Tag: Education

  • A Teaching Mantra for the New Year (opinion)

    A Teaching Mantra for the New Year (opinion)

    As professors, we naturally talk a lot about teaching—and I’ve certainly benefited from public discussions at workshops and panel presentations. But we can also have more intimate moments of instructional insight, private moments we may initially keep to ourselves until over time we come to appreciate more fully their value.

    Here’s my hitherto secret bit of pedagogic wisdom.

    It’s my teaching mantra. For many years before teaching each class, I took a moment and silently repeated to myself: Be clear. Be engaging. Be honest. Be kind.

    As a beginning teacher, it was a simple tactic to calm my nervousness before class. But as philosophers since Aristotle have recognized, daily choices become persistent habits that evolve into enduring character. It worked. As I strove to embody these values, they enabled me to bring the self I hoped to become into the classroom.

    Clarity. Engagement. Honesty. Kindness. Simple teaching virtues, yet I’ve come to believe they have a larger salience in the turbulent academic world of today.

    Be Clear

    Students today are coming to college with their own share of inner turmoil. Unsettled by the disruptions of COVID, facing an uncertain job market, and inundated with social media skepticism about the value of college, there’s a vulnerability to them that’s new.

    With their perceptions of a topsy-turvy world, students are understandably looking for clarity, elusive though it may be. Well-designed syllabi and clear directions help, but the clarity they’re looking for is something more than straightforward course formalities. The clarity they’re looking for is a more deeply rooted certainty that they can count on you.

    Thus, providing the clarity students are hoping for today involves the self you bring to the classroom. It is more a matter of character than of course planning. Are you someone they can depend on, confide in and trust? Demonstrating these personal qualities hinges on the kind of outreach you make to students from the start.

    Be Engaging

    Tentative and uncertain as they often are, I can’t expect students to come to me. Personal outreach today means I have to make the first move. It also means doing so by beginning wherever they are. Only by beginning wherever they are can you hope to take them where you might want them to go.

    While I dearly love my students, I don’t expect them to be like me. In my teaching, it has been important to remind myself of this as effective engagement depends on knowing your audience well. Particularly as I’ve gotten older, I’ve had to ensure my cultural references, case choices and even language use have a resonance for students decades younger than I am. I am regularly grateful to my daughter, a recent college graduate, for exposing me to the current lingo of “crashing out,” the delights of matcha and the talents of Billie Eilish.

    Be Honest

    Honesty is hard as a teacher, particularly when reading students’ less-than-laudatory evaluations. I’ve certainly had my share of such evaluations and they can discourage extending yourself in personal outreach. But I’ve taken heart from an entrepreneur friend who has counseled openness on my part. See such student comments simply as information, he said, just as he does in reflecting upon investor critiques after pitching a business plan.

    Honesty is especially hard when enduring criticism of an unfair or even hostile nature, something that in the classroom can be especially painful. But taking criticism as simply information, as a source for developing my own deeper reflection and critical faculties, enables a self-honesty that I’ve come to realize I need not fear. In teaching law, I am regularly reminded of John Stuart Mill’s insight: “He who knows only his own side of the case knows little of that.”

    Be Kind

    Sometimes, the personal outreach you offer matters more than even the latest teaching strategies you might employ. Kindness toward students can make a decisive difference. Once, while suffering from a bad cold and struggling with a lecture, I noticed that a student coughing in the front row was struggling with her own respiratory ailment. While continuing with the lecture, I offered her a few throat lozenges from the packet that was giving me relief. From the thankful look she gave me, I saw that simple unplanned gesture had a greater impact on her than any of the legal theories I espoused that day.

    The turmoil of students’ inner lives mirrors the unsettled state of professors’ professional lives today. Many external forces are currently upending the established norms of academic life. From politicians who act to defund us to AIs that threaten to replace us to a public that increasingly distrusts us, the traditional foundations of academic culture are at risk. With such larger external threats to these traditional foundations, little tips for strengthening our relationships with students may appear to have negligible relevance or sway.

    But such little ideas do matter, even if only because of the way they contribute to the cultural resilience colleges will need in the coming days. In a deeper sense, we as individual professors are the academy’s foundations, the strength in which its future resides. And the future begins with the values embedded in the teaching choices we make each day.

    Jeffrey Nesteruk is an Emeritus Professor of Legal Studies at Franklin & Marshall College. He has published widely in the areas of law, ethics and liberal education and may be reached at [email protected].

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  • Let’s Talk About Proxies and Admission (opinion)

    Let’s Talk About Proxies and Admission (opinion)

    The Trump administration has stepped up government scrutiny of college admission. Settlements reached with Brown and Columbia Universities each included a requirement that they pursue “merit-based” admission policies. On Aug. 7, President Trump issued a memorandum requiring colleges and universities to submit data to IPEDS (the Integrated Postsecondary Education Data System) demonstrating that they are not considering race in admission decisions. The Department of Education has since published in the Federal Register details about the planned data collection, with the public having 60 days to comment. And Attorney General Pam Bondi has entered into the fray by publishing a memo outlining what constitutes unlawful discrimination.

    I will leave it to others to rail against the unprecedented federal attack on higher education and the incursion into admission policies at individual institutions. I would prefer to examine some of the issues and underlying assumptions suggested by these documents.

    The Aug. 7 Presidential Memorandum

    Trump’s memorandum calls for increased transparency to expose practices that are “unlawful” and to rid society of “shameful, dangerous racial hierarchies.” For some reason, it doesn’t say that all racial hierarchies are shameful and dangerous. Is that an oversight or a meaningful omission? The memorandum also asserts without explanation that race-based admission policies threaten national security.

    The call to get rid of “shameful, dangerous racial hierarchies” is ironic. It is easy to imagine previous administrations using the same phrase to defend the very race-based admission policies that the executive order now seeks to abolish. “Shameful” and “dangerous” are in the eye of the beholder, and may not be color-blind.

    What is not clear is how the administration intends to collect and analyze the data, given its efforts to gut the Department of Education. As Inside Higher Ed has reported, the National Center for Education Statistics had been decimated, with a staff of more than 100 reduced to a skeleton crew of three employees.

    The Bondi Memo

    Attorney General Bondi’s July 29 memorandum offered guidance to federal agencies about practices that may constitute illegal discrimination at colleges and other entities receiving federal funds. A lot of it is rehashed, targeting popular straw men/persons like DEI programs and transgender athletes (and bathrooms).

    What is interesting is Bondi’s take on what she calls “unlawful proxy discrimination,” defined as the use of “facially neutral criteria” that function as “proxies” for race or other protected characteristics. Per the memo, examples in higher education may include things like requiring diversity statements in hiring or essay questions asking applicants to reflect on their unique identity or to write about obstacles they have overcome.

    On a surface level, Bondi is right that those can become back doors to identify an individual’s race. At the same time, knowing the obstacles an individual has overcome is essential to understanding his or her unique story, and race would seem to be one of the factors that can heavily influence that story.

    Where Bondi goes off the rails is in maintaining that what she calls “geographic targeting” may constitute a potentially unlawful proxy. She is suggesting that recruitment or outreach in schools and communities with high levels of racial minorities may be illegal. That is preposterous. Trying to expand access to education through outreach is in no way comparable to reverse engineering an admission process to arrive at a desired class composition.

    Taken to its logical extreme, Bondi’s guidance would prevent colleges from recruiting not only at inner-city schools with a large percentage of Black students, but also at suburban schools with a large percentage of affluent white students. Both could be examples of what she calls “geographic targeting.” For that matter, colleges might be in violation for asking for an applicant’s address, because ZIP code information can be used as a proxy for determining race and socioeconomic status.

    New Data Collection Requirements

    As for data collection for IPEDS, the administration has proposed a new “Admissions and Consumer Transparency Supplement,” or ACTS. ACTS will require targeted colleges and universities to report data in the following categories, disaggregated by race and sex:

    • Admissions test score quintile
    • GPA quintile
    • Family income range
    • Pell Grant eligibility
    • Parental education

    It will also ask for information to be broken down for early decision, early action and regular admission as well as institutional need-based and merit aid. What’s missing? Legacy status and athletic recruits, both categories that benefit white applicants. At some of the Ivies, between 10-20 percent of the undergraduates are athletes, many in “country club” sports where most of the competitors are wealthy and white, and the proportion of athletes is even higher at the highly selective liberal arts colleges that make up the New England Small College Athletic Conference. Discovery in SFFA v. Harvard revealed that recruited athletes had an 86 percent admit rate. You don’t have to have had an uncle who taught at MIT to know that is substantially higher than the overall admit rate.

    ACTS will apparently apply only to “all four-year institutions who utilize selective college admissions,” which the administration maintains “have an elevated risk of noncompliance with the civil rights laws.” That may at first glance seem to be singling out elite, “name” colleges, and that’s probably the intent, but it also reflects a recognition that the vast majority of institutions couldn’t practice race-based admission even if they wanted to because they are too busy filling the class to worry about crafting the class.

    The focus on selective institutions will both make it easy to score political points and hard to derive meaning from the data. Selectivity, especially at the 5-10 percent level, makes it impossible to know why any individual is or isn’t admitted. Admission deans at the highly-selective (or rejective) universities report that they could fill several additional freshman classes from among those applicants who have been waitlisted or denied.

    Merit-Based Admission

    The real target of the push for “merit-based” admission may be holistic review. A holistic admission process allows colleges to take into consideration nuances in an individual’s background and life experiences. It can also be frustrating for applicants, since different individuals are admitted for different reasons. The government may be pushing consciously or unconsciously for a more formulaic selection process.

    But would that be any better? Even if you focus only on grades and test scores, should you put more weight on a three-hour test or on four years of high school? How do you compare applicants from schools with different grading scales and levels of academic rigor? Should a test score obtained after thousands of dollars in test prep count the same as an identical score without coaching?

    How do we distinguish between merit and privilege? Those who have strong test scores may be more likely to believe that test scores are a measure of merit, and yet test scores are strongly correlated with family income. Those who are born into wealth and privilege may come to believe that their good fortune is a proxy for merit, buying into a perverse and self-serving interpretation of John Calvin’s doctrine of the elect. They may see themselves as deserving rather than lucky.

    Proxies in Admission

    We need a larger discussion about proxies in college admission. Advanced Placement courses are a proxy for a rigorous curriculum. GPA is a proxy for academic accomplishment, and yet means little without understanding context. Similarly, SAT scores are often seen as a proxy for ability, despite the fact that the College Board long ago abandoned the pretense that the SAT measures “aptitude.” The U.S. News & World Report college rankings have always relied on proxies, such as alumni giving as a proxy for alumni satisfaction when it may be more a measure of the effectiveness of the development office. Selectivity is a proxy for academic quality—feeding into the belief that the harder a place is to get in, the better it must be. Are proxies for race any more problematic than these other proxies?

    The larger question here is what should the selective college admission process be a proxy for. Should we seek to reward students for past performance? Predict who will earn the best grades in college? Identify those students who will benefit the most from the college experience? Or predict who will make the greatest contribution to society after college?

    I’m waiting for an executive order or memo or even a discussion among college admission professionals about what the selective admission process should represent and what proxies will support those goals.

    Jim Jump recently retired after 33 years as the academic dean and director of college counseling at St. Christopher’s School in Richmond, Va. He previously served as an admissions officer, philosophy instructor and women’s basketball coach at the college level and is a past president of the National Association for College Admission Counseling. He is the 2024 recipient of NACAC’s John B. Muir Excellence in Media Award.

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  • Is Your Idea Op-Ed Ready? Here’s a Test to Find Out

    Is Your Idea Op-Ed Ready? Here’s a Test to Find Out

    You have expert insights—plenty of them. You give impromptu lectures in office hours, debate podcast guests midrun and readily join boisterous debates over dinner. Maybe you’re even drafting a book that builds a careful case from your expert point of view. But when it comes time to write your own op-ed? That sharp idea can start to feel too complex, too niche or—let’s be honest—too wordy for 800 words aimed at a general audience.

    That’s not a failing; it’s a feature of your training. Academics are trained to distill ideas for their peers, not for nonspecialists. You argue carefully, if not compactly. You cite meticulously, not conversationally. But public writing demands something different—skills to illuminate complex concepts in a way that an intelligent lay reader can follow, feel and act on.

    Before you spend an afternoon translating your expert insight into an 800-word article you pitch to a newspaper or magazine, run your idea through this op-ed readiness test. It won’t replace compelling writing, but it may help determine whether your idea is ready to leave the seminar room and live, persuasively, on the opinion page.

    1. Who cares? It’s a tough question, but not a cynical one. Just because something fascinates you doesn’t mean that it matters to the broader public. That’s not a judgment of your topic. It’s a reminder to find the resonance. What’s at stake beyond your personal experience or corner of the discipline? You don’t have to write about what’s already dominating headlines. In fact, if your idea surfaces something overlooked or offers a fresh lens, it may be exactly what public discourse needs. Urgency is not always about volume; it’s often about insight.

    So ask yourself: Who, beyond academia, might find your idea clarifying, challenging or useful? Who might see their own experience differently—or see someone else’s for the first time? Who, if they read what you have to say, might think differently about something that affects their life, work, vote or values? If your answer is, “Well, maybe more people should care,” you might be onto something. But part of your task is to show them why.

    1. Why now—or why always? Editors love a good news hook. If your idea connects to a breaking story, an upcoming decision or a public debate gaining steam, then run with it. But run fast. In journalism, “timely” means submitting within hours or a day or two, not weeks. If something is happening right now and you have a fresh angle, start writing.

    Of course, not every op-ed needs a news peg. If your idea speaks to an enduring question or a slow-burning issue—and does so with clarity, urgency or surprising insight—it still has a shot. Just know that in an editor’s crowded inbox, a time peg can help your piece stand out. An “evergreen” op-ed may need to work harder and land stronger to compete.

    1. Can you make your case by paragraph two? You don’t have to dumb down your argument, but you do have to speed it up. Public readers and their editors have strong opinions about long, slow windups. Spoiler: They don’t like them.

    Try writing a working headline for your piece that’s under 60 characters. Then distill your argument in one or two crisp, compelling sentences—no acronyms, no jargon and no “hence” or “thus.” (Also, no “as Foucault reminds us.”) These sentences should appear early, ideally by the end of paragraph two. At first, this mandate can feel reductive. But being concise isn’t a betrayal of complexity. It’s a tool for focus. You’re not flattening your idea; you’re making it easy to find. If your piece needs detailed footnotes or a literature review, it’s probably not (yet) an op-ed.

    1. What’s the aha? Your op-ed should offer insight that readers haven’t already heard several times this week. If your takeaway is “what you’ve heard, but with citations,” then it may still need sharpening. Some of the best pieces offer a twist such as an unexpected data point, an odd-but-illuminating comparison or a perspective that flips conventional wisdom on its head. You’re trying to make an intelligent reader think, “I hadn’t thought of that.”
    2. Are you writing to connect—or to impress? You’re not writing to prove you’ve done the reading; you’re writing to help someone else think differently. Your op-ed should feel like an intelligent conversation over coffee, not a cautious explanation in a lecture hall. You don’t have to be breezy or punchy (unless that’s your style), but you should sound like a real person with a distinct voice. This isn’t about being casual for its own sake. It’s about being readable.

    If your draft feels like it could be suitable for peer review, try loosening the syntax. Ask yourself: How would I say this to a smart friend who doesn’t share my training? Readers want active verbs, not hedges. When you write like someone who wants to be understood—not just cited—you don’t dilute your thinking; you make it land.

    1. Will a reader remember it tomorrow? A good op-ed doesn’t just inform, it lingers. It leaves a mark, even a small one, on a reader’s thinking. That might come from a vivid image, a well-turned phrase or a question that unsettles something they thought they knew. If your argument is technically sound but leaves no lasting impression, it’s worth asking: What do I know that will stay with the reader? What might echo later, in a moment of uncertainty, over a dinner-table debate or in a voting booth?

    If your idea for an op-ed makes it through these six questions, chances are it’s ready to leave the seminar room. From there, it’s all about shaping the piece—tightening the structure, sharpening the language and leading with your point. An op-ed doesn’t need to say everything you know on your topic. It just needs to make one point well, in a way that readers will remember.

    Not every idea belongs on the op-ed page—but yours might. Ask the questions, trust your instincts and, when you’re ready, write it, shape it and send it.

    And if you’d like more help along the way, sign up for my monthly newsletter. You’ll get notice of each new article in “The Public Scholar,” plus practical writing tips, behind-the-scenes insights from my work and inspiration from other academics finding their voice in public spaces. Your expertise is hard-won. What might happen if you shared what you know more broadly?

    Susan D’Agostino is a mathematician whose stories have published in The Atlantic, BBC, Scientific American, The Washington Post, Wired, The Financial Times, Quanta and other leading publications. Her next book, How Math Will Save Your Life, will be published by W. W. Norton. Sign up for Susan’s free monthly newsletter here.

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  • 5 Trends Reshaping K-12 Education Across the U.S. – The 74

    5 Trends Reshaping K-12 Education Across the U.S. – The 74


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    Since 2020, interest in homeschooling, microschooling, and other alternatives to conventional education has soared. Entrepreneurial parents and teachers have been building creative schooling options across the U.S. Kerry McDonald, a senior fellow at the Foundation for Economic Education and contributor to The 74, was so inspired by these everyday entrepreneurs that she wrote a book about them: Joyful Learning: How to Find Freedom, Happiness, and Success Beyond Conventional Schooling.The following is an adapted excerpt from McDonald’s book. It is reprinted here with permission from the publisher.

    In 2019, I gave a keynote presentation at the Alternative Education Resource Organization’s (AERO) annual conference in Portland, Oregon. Founded in 1989 by Jerry Mintz, AERO has long supported entrepreneurial educators in launching new schools and spaces, with a particular focus on learner‑centered educational models. It was about a month after my previous book Unschooled was published, and I was talking about the gathering interest in unconventional education. Homeschooling numbers were gradually rising, and more microschools and microschooling networks were surfacing. I predicted that these trends would continue, but I said they would remain largely on the ­edge— as alternative education had for decades. They would offer more choices to some families who were willing to try new things, similar to those of us who eagerly embraced Netflix’s mailed DVDs when they first appeared. But I didn’t think these unconventional models would upend the entire education sector the way Netflix ultimately did with entertainment. I thought they would remain small and niche. I was wrong.

    The COVID crisis catapulted peripheral educational trends into the mainstream, not only creating the opportunity for new schools and spaces to emerge but, more importantly, permanently altering the way parents, teachers, and kids think about schooling and learning. The pre‑pandemic tilt toward homeschooling and microschooling has converged with five post‑pandemic trends that are profoundly reshaping American education for families and founders. Together, these trends are shifting the K–12 education sector from being an innovation laggard to an innovation leader.

    Trend #1: The growth of homeschooling and microschooling

    The nearby microschool for homeschoolers that my children attended before COVID was one of only a sprinkling of schooling alternatives in our area. Now, it’s part of a wide, fast‑growing ecosystem of creative schooling options— both locally and nationally— representing an array of different educational philosophies and approaches. Families today are better able to find an education option that aligns with their preferences. From Maine to Miami to Missouri to Montana, the majority of the innovative schools and spaces I’ve visited have emerged since 2020, and many already have lengthy waitlists, inspiring more would‑be founders. The demand for these options will grow and accelerate over the next ten years, as will the number of homeschooling families, many of whom will be attracted to homeschooling as a direct result of these microschools and related learning models. Indeed, data from the Johns Hopkins University Homeschool Hub reveal that homeschooling numbers continued to grow during the 2023/2024 academic year compared to the prior year in 90 percent of the states that reported homeschooling data, shattering assumptions that homeschooling’s pandemic‑era rise was just a blip. Parents that otherwise wouldn’t have considered a homeschooling option will do so because homeschooling enables them to enroll at their preferred microschool or learning center.

    One particularly striking and consistent theme revealed in my conversations with founders as I’ve crisscrossed the country is that their kindergarten classes are filling with students whose parents chose an unconventional education option from the start. These parents aren’t removing their child from a traditional school because of an unpleasant experience or a failure of a school to meet a child’s particular needs. They are opting out of conventional schooling from the get‑go, gravitating toward homeschooling and microschooling before their child even reaches school age. This trend is also likely to accelerate, as younger parents become even more receptive to educational innovation and change.

    Trend #2: The adoption of flexible work arrangements

    Today’s generation of new parents grew up with a gleeful acceptance of digital technologies and the breakthroughs they have facilitated in everything from healthcare to home entertainment. These parents see the ways in which technology and innovation enable greater personalization and efficiency, and expect these qualities in all their consumer choices. It’s no wonder, then, that parents of young children today are generally more curious about homeschooling and other schooling alternatives. They are often perplexed that traditional education seems so sluggish.

    The response to COVID gave these parents license to consider other options for their children’s education. The school closures and extended remote learning during the pandemic empowered parents to take a more active role in their children’s education. That trend persists, as does the remaking of Americans’ work habits. The number of employees working remotely from home rather than at their workplace has more than tripled since 2019. 

    As more parents enjoy more flexibility in their work schedules, they will seek similar flexibility in their children’s learning schedules. While remote and hybrid work generally remain privileges of the so‑called “laptop class” of higher‑income employees, the growing adoption of flexible work and school arrangements is driving demand for more of these alternative learning models, including many of the ones featured in Joyful Learning that offer full‑time, affordable programming options for parents who don’t have job flexibility. Remote and hybrid work patterns are here to stay, and so is the trend toward more nimble educational models for all.

    Trend #3: The expansion of school choice policies

    The burst of creative schooling options since 2020 is now occurring all across the United States, in small towns and big cities, in both politically progressive and conservative areas, and in states with and without school choice policies that enable education funding to follow students. 

    Education entrepreneurs aren’t waiting around for politicians or public policy to green‑light their ventures or provide greater financial access. They are building their schools and spaces today to meet the mounting needs of families in their communities.

    That said, there is little doubt that expansive school choice policies in many states are accelerating entrepreneurial trends. Founders I talk to who are developing national networks of creative schooling options, are intentional about locating in states with generous school choice policies that enable more parents to choose these new learning models. Other entrepreneurs are moving to these states specifically so that they can open their schools in places that enable greater financial accessibility and encourage choice and variety. Jack Johnson Pannell is one example. The founder of a public charter school for boys in Baltimore, Maryland, that primarily serves low‑income students of color, Jack grew discouraged that the experimentation that defined the early charter school movement in the 1990s steadily disappeared, replaced by an emphasis on standardization and testing that can make many—but certainly not all—of today’s charter schools indistinguishable from traditional public schools. He saw in the choice‑enabled microschooling movement the opportunity for ingenuity and accessibility that was a hallmark of the charter sector’s infancy. In 2023, Jack moved to Phoenix, Arizona, to launch Trinity Arch Preparatory School for Boys, a middle school microschool that families are able to access through Arizona’s universal school choice policies. 

    Trend #4: The advent of new technologies and AI

    New technologies are also accelerating the rise of innovative educational models, while making it harder to ignore the inadequacies of one‑size‑fits‑all schooling. The ability to differentiate learning, personalizing it to each student’s present competency level and preferred learning style, has never been easier or more straightforward. It no longer makes sense to say that all second graders or all seventh graders should be doing the same thing, at the same time, in the same way—and failing them if they don’t measure up. 

    Emerging and maturing technologies help prioritize students over schools and systems, but the widespread introduction of artificial intelligence (AI) tools, and bots like ChatGPT, will hasten this repositioning. New AI bots can act as personal tutors for students, helping them navigate through their set curriculum. The real promise, according to founders focused more on agency‑ based or learner‑directed education, is for AI tools to work for the students themselves, helping them to control their own curriculum.

    “We don’t have a set pathway for our learners. It’s personalized,” said Tobin Slaven, cofounder of Acton Academy Fort Lauderdale, which he launched with his wife Martina in 2021. Part of the global Acton Academy microschool network, Tobin’s school prioritizes student‑driven education in which young people set and achieve individual goals in both academic and nonacademic areas, participate in frequent Socratic group discussions, engage in collaborative problem‑solving and shared decision‑making, and embark on their own “hero’s journey” of personal discovery and achievement. 

    When we spoke in 2024, Tobin had recently founded an educational technology startup building AI companion tools that act as a personal tutor, life coach, and mentor all in one. He sees AI tools like his as being instrumental in helping learners have more independence and autonomy over their learning. Rather than AI bots guiding a student through a pre‑established curriculum, Tobin thinks the truly transformative potential of AI lies in tools that help students lead their own learning—answering their own questions and pursuing their own academic and nonacademic goals.

    “When I hear the visions of some other folks in the education space, their visions are very different from mine,” Tobin said, referring to many of today’s emerging AI‑enabled educational technologies. He offered the example of a device known as a jig, used often in carpentry, to further illustrate his point. “The jig tells you exactly where the curves should be, where the cut should be. It’s like a template. The template that most of the AI folks are using is traditional education. It was broken from the start. It’s a bad jig,” Tobin said.

    Instead, he sees the potential of AI to help reimagine education rather than reinforce a top‑down, traditional model. He is helping to create a new and better educational jig.

    Trend #­ 5: Openness to new institutions

    The final trend that is merging with the others to transform American education is the shift away from established institutions toward newer, more decentralized ones. Some of this is undoubtedly due to emerging technologies that can disrupt entrenched power structures and lead to greater awareness of, and openness to, new ideas, but the trend goes beyond technology. Annual polling by Gallup reveals that Americans’ confidence in a variety of institutions has fallen, with their confidence in public schools at a historic low. Only 26 percent of survey respondents in 2023 indicated that they had a “Great deal/Quite a lot” of confidence in that institution. The good news is that confidence in small business remains high, topping Gallup’s list with 65 percent of Americans expressing a “Great deal/Quite a lot” of confidence in that institution in 2023. The falling favor of public schools occurring at the same time that small businesses continue to be well‑liked creates ideal conditions for today’s education entrepreneurs. Families who are dissatisfied with public schooling may be much more interested in a small school or space operating or opening within their community. 

    For another signal of the shift away from older, more centralized institutions toward newer, more customized options, look at what the Wall Street Journal calls the “power shift underway in the entertainment industry,” as YouTube increasingly draws viewers away from traditional television networks. Individual YouTube content creators, such as the world’s top YouTuber, MrBeast, who has some 300 million subscribers, appeal to more viewers than the legacy media networks with their more curated content. New content creators are particularly attractive to younger generational cohorts like Gen Z, who prefer decentralized, user‑generated content over traditional, top‑ down media models. Consumers today are looking for more modern, responsive, personalized products and services, especially those being developed by individual entrepreneurs who bear little resemblance to legacy institutions. This is as true in education as it is in entertainment and will be an ongoing, indefinite, and transformational trend in both sectors.

    Shortly before completing this manuscript, I spoke again at the annual AERO conference, this time in Minneapolis. Gone was my measured optimism of 2019. In its place was a mountain of evidence showing how popular alternative education models have become since 2020, and how steadily that popularity continues to grow. This isn’t a pandemic- era fad or an educational niche destined for the edges. This is a diverse, decentralized, choice‑filled entrepreneurial movement that is shifting American education from standardization and stagnation toward individualization and innovation.

    We are only at the very early stages of a fundamental change in how, where, what, and with whom young people learn. Over the next decade, homeschooling and microschooling numbers will continue to grow, work flexibility will trigger greater demand for schooling flexibility, expanding education choice policies will make creative schooling options more accessible to all, AI and emerging technologies will help create a new “educational jig” fit for the innovation era, and declining confidence in old institutions will enable fresh ones to arise. The future of learning is brighter than ever. Families and founders are finding freedom, happiness, and success beyond conventional schooling, inspiring the growth of today’s joyful learning models and the invention of new ones yet to be imagined.


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  • Trump Administration’s Higher Education Policies Drive Sharp Decline in College Graduate Support

    Trump Administration’s Higher Education Policies Drive Sharp Decline in College Graduate Support

    The Trump administration’s aggressive stance toward higher education institutions is contributing to a precipitous drop in support among college-educated voters, with new polling data revealing the president’s approval rating among graduates has fallen to historic lows.

    President Donald J. TrumpAccording to Gallup polling, Trump’s approval rating among college graduates plummeted from 34% in June to just 28% by August, with disapproval climbing to 70%. This represents a concerning trend for Republicans as they look toward the 2026 midterm elections, particularly given the growing influence of college-educated voters in key suburban swing districts.

    The administration’s education policies have taken aim at what Trump characterizes as liberal bias and antisemitism on college campuses. Harvard University has faced the most severe federal intervention, with the White House canceling approximately $100 million in federal contracts and freezing $3.2 billion in research funding. The administration has also moved to block international student enrollment and threatened to revoke the institution’s tax-exempt status while demanding sweeping reforms to admissions processes and curricular oversight.

    Similar measures have been enacted against Columbia University, the University of Pennsylvania, and Cornell University over issues ranging from pro-Palestinian campus activism to policies regarding transgender athletes in women’s sports. Harvard officials have characterized these interventions as an unprecedented assault on academic freedom and institutional autonomy.

    The crackdown has generated significant campus unrest and drawn comparisons to Cold War-era loyalty investigations, raising questions about the federal government’s appropriate role in higher education governance.

    The polling data reflects broader dissatisfaction with the administration’s educational approach. Only 26% of college graduates approve of Trump’s handling of education policy, while 71% disapprove. A separate AP-NORC survey from May found that 56% of Americans nationwide disapprove of the president’s higher education agenda.

    However, the policies resonate strongly within Trump’s Republican base, with roughly 80% of Republicans approving his higher education approach—a higher approval rate than his economic policies garner. About 60% of Republicans express significant concern about perceived liberal bias on college campuses, aligning with the administration’s framing of universities as ideologically compromised institutions.

    The Republican coalition shows some internal division on enforcement mechanisms, with approximately half supporting federal funding cuts for non-compliant institutions while a quarter oppose such measures and another quarter remain undecided.

    While political controversies dominate headlines, economic concerns remain the primary driver of public opinion on higher education. Sixty percent of Americans express deep concern about college costs, a bipartisan worry that transcends ideological divisions around campus politics.

    Current data from the College Board and Bankrate show average annual costs of $29,910 for in-state public university students, $49,080 for out-of-state students, and approximately $61,990 for private nonprofit institutions when including room, board, and additional expenses. Financial aid reduces these figures to average net prices of $20,800 at public universities and $36,150 at private colleges.

    These costs reflect decades of sustained increases. EducationData.org reports that public in-state college costs have risen from $2,489 in 1963 to $89,556 in 2022-23 (adjusted for inflation). Over the past decade alone, in-state public tuition has increased by nearly 58%, while out-of-state and private tuition have risen by 30% and 27% respectively.

    The economic pressures extend beyond college costs to post-graduation employment prospects. While overall unemployment among adults with bachelor’s degrees remains low at 2.3%, recent graduates face significant challenges. Bureau of Labor Statistics data shows that only 69.6% of bachelor’s degree recipients aged 20-29 were employed in late 2024, with unemployment among 23-27-year-olds reaching nearly 6%—substantially above the 4.2% national average.

    These employment difficulties contribute to broader economic anxiety, with 39% of college graduates describing national economic conditions as “poor” and 64% reporting job search struggles.

    The confluence of political and economic pressures creates a challenging landscape for Republicans heading into the 2026 midterms. College-educated voters represent a growing and increasingly decisive demographic, particularly in suburban areas that often determine control of swing seats.

     

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  • 5 ways to infuse AI into your classroom this school year

    5 ways to infuse AI into your classroom this school year

    Key points:

    As artificial intelligence (AI) continues to reshape the educational landscape, teachers have a unique opportunity to model how to use it responsibly, creatively, and strategically.

    Rather than viewing AI as a threat or distraction, we can reframe it as a tool for empowerment and efficiency–one that allows us to meet student needs in more personalized, inclusive, and imaginative ways. Whether you’re an AI beginner or already experimenting with generative tools, here are five ways to infuse AI into your classroom this school year:

    1. Co-plan lessons with an AI assistant

    AI platforms like ChatGPT, Eduaide.ai, and MagicSchool.ai can generate lesson frameworks aligned to standards, differentiate tasks for diverse learners, and offer fresh ideas for student engagement. Teachers can even co-create activities with students by prompting AI together in real time.

    Try this: Ask your AI assistant to create a standards-aligned lesson that includes a formative check and a scaffold for ELLs–then adjust to your style and class needs.

    2. Personalize feedback without the time drain

    AI can streamline your feedback process by suggesting draft comments on student work based on rubrics you provide. This is particularly helpful for writing-intensive courses or project-based learning.

    Ethical reminder: Always review and personalize AI-generated feedback to maintain professional judgment and student trust.

    3. Support multilingual learners in real time

    AI tools like Google Translate, Microsoft Immersive Reader, and Read&Write can help bridge language gaps by offering simplified texts, translated materials, and visual vocabulary support.

    Even better: Teach students to use these tools independently to foster agency and access.

    4. Teach AI literacy as a 21st-century skill

    Students are already using AI–let’s teach them to use it well. Dedicate time to discuss how AI works, how to prompt effectively, and how to critically evaluate its outputs for bias, credibility, and accuracy.

    Try this mini-lesson: “3 Prompts, 3 Results.” Have students input the same research question into three AI tools and compare the results for depth, accuracy, and tone.

    5. Automate the tedious–refocus on relationships

    From generating rubrics and newsletters to drafting permission slips and analyzing formative assessment data, AI can reduce the clerical load. This frees up your most valuable resource: time.

    Pro tip: Use AI to pre-write behavior plans, follow-up emails, or even lesson exit ticket summaries.

    The future of AI

    AI won’t replace teachers–but teachers who learn how to use AI thoughtfully may find themselves with more energy, better tools, and deeper student engagement than ever before. As the school year begins, let’s lead by example and embrace AI not as a shortcut, but as a catalyst for growth.

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  • College president fears that federal education cuts will derail the promise of student parents, student military veterans and first-gen students

    College president fears that federal education cuts will derail the promise of student parents, student military veterans and first-gen students

    As a college president, I see the promise of higher education fulfilled every day. Many students at my institution, Whittier College, are the first in their families to attend a university. Some are parents or military veterans who have already served in the workforce and are returning to school to gain new skills, widen their perspectives and improve their job prospects.  

    These students are the future of our communities. We will rely on them to fill critical roles in health care, education, science, entrepreneurship and public service. They are also the students who stand to lose the most under the proposed fiscal year 2026 federal budget, and those who were already bracing for impact from the “One Big Beautiful Bill” cuts, including to the health care coverage many of them count on. 

    The drive with which these extraordinary students — both traditionally college-aged and older — pursue their degrees, often while juggling caregiving commitments or other responsibilities, never fails to inspire me.  

    Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter. 

    We do not yet know the precise contours of the spending provisions Congress will consider once funding from a continuing resolution expires at the end of September. Yet we expect they will take their cues from the president’s proposed budget, which slashes support for students and parents and especially hammers those already struggling to improve their lives by earning a college degree, with cuts to education, health and housing that could take effect as early as October 1.  

    That budget would mean lowering the maximum Pell Grant award from $7,395 to $5,710, reversing a decade of progress. For the nearly half of Whittier students who received Pell Grants last year, this rollback would profoundly jeopardize their chances of finishing school. 

    So would the proposal to severely restrict Federal Work-Study, which supports a third of Whittier students according to our most recent internal analysis, and to eliminate the Supplemental Educational Opportunity Grant, which more than 16 percent of our student body relies upon. In addition, this budget would impose a cap on Direct PLUS Loans for Parents, which would impact roughly 60 percent of our parent borrowers. It would also do away with the Direct PLUS Loans for Graduates program.  

    These programs are lifelines, not just for our students but for students all across the country. They fuel social mobility and prosperity by making education a force for advancement through personal work ethic rather than a way to rack up debt. 

    If enacted, these proposed cuts would gut the support system that has enabled millions of low-income students to earn a college degree.  

    Higher education is a bridge. To cross it and achieve their full potential, students from all walks of life must have access to the support and resources colleges provide, whether through partnerships with local high schools or with professional gateway programs in engineering, accounting, business, nursing, physical therapy and more. Yet, to access these invaluable programs, they must be enrolled. How will they reach such heights if they suddenly can’t afford to advance their studies? 

    The harm I’ve described doesn’t stop with cuts to financial aid, loans and services. Proposed reductions also target research funding for NASA, NIH and the National Science Foundation. One frozen NASA grant has already led to the loss of paid student research fellowships at Whittier, a setback not just in dollars but in momentum for students building real-world skills, networks and résumés.  

    These research opportunities often enable talented first-generation students to connect their classroom learning to career pathways, opening the door to graduate school, lab technician roles and futures in STEM fields. We’ve seen how federal funding has supported student projects in everything from climate data analysis to environmental health.  

    Stripping away support for hands-on research undermines the federal government’s own calls for colleges like ours to better prepare students for the workforce by dismantling the very mechanisms that make such preparation possible. 

    Related: These federal programs help low-income students get to and through college. Trump wants to pull the funding 

    It’s particularly disheartening that these changes will disproportionately hurt those students who are working the hardest to achieve their objectives, who have done everything right and have the most to lose from this lack of investment in the future.  

    The preservation and strengthening of Pell, Work-Study, Supplemental Educational Opportunity grants and federal loan programs is not a partisan issue. It is a moral and economic imperative for a nation that has long been proud to be a land of opportunity.  

    Let’s build a system for strivers that opens doors instead of slamming them shut.  

    Let’s recommit to higher education as a public good. Today’s students are willing to work hard to deserve our continuing belief in them.  

    Kristine E. Dillon is the president of Whittier College in California. 

    Contact the opinion editor at [email protected]. 

    This story about education cuts was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter. 

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • Enhancing higher education governance will require agility and accountability

    Enhancing higher education governance will require agility and accountability

    Today Advance HE is publishing Shaping the future of HE governance, the findings of our “big conversation” on higher education governance.

    The report draws from wide-ranging engagement with governors, chairs, institutional leaders, board secretaries and others, conducted in partnership with the Committee of University Chairs (CUC), Association of Heads of University Administration (AHUA), Universities UK, GuildHE and Independent HE. The research examined the effectiveness of current governance arrangements, considered good practice from other sectors and identified what needs to improve or change.

    The big conversation explored the diversity of provider types, missions and individual contexts across UK higher education. Diversity and differences exist in governance arrangements, and this is appropriate to reflect the diversity of missions and scales which need differing governance arrangements.

    The findings from this research will feed into the CUC’s current review of higher education governance, of which I’m a steering group member. I will also share the findings with the Office for Students and Department for Education – both are showing a growing interest in how higher education institutions are governed.

    Here are some of the factors that should be priorities when considering governance reform.

    A question of culture

    At the heart of good governance is culture – and this should be central to efforts to enhance governance. The research found that culture is the biggest factor in determining the difference between a highly effective and a less effective board.

    This can be hard to measure, takes time to get right, and is a constant work in progress. This includes the culture of getting the right balance of challenge and support – and where the right level of information is supplied to governors, but equally where governors themselves have a sufficient degree of expertise and curiosity to ask the right questions and know when to probe and challenge.

    The right culture requires a sophisticated relationship between executive and board and specifically the head of institution, the chair and the secretary to the board. An open relationship, with no surprises, and a healthy tension of constructive challenge. Clear schemes of delegated authority, clarifying the difference between accountability and responsibility, can help to support this.

    As the context and issues change, higher education governance also needs to adapt to meet new challenges.

    Just because governance arrangements were suitable and effective in the past shouldn’t lead to the conclusion that no change is needed. There are examples of excellent practice in the sector. There are also weaknesses which should be the focus for improvement. It is necessary for institutions to regularly review, evolve and improve their governance arrangements.

    Agility and accountability

    To meet current challenges, agility is needed to support effective transformation and change. How can governing bodies be supported to get the right balance between the speed of decision-making and ensuring good governance oversight? Is the size and composition of the governing body helping or hindering effective decision-making?

    Consideration should be given to what can be done to maximise the time that governing bodies spend on discussion of strategy, strategic issues and oversight of major risk – and minimise time spent on processing bureaucracy. This may require ruthlessness about focussing on matters which are strategic, a regulatory or statutory requirement or of material significance (financially, reputationally, or otherwise). If an item does not meet these three tests, there should be challenge as to why it is taking up board time.

    The quality of strategic decision making can be enhanced by ensuring that the board contributes to formative thinking, giving governors the opportunity to challenge and scrutinise effectively, ensuring time to properly examine information to allow for evidence-based decisions in the context of the strategy.

    Are there examples – perhaps from other sectors – that can better enable governing bodies to support change, effectively balancing the need to manage risk with the desire to be agile, innovative and entrepreneurial?

    Institutions should also consider how they can better communicate their governance story – openly and creatively – to staff, students, partners and the public. There’s an opportunity to demonstrating how institutions are governed in the public interest. This can include more proactive and transparent approaches to showing adherence to codes and compliance to regulations.

    A developing story

    Given the risks (financial, international) and changes (digital, regulatory) facing the sector it has never been more important to support governors appropriately – and this should include proactively identifying and supporting development opportunities.

    This could include both HE-specific regulatory issues and learning about good governance best practice from other sectors. Beyond initial governor induction, institutions should support continuous professional development for non-executive board members throughout terms of service and ensure structured training opportunities for governance support professionals.

    The insights from our big conversation will provide a foundation and stimulus for meaningful change and continuous improvement in HE sector governance. The priorities identified will shape how Advance HE evolves its approach to governance support, board effectiveness reviews and development programmes.

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  • Veronica Alvarez’s Journey in Arts Education – The 74

    Veronica Alvarez’s Journey in Arts Education – The 74


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    Veronica Alvarez was 4 when her family came to the U.S. from Cotija in Michoacán, Mexico, a small town famed for its cheese. Her father picked avocados amid the scorching heat in the San Fernando Valley, while her mother cleaned houses. One of nine children, she learned how to scrimp and save, how to work hard and how to dream big.

    “We were so poor, I knew not to ask for much,” said Alvarez, 52, now executive director of Los Angeles-based Create CA, one of the state’s leading arts education advocacy organizations. “Looking back on those years now, I don’t know how my parents did it. I have a white-color job and two sons, and I can barely afford it.”

    Her sunny disposition belies a steely resolve. She remembers well the sting of being an undocumented immigrant in the age of Gov. Pete Wilson, an era when some felt ashamed to even speak Spanish in public. She brings that fire to her arts education mission. 

    “I believe access to the arts is a social justice issue,” as she puts it.

    “Unfortunately, students that have the most need do not get equal access and opportunities.”

    Her chops as a fighter, someone who doesn’t give up on a cause, are part of what makes her special, arts advocates say.

    “Veronica is an inspiring and dedicated arts education advocate and leader,” said Merryl Goldberg, a veteran music and arts professor at Cal State San Marcos, who also serves on the Create CA board. “Her commitment to equity and lifting student voices is front and center.”

    Alvarez didn’t become fluent in English until about the fourth grade, but she instinctively understood that education was the key to escaping poverty. 

    Education was my path out of poverty. That was always my thing. I loved school.

    Veronica Alvarez

    The only one in her family to graduate from high school, for her, school was always a matter of sink or swim. She chose to dive deep. She paid her way through college working at Chuck E. Cheese, where she honed her chops in engaging children.

    “I’ve always been pretty driven,” said Alvarez, a mother of two boys with a doctorate in education and a master’s in ancient history. “Education was my path out of poverty. That was always my thing. I loved school.”

    She also loved to walk to the library. It conjured an oasis of calm amid her raucous household.

    “I’d come home with bags of books and sit in a corner to read and immerse myself in the world created by the author,” she remembers. “That love of reading has lasted to this day.”

    At first, she wanted to be an artist, but her fourth grade teacher said she lacked talent. 

    “I loved making art as a child,” said Alvarez. “But I had always been taught to respect your elders. I didn’t think it was my place to question it.”

    So, she stopped trying to make art, channeling her drive into academics. Determined to graduate early, she took every AP class she could in high school and found her happy place in art history. A self-professed nerd, she always felt drawn to the world of books and ideas.

    “To be able to sit and read and learn always seemed like a luxury to me,” she said. 

    As a child, she was first entranced by Caravaggio and Bernini, and later became beguiled by the works of Frida Kahlo and Graciela Iturbide. 

    Making sure everyone can participate in the arts is what drives Veronica Alvarez, now head of Create CA. (Courtesy of Veronica Alvarez)

    “I loved Bernini’s ‘David’ because of his teeth biting his lip; he looked vulnerable and intense — along with the fact that he was mid-motion as he threw the rock at Goliath,” she remembers. “The ‘Barberini Faun’ made me blush. A big piece of marble made me blush.”

    She’s a full-fledged museum addict and a politics junkie with a passion for the place of women in antiquity, particularly Greek and Roman history. That expertise is what led her to the Getty Museum, where she helped launch the Getty Villa. 

    “My parents would’ve never dreamed of taking us to museums; that was not a place for us,” said Alvarez, who later became the director of school and teacher programs at the Los Angeles County Museum of Art. “My passion has always been about access and equity, making a place for everyone.”

    While at the Getty, she worked on an English learners program with migrant workers who often start work at 4 a.m., which means language classes happened at all hours of the day and night. It was a struggle to convey the meanings of words until she landed on using the visual realm. 

    “When you learn a new language, you learn ‘manzana’ means apple, and then you see a picture of an apple,” she recalls. “I thought, why don’t we use Cézanne’s ‘Still Life with Apples’? And the conversations suddenly got so much more interesting. We got the students to really engage, centered around the artwork.” 

    That obsession with making sure everyone, not just the lucky few, can feel the transformative power of the arts is why she feels right at home at Create CA, which has been helping schools navigate the rules around Proposition 28, the state’s arts education mandate. 

    The organization has long fought for expanding access to arts education and helped advocate for arts educators and teaching artists in the classroom. One of the biggest challenges facing the organization now is making sure Prop. 28 funds are spent as they were intended, as well as pushing for more funding.

    “With the passage of Prop. 28 and dedicated funds for arts education, people may think we have solved arts education,” she said. “However, while a billion dollars may sound like a lot of money, we have 6 million students in CA. When we parcel out what that means to individual school districts, especially in rural areas, sometimes the funds aren’t sufficient to hire one art teacher.”

    Alvarez is known for her poise and her ability to keep the peace amid intense personalities.

    “I’ve been struck by her powerfully calm demeanor and her openness to advocacy as a ground-up endeavor versus a top-down activity,” said Goldberg. “Being an arts leader can be challenging in so much as there are many voices in the mix and they don’t all agree.”

    Alvarez has the polish to be diplomatic in a deeply divided world, partly because she puts the cause first. 

    “She brings a worldly and positive energy to the discussions, and she strikes me as very much always in the problem-solving and equity-centered mode,” said Letty Kraus, director of the California County Superintendents Statewide Arts Initiative. “I also have experienced her as hands-on, participatory, and collegial in her approach.” 

    For Alvarez, art is the tether that connects us to our shared human heritage. It’s a bridge to the past that all should be encouraged to cross. 

    “Human beings are unique,” she said. “Out of all the animals, we have the ability to create art, to connect across time and culture. That’s why I love the arts so much. The craftsmanship of the human hand, the human eye, is so important to me.”

    As an educator, the elusive nature of cognition — why the human mind absorbs some concepts while discarding others — also fascinates her. 

    “To me, what you have to teach is the love of learning,” she said. “How does the mind retain information? It’s all about making connections. You learn something in history, and then you apply it in English. It’s about providing the full context; that’s how you retain information.”

    If something truly moves us, she suggests, we may remember it forever. That’s why the arts can push us to transcend boundaries and grasp universal truths. 

    “The arts are essential to students’ creativity,” she said. “When students can’t access the traditional curriculum, the arts allow them to express themselves, their feelings, and tell their stories. The arts are essential to our well-being.” 


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  • CUNY Plans to Buy Manhattan Campus

    CUNY Plans to Buy Manhattan Campus

    Funds from the sale of the campus will pay off a portion of MCNY’s $67.4 million outstanding debt.

    Cash-strapped Metropolitan College of New York is planning to sell its Manhattan campus to the City University of New York for $40 million, a regulatory filing first reported by Bloomberg shows.

    The two institutions signed a letter of intent on Monday, according to the regulatory filing, which notes that proceeds will be used to pay off a portion of MCNY’s $67.4 million outstanding debt. 

    MCNY agreed to sell the site last year as part of a forbearance agreement with bondholders.

    Metropolitan College of New York has struggled to keep up with debt in recent years and failed to maintain the agreed-upon ratio of liquid assets, according to a regulatory filing from July. The small college enrolled fewer than 500 students, according to the latest state data, and posted a deficit of more than $7 million in fiscal year 2023, publicly available financial data shows.

    CUNY is purchasing 101,542 square feet across three floors in the shared building, which officials told Bloomberg they intend to use as a temporary site for the Hunter-Bellevue School of Nursing amid ongoing construction projects. The sale will require approval from bondholders as well as Metropolitan College’s accreditor, the Middle States Commission on Higher Education.

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