • Texas A&M Texarkana
    • University of North Carolina at Charlotte

    With its inaugural cohort and draft standards in place, the newly formed commission—introduced by Florida governor Ron DeSantis at a June press conference in which he railed against existing accreditors—is making progress toward its eventual goal of recognition by the U.S. Department of Education, which is a years-long process. Now the first 10 potential member institutions will offer CPHE a chance to show how it might offer a different approach to accreditation, even as it simultaneously battles accusations that it is aligned with DeSantis and his partisan attacks on higher ed.

    The Initial Cohort

    The aspiring members are all public colleges or universities—in keeping with CPHE’s stated mission—and represent a range of institution types. Several, including Florida Atlantic, are large research institutions, while NCCU is a historically Black university and Chipola College mostly offers two-year programs, though it does confer some bachelor’s degrees as well.

    “I think it’s an extraordinary group. It’s beyond, both in terms of number and in terms of breadth, where I think anyone could have reasonably thought we would be when we started this project,” said Daniel Harrison, vice president for academic affairs at the UNC system, who has worked from the beginning of the project to launch the Commission for Public Higher Education.

    Harrison noted that those institutions were the first to express interest before the fledgling accreditor capped the initial cohort at 10, though he anticipates bringing more in next year.

    Those institutions will maintain SACSCOC accreditation while going through the recognition process for CPHE, which will include a self-study by the universities, meeting with teams of peer reviewers and site visits—all typical parts of the recognition process for any accreditor.

    While Harrison said CPHE encouraged individual institutions to discuss the endeavor with Inside Higher Ed, only three of the 10 provided responses to requests for statements or interviews.

    Appalachian State University provost and executive vice chancellor Neva Specht wrote in an email that “we welcome a peer review process that recognizes the characteristics that distinguish institutions of public higher education.” Specht added that they “anticipate that an accreditation process that emphasizes clear outcomes and helps focus our work in alignment with public higher education standards will help bolster confidence not only in our institution, but in our industry, as we continue working together on improving value and return on investment for our students, their families, and the taxpayers of North Carolina.”

    Chipola president Sarah Clemmons also offered a response, writing in an emailed statement that the college “believes that a competitive environment fostered by multiple institutional accreditation options promotes innovation and continuous improvement in accreditation practices. Quality assurance is strengthened when accreditors must demonstrate their value and effectiveness to their member institutions. This healthy competition ensures quality which ultimately benefits students, institutions, and the broader higher education community.”

    UNC Charlotte, which has faced criticism for allegedly pursuing CPHE accreditation without faculty input, shared with Inside Higher Ed a previously published statement and frequently asked questions page.

    Others either did not respond or referred Inside Higher Ed to system officials or CPHE. When asked for comment, the University System of Georgia pointed back to CPHE.

    The Specter of Politics

    The public first learned about CPHE during the June press conference where DeSantis blasted the failings of higher education broadly and accreditors specifically. The Republican governor attacked the “accreditation cartel” and claimed SACSCOC sought to impose diversity, equity and inclusion standards on Florida universities, though the organization has never had standards on DEI practices. (Asked about that topic, DeSantis falsely claimed it does have DEI standards.)

    While DeSantis emphasized conservative political grievances with accreditation in the initial announcement, CPHE leaders have sought to temper the governor’s remarks.

    Harrison—who was traveling to Appalachian State University to meet with professors the same day he spoke to Inside Higher Ed—said the commission is working in a “personalized way” to address concerns about politicization by seeking faculty input at potential member institutions.

    “We are coming very earnestly to our faculty and asking them to engage with us and help us to make this what it should be,” Harrison said. “And I think that if faculty will continue to allow us the room to grow and to operate, they’re going to be very pleased by what they see here.”

    He also highlighted the appointment of Mark Becker to CPHE’s board.

    Becker, the former president of the Association of Public and Land-grant Universities and former leader of Georgia State University, said in a news release announcing his role that “the time is ripe for innovation in higher education accreditation,” adding that CPHE “is poised to take advantage of that opportunity to become a powerful engine for improving student outcomes across the sector.”

    Harrison argued that Becker’s “entire career has been built on serious nonpartisanship—not bipartisanship, nonpartisanship. And that is the model that we are following here as well.”

    But critics persist.

    Faculty voices have been the most critical of CPHE thus far, especially the American Association of University Professors, which held a webinar on “politicizing accreditation” earlier this fall highlighting concerns about the new accreditor.

    Matthew Boedy, a University of North Georgia professor who led the AAUP webinar, expressed worry about how state governments might impose their political will on CPHE. In a follow-up email to Inside Higher Ed, he cited CPHE’s “lack of independence” from states as the most significant concern.

    “Whatever power SACS or others had to limit political interference or leveraging campus expansions on bad economics or even cuts in programs—all that would be gone,” Boedy wrote. “Administrations at the campus and system level can’t be both the referee and player in this game. There is also a concern that this new ‘state run’ accreditation will not just limit itself to schools but also professional programs like law and medicine that have stuck to diversity goals.”

    The AAUP has also encouraged members to contact lawmakers and trustees to express their apprehensions, sharing talking points in a tool kit circulated last month that took aim at the organization.

    “CPHE is not an academically credible accrediting body,” reads part of a proposed script in the AAUP tool kit designed to help members organize against the new accreditor. “It is structured to advance political agendas by allowing state government control over institutional accreditation. It threatens academic freedom, faculty shared governance, and institutional autonomy.”

    But CPHE officials continue to urge critics to focus not on DeSantis’s partisan rhetoric but rather on how the organization has proceeded since it was launched. Speaking to Inside Higher Ed at the APLU’s annual conference on Monday, Cameron Howell—a University of South Carolina official and CPHE adviser—argued that the organization has eschewed politics in its operations.

    “I believe there is nothing political or ideological about what we are doing,” Howell said.

    While he said he didn’t “want to end up in a rhetorical argument with the governor of Florida,” Howell emphasized that other speakers involved in the rollout who followed the governor in the June press conference focused on innovation and efficiency. He also emphasized transparency in CPHE operations.

    “We have tried very, very diligently to be transparent in the way we’re making decisions and in the way we’re seeking feedback, in part to demonstrate in a way that’s completely aboveboard that nothing that we’re doing is political or ideological,” Howell said. “Now, of course, there are benefits to having stakeholder involvement in and of itself, but I think that we’ve done a pretty good job of convincing a lot of faculty with whom we’ve been working … a lot of other administrators, that we take this very seriously, that it’s about process and results. It’s not about politics.”

    Ryan Quinn contributed to this report.

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  • Where the Ed Dept. Stands After Longest Government Shutdown

    Where the Ed Dept. Stands After Longest Government Shutdown

    The House of Representatives passed a legislative package late Wednesday evening in a 222-209 vote, putting Congress one step closer to ending the federal government’s longest shutdown in history.

    Now, the legislation, which first passed the Senate late Sunday night, heads to the White House. There, President Donald Trump is expected to sign it into law.

    One policy expert told Inside Higher Ed that he expects to see little operational change for institutions as the government reopens. But he and others will be paying close attention to whether the Trump administration follows through on one of the bill’s key compromises: reversing the most recent round of federal layoffs.

    LEAD IN

    PITHY STATEMENT FROM SPEAKER JOHNSON OR WHITE HOUSE

    Part of the package would fund the Department of Veterans Affairs, military construction, the Department of Agriculture, the Supplemental Nutrition Assistance Program and Congress through the end of the fiscal year. But it only appropriates funding for the Department of Education and most other agencies until Jan. 30, using what is known as a continuing resolution. For the most part, the CR gives agencies access to the same levels of federal funding as the last fiscal year.

    Jon Fansmith, senior vice president for government relations at the American Council on Education, said because some of the Education Department’s staff continued working throughout October and into November, not much will change for colleges and universities.

    “Financial aid was being disbursed, student loans were being serviced, all those things. So there probably won’t be an immediate significant shift,” he said. “It will, of course, be important for [grant] programs who have not been able to contact program officers with concerns or questions to have staff now available to them again. But that’s probably the biggest thing.”

    Fansmith also noted that some education benefits for military service members, which in many cases have been disrupted and backlogged due to staffing shortages, will take some time to get back up to speed.

    The 4 Parts of the Stopgap Bill

    “There are veterans who have housing benefits and education benefits and all sorts of assistance that they’re using to fund their educations that have just not been coming through over the last six weeks,” he said. “And even when they turn the government back on … that backlog has only grown in the interim. So it’s not going to be an immediate resolution.”

    Senate Democrats also negotiated with Republicans to reverse Trump’s latest round of layoffs in the stopgap bill. Theoretically, the legislation should reinstate more than 460 Department of Education employees within five days of it being enacted.

    It mandates that any employee who was subject to a reduction in force during the shutdown “shall have that notice rescinded and be returned to employment status.” (The majority of those employees were tasked with overseeing federal grant programs for both K–12 and higher education.)

    But Rachel Gittleman, president of the Education Department’s union, argues the language in the bill doesn’t do enough to protect public servants. She worries that saying staffers must be “returned to employment status” could allow Education Secretary Linda McMahon to place union members on administrative leave and not actually put them back to work.

    “The Trump administration has shown us repeatedly that they want to illegally dismantle our congressionally created federal agency,” she said. As such, “We have no confidence that the U.S. Education Department will follow the terms of the continuing resolution or allow the employees named in October firings to return—or even keep their jobs past January.”

    Fansmith is also skeptical department employees will return to their jobs.

    “[The administration hasn’t] shown much willingness to follow what the law requires. So I would absolutely assume we should expect to see efforts to further reduce staffing,” he said. “They’re not hiding the fact they’re trying to do it, and they don’t have a lot of compunction about the methods they use to do so.”

    A department spokesperson, however, told Inside Higher Ed that all employees—both those who were furloughed and those laid off during the shutdown—will return to work, as they remain employees of the department.

    The department also pointed to a ruling from the federal district court in Northern California that blocked the reduction in force in late October, saying that under that order, all employees who received a RIF notice during the shutdown remain employees of the federal government.

    Inside Higher Ed reached out to multiple Republican and Democratic lawmakers in both the House and the Senate to ask about the concerns Gittleman and Fansmith raised. None responded prior to publication.

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  • ACT and Texas Instruments Collaborate to Enhance Student Success in Mathematics

    ACT and Texas Instruments Collaborate to Enhance Student Success in Mathematics

    Iowa City, Iowa and Dallas, Texas (November 12, 2025) – ACT, a leader in college and career readiness assessment, and Texas Instruments Education Technology (TI), a division of the global semiconductor company, today announced a comprehensive partnership aimed at empowering students to achieve their best performance on the ACT mathematics test.

    This initiative brings together two education leaders to provide innovative resources and tools that maximize student potential. The partnership will start by providing:

    • A new dedicated online resource center featuring co-branded instructional videos demonstrating optimal use of TI calculators during the ACT mathematics test.
    • Additional study materials featuring TI calculators to help students build upon and apply their mathematical knowledge while maximizing their time on the ACT test.
    • Professional development programs for teachers focused on effective calculator-based testing strategies.

    “This partnership represents our commitment to providing students with the tools and resources they need to demonstrate their mathematical knowledge effectively,” said Andrew Taylor, Senior Vice President of Educational Solutions and International, ACT, “By working with Texas Instruments, we’re ensuring students have access to familiar, powerful technology tools during this important assessment.”

    “Texas Instruments is proud to partner with ACT to support student success,” said Laura Chambers, President at Texas Instruments Education Technology. “Our calculator technology, combined with targeted instructional resources, will help students showcase their true mathematical abilities during the ACT test.” 

    The new resources are available now to students and educators on the ACT website www.act.org under ACT Math Calculator Tips.

    About ACT

    ACT is transforming college and career readiness pathways so that everyone can discover and fulfill their potential. Grounded in more than 65 years of research, ACT’s learning resources, assessments, research, and work-ready credentials are trusted by students, job seekers, educators, schools, government agencies, and employers in the U.S. and around the world to help people achieve their education and career goals at every stage of life. Visit us at https://www.act.org/.  

    About Texas Instruments

    Texas Instruments Education Technology (TI) — the gold standard for excellence in math — provides exam-approved graphing calculators and interactive STEM technology. TI calculators and accessories drive student understanding and engagement without adding to online distractions. We are committed to empowering teachers, inspiring students and supporting real learning in classrooms everywhere. For more information, visit education.ti.com.

    Texas Instruments Incorporated (Nasdaq: TXN) is a global semiconductor company that designs, manufactures and sells analog and embedded processing chips for markets such as industrial, automotive, personal electronics, enterprise systems and communications equipment. At our core, we have a passion to create a better world by making electronics more affordable through semiconductors. This passion is alive today as each generation of innovation builds upon the last to make our technology more reliable, more affordable and lower power, making it possible for semiconductors to go into electronics everywhere. Learn more at TI.com.

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  • How CTE inspires long and fulfilling careers

    How CTE inspires long and fulfilling careers

    This post originally published on iCEV’s blog, and is republished here with permission.

    A career-centered education built on real experience

    One of the most transformative aspects of Career and Technical Education is how it connects learning to real life. When students understand that what they’re learning is preparing them for long and fulfilling careers, they engage more deeply. They build confidence, competence, and the practical skills employers seek in today’s competitive economy.

    I’ve seen that transformation firsthand, both as a teacher and someone who spent two decades outside the classroom as a financial analyst working with entrepreneurs. I began teaching Agricultural Science in 1987, but stepped away for 20 years to gain real-world experience in banking and finance. When I returned to teaching, I brought those experiences with me, and they changed the way I taught.

    Financial literacy in my Ag classes was not just another chapter in the curriculum–it became a bridge between the classroom and the real world. Students were not just completing assignments; they were developing skills that would serve them for life. And they were thriving. At Rio Rico High School in Arizona, we embed financial education directly into our Ag III and Ag IV courses. Students not only gain technical knowledge but also earn the Arizona Department of Education’s Personal Finance Diploma seal. I set a clear goal: students must complete their certifications by March of their senior year. Last year, 22 students achieved a 100% pass rate.

    Those aren’t just numbers. They’re students walking into the world with credentials, confidence, and direction. That’s the kind of outcome only CTE can deliver at scale.

    This is where curriculum systems designed around authentic, career-focused content make all the difference. With the right structure and tools, educators can consistently deliver high-impact instruction that leads to meaningful, measurable outcomes.

    CTE tools that work

    Like many teachers, I had to adapt quickly when the COVID-19 pandemic hit. I transitioned to remote instruction with document cameras, media screens, and Google Classroom. That’s when I found iCEV. I started with a 30-day free trial, and thanks to the support of their team, I was up and running fast. 

    iCEV became the adjustable wrench in my toolbox: versatile, reliable, and used every single day. It gave me structure without sacrificing flexibility. Students could access content independently, track their progress, and clearly see how their learning connected to real-world careers.

    But the most powerful lesson I have learned in CTE has nothing to do with tech or platforms. It is about trust. My advice to any educator getting started with CTE? Don’t start small. Set the bar high. Trust your students. They will rise. And when they do, you’ll see how capable they truly are.

    From classroom to career: The CTE trajectory

    CTE offers something few other educational pathways can match: a direct, skills-based progression from classroom learning to career readiness. The bridge is built through internships, industry partnerships, and work-based learning: components that do more than check a box. They shape students into adaptable, resilient professionals.

    In my program, students leave with more than knowledge. They leave with confidence, credentials, and a clear vision for their future. That’s what makes CTE different. We’re not preparing students for the next test. We’re preparing them for the next chapter of their lives.

    These opportunities give students a competitive edge. They introduce them to workplace dynamics, reinforce classroom instruction, and open doors to mentorship and advancement. They make learning feel relevant and empowering.

    As explored in the broader discussion on why the world needs CTE, the long-term impact of CTE extends far beyond individual outcomes. It supports economic mobility, fills critical workforce gaps, and ensures that learners are equipped not only for their first job, but for the evolution of work across their lifetimes.

    CTE educators as champions of opportunity

    Behind every successful student story is an educator or counselor who believed in their potential and provided the right support at the right time. As CTE educators, we’re not just instructors; we are workforce architects, building pipelines from education to employment with skill and heart.

    We guide students through certifications, licenses, career clusters, and postsecondary options. We introduce students to nontraditional career opportunities that might otherwise go unnoticed, and we ensure each learner is on a path that fits their strengths and aspirations.

    To sustain this level of mentorship and innovation, educators need access to tools that align with both classroom needs and evolving industry trends. High-quality guides provide frameworks for instruction, career planning, and student engagement, allowing us to focus on what matters most: helping every student achieve their full potential.

    Local roots, national impact

    When we talk about long and fulfilling careers, we’re also talking about the bigger picture:  stronger local economies, thriving communities, and a workforce that’s built to last.

    CTE plays a vital role at every level. It prepares students for in-demand careers that support their families, power small businesses, and fill national workforce gaps. States that invest in high-quality CTE programs consistently see the return: lower dropout rates, higher postsecondary enrollment, and greater job placement success.

    But the impact goes beyond metrics. When one student earns a certification, that success ripples outward—it lifts families, grows businesses, and builds stronger communities.

    CTE isn’t just about preparing students for jobs. It’s about giving them purpose. And when we invest in that purpose, we invest in long-term progress.

    Empowering the next generation with the right tools

    Access matters. The best ideas and strategies won’t create impact unless they are available, affordable, and actionable for the educators who need them. That’s why it’s essential for schools to explore resources that can strengthen their existing programs and help them grow.

    A free trial offers schools a way to explore these solutions without risk—experiencing firsthand how career-centered education can fit into their unique context. For those seeking deeper insights, a live demo can walk teams through the full potential of a platform built to support student success from day one.

    When programs are equipped with the right tools, they can exceed minimum standards. They can transform the educational experience into a launchpad for lifelong achievement.

    CTE is more than a pathway. It is a movement driven by student passion, educator commitment, and a collective belief in the value of hard work and practical knowledge. Every certification earned, every skill mastered, and every student empowered brings us closer to a future built on long and fulfilling careers for everyone.

    For more news on career readiness, visit eSN’s Innovative Teaching hub.

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  • Colleges Expand Basic Needs Support Following SNAP Freeze

    Colleges Expand Basic Needs Support Following SNAP Freeze

    The government shutdown may be nearing its end, but the delayed distribution of food assistance funds continues to pose a threat to Americans, including the basic needs security of college students. For now, the future of Supplemental Nutrition Assistance Program funding remains cloudy amid the federal government’s ongoing court battles against releasing the funds.

    Nearly three in five college students experience some form of basic needs insecurity, and two in five experience food insecurity, according to national surveys. In addition, approximately 3.3 million college students are eligible for federal food assistance, according to 2020 data, though a large share do not utilize SNAP due to lack of awareness.

    Financial insecurity is one of the top threats to student retention and persistence in higher education, meaning a lapse in support may impede some students’ ability to remain enrolled.

    Some colleges and universities have established new or expanded measures to plug the gap in food support for students during the shutdown, including expanding the hours of campus food pantries and promoting emergency grant funding.

    University of Minnesota

    Minnesota administrators announced on Nov. 3 that students affected by the lack of SNAP funds would be able to access one free meal a day in the residential dining hall until benefits resume. The university estimates fewer than 1,000 individuals on campus are enrolled in SNAP.

    In addition, the on-campus food pantry, Nutritious U, will offer expanded hours for the rest of the semester, opening one hour earlier to serve more students.

    Franklin Pierce University

    The New Hampshire–based university provides basic needs resources at several campus locations—including the library, counseling center and the Office of Outreach and Engagement—to ensure students can have access to food and hygiene products.

    The pantry, Rations for Ravens, is funded primarily through donations, both monetary and physical products.

    City University of New York

    CUNY chancellor Félix Matos Rodríguez announced the university system would allocate additional funding to all campuses “so they can stock extra supplies in their on-site food pantries or provide food assistance in other forms,” he wrote in a Nov. 7 email to students. CUNY students can visit any campus pantry in the system, regardless of their home enrollment, allowing them to access those with the most convenient hours and locations.

    The chancellor also urged students to apply for SNAP benefits for future assistance; students at the Bronx campuses (Lehman, Hostos and Bronx Community College) can also participate in a pilot program for community-based resources.

    Austin Community College

    Nearly half of the students at Austin Community College are food insecure, according to fall 2023 survey data. Since the government shutdown, officials have received up to 500 requests a week for emergency aid from the college’s 74,000 students, as reported by The Austin American-Statesman.

    The college has pantries on every campus, called River Food Bites, which now have extended hours to meet students’ needs. ACC also allocated $25,000 in emergency funding to purchase gift cards to the H-E-B grocery store, and staff plan to create meal kits to support students over winter break.

    Long Beach City College

    The California college expanded services at its food pantry locations, called Viking Vaults, by increasing food options and offering food cards to students who have been impacted by suspended SNAP benefits. Students can also apply for emergency aid, and the college outlined a list of FAQs to address their concerns during the shutdown.

    University of North Carolina at Chapel Hill

    UNC offers a variety of basic needs resources during a typical academic year, some of which have been expanded to meet the current surge in demand.

    Undergraduate and graduate students can access any of the six on-campus food pantries or nine gardens around campus to pick up food. Eligible students can also receive a free campus dining meal card through a referral form. In addition, the university is piloting a meal swipe donation program for the end of the term so students can share their unused meals with others.

    Students can also receive push notifications of events and other free resources through campus events.

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  • UC San Diego Sees Students’ Math Skills Plummet

    UC San Diego Sees Students’ Math Skills Plummet

    Other UCs are tracking similar trends, but UC San Diego’s problem is “significantly worse,” the report states.

    Laser1987/iStock/Getty Images

    The number of first-year students at the University of California, San Diego, whose math skills fall below a middle school level has increased nearly 30-fold over the past five years, according to a new report from the university’s Senate–Administration Working Group on Admissions. In the 2025 fall cohort, one in eight students placed into math below a middle school level, despite having a solid math GPA.

    The number of first-year students in remedial math courses at the university surged to 390 in fall 2022, up from 32 students in fall 2020. The remedial math course was designed in 2016 and only addressed missing high school math knowledge, but instructors quickly realized that many of their students had knowledge gaps that went back to middle or elementary school, the report states. For fall 2024, UC San Diego revamped its remedial math course to address middle school math gaps and introduced an additional remedial course to cover high school math. In fall 2025, 921 students enrolled in one of these two courses—11.8 percent of the incoming class.

    “This deterioration coincided with the COVID-19 pandemic and its effects on education, the elimination of standardized testing, grade inflation, and the expansion of admissions from under-resourced high schools,” the report states. “The combination of these factors has produced an incoming class increasingly unprepared for the quantitative and analytical rigor expected at UC San Diego.”

    Within the UC system, the San Diego campus isn’t alone, but its problem is “significantly worse,” the report states. This is partly because the university has, since 2022, admitted and enrolled more students from low-income schools that saw greater COVID-era learning loss than other UC campuses. Many other UC campuses are seeing similar, though smaller, declines in student preparation. About half of UC campus math chairs responded to a survey saying that the “number of first-year students that are unable to start in college-level precalculus” increased twofold between fall 2020 and fall 2025, and the other half said the number increased threefold. 

    High school grade inflation is not helping the university evaluate students’ math skills, the report states. In 2024, the average high school math GPA for students in Math 2, the middle school–level remedial math course, was 3.65—an A-minus.

    “At the same time our admit pool is slipping in math preparation, we see a slight improvement in their math grades from high school,” the report states. “The elimination of standardized testing together with COVID resulted in a mismatch between students’ course level/grades and their actual levels of preparation, with far-reaching implications for determining math readiness and course placement.”

    The working group put forward a number of recommendations for addressing these shortcomings, including using a “math index” based on historical placement data and transcript-based variables to “predict students’ likelihood of placement into remedial math.” The group also recommended establishing feedback mechanisms with high schools and requiring math placement testing by June 1 for incoming students, among other things.

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