Tag: Funding

  • Trump cuts could expose student data to cyber threats

    Trump cuts could expose student data to cyber threats

    When hackers hit a school district, they can expose Social Security numbers, home addresses, and even disability and disciplinary records. Now, cybersecurity advocates warn that the Trump administration’s budget and personnel cuts, along with rule changes, are stripping away key defenses that schools need.

    “Cyberattacks on schools are escalating and just when we need federal support the most, it’s being pulled away,” said Keith Krueger, chief executive officer of the Consortium for School Networking, an association of technology officials in K-12 schools. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    The stakes are high. Schools are a top target in ransomware attacks, and cyber criminals have sometimes succeeded in shutting down whole school districts. The largest such incident occurred in December, when hackers stole personal student and teacher data from PowerSchool, a company that runs student information systems and stores report cards. The theft included data from more than 60 million students and almost 10 million teachers. PowerSchool paid an undisclosed ransom, but the criminals didn’t stop. Now, in a second round of extortion, the same cyber criminals are demanding ransoms from school districts.  

    The federal government has been stepping up efforts to help schools, particularly since a 2022 cyberattack on the Los Angeles Unified School District, the nation’s second-largest. Now this urgently needed assistance is under threat. 

    Warning service

    Of chief concern is a cybersecurity service known as MS-ISAC, which stands for Multi-State Information Sharing and Analysis Center. It warns more than 5,700 schools around the country that have signed up for the service about malware and other threats and recommends security patches. This technical service is free to schools, but is funded by an annual congressional appropriation of $27 million through the Cybersecurity and Infrastructure Security Agency (CISA), an agency within the Department of Homeland Security.

    On March 6, the Trump administration announced a $10 million funding cut as part of broader budget and staffing cuts throughout CISA. That was ultimately negotiated down to $8.3 million, but the service still lost more than half of its remaining $15.7 budget for the year. The non-profit organization that runs it, the Center for Internet Services, is digging into its reserves to keep it operating. But those funds are expected to run out in the coming weeks, and it is unclear how the service will continue operating without charging user fees to schools. 

    “Many districts don’t have the budget or resources to do this themselves, so not having access to the no cost services we offer is a big issue,” said Kelly Lynch Wyland, a spokeswoman for the Center for Internet Services.  

    Sharing threat information

    Another concern is the effective disbanding of the Government Coordinating Council, which helps schools address ransomware attacks and other threats through policy advice, including how to respond to ransom requests, whom to inform when an attack happens and good practices for preventing attacks. This coordinating council was formed only a year ago by the Department of Education and CISA. It brings together 13 nonprofit school organizations representing superintendents, state education leaders, technology officers and others. The council met frequently after the PowerSchool data breach to share information. 

    Now, amid the second round of extortions, school leaders have not been able to meet because of a change in rules governing open meetings. The group was originally exempt from meeting publicly because it was discussing critical infrastructure threats. But the Department of Homeland Security, under the Trump administration, reinstated open meeting rules for certain advisory committees, including this one. That makes it difficult to speak frankly about efforts to thwart criminal activity.

    Non-governmental organizations are working to resurrect the council, but it would be in a diminished form without government participation.

    “The FBI really comes in when there’s been an incident to find out who did it, and they have advice on whether you should pay or not pay your ransom,” said Krueger of the school network consortium. 

    A federal role

    A third concern is the elimination in March of the education Department’s Office of Educational Technology. This seven-person office dealt with education technology policies — including cybersecurity. It issued cybersecurity guidance to schools and held webinars and meetings to explain how schools could improve and shore up their defenses. It also ran a biweekly meeting to talk about K-12 cybersecurity across the Education Department, including offices that serve students with disabilities and English learners. 

    Eliminating this office has hampered efforts to decide which security controls, such as encryption or multi-factor authentication, should be in educational software and student information systems. 

    Many educators worry that without this federal coordination, student privacy is at risk. “My biggest concern is all the data that’s up in the cloud,” said Steve Smith, the founder of the Student Data Privacy Consortium and the former chief information officer for Cambridge Public Schools in Massachusetts. “Probably 80 to 90 percent of student data isn’t on school-district controlled services. It’s being shared with ed tech providers and hosted on their information systems.”

    Security controls

    “How do we ensure that those third-party providers are providing adequate security against breaches and cyber attacks?” said Smith. “The office of ed tech was trying to bring people together to move toward an agreed upon national standard. They weren’t going to mandate a data standard, but there were efforts to bring people together and start having conversations about the expected minimum controls.”

    That federal effort ended, Smith said, with the new administration. But his consortium is still working on it. 

    In an era when policymakers are seeking to decrease the federal government’s involvement in education, arguing for a centralized, federal role may not be popular. But there’s long been a federal role for student data privacy, including making sure that school employees don’t mishandle and accidentally expose students’ personal information. The Family Educational Rights and Privacy Act, commonly known as FERPA, protects student data. The Education Department continues to provide technical assistance to schools to comply with this law. Advocates for school cybersecurity say that the same assistance is needed to help schools prevent and defend against cyber crimes.

    “We don’t expect every town to stand up their own army to protect themselves against China or Russia,” said Michael Klein, senior director for preparedness and response at the Institute for Security and Technology, a nonpartisan think tank. Klein was a senior advisor for cybersecurity in the Education Department during the previous administration. “In the same way, I don’t think we should expect every school district to stand up their own cyber-defense army to protect themselves against ransomware attacks from major criminal groups.” 

    And it’s not financially practical. According to the school network consortium only a third of school districts have a full-time employee or the equivalent dedicated to cybersecurity. 

    Budget storms ahead

    Some federal programs to help schools with cybersecurity are still running. The Federal Communications Commission launched a $200 million pilot program to support cybersecurity efforts by schools and libraries. FEMA funds cybersecurity for state and local governments, which includes public schools. Through these funds, schools can obtain phishing training and malware detection. But with budget battles ahead, many educators fear these programs could also be cut. 

    Perhaps the biggest risk is the end to the entire E-Rate program that helps schools pay for the internet access. The Supreme Court is slated to decide this term on whether the funding structure is an unconstitutional tax.

    “If that money goes away, they’re going to have to pull money from somewhere,” said Smith of the Student Data Privacy Consortium. “They’re going to try to preserve teaching and learning, as they should.  Cybersecurity budgets are things that are probably more likely to get cut.

    “It’s taken a long time to get to the point where we see privacy and cybersecurity as critical pieces,” Smith said. “I would hate for us to go back a few years and not be giving them the attention they should.”

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about student cybersecurity was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    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.

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  • USDA Canceled Funding to Help Source Produce for Schools – The 74

    USDA Canceled Funding to Help Source Produce for Schools – The 74


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    In 2020 and 2021, the COVID pandemic exposed weaknesses in the United States’ supply chain for key items in American households.

    The Biden administration spent millions of dollars through the U.S. Department of Agriculture on new programs that helped farmers sell their produce to local schools, create produce boxes for households and provide more direct food access to their communities.

    The Local Food Purchase Assistance (LFPA) and Local Food for Schools (LFS) programs provided incentives for schools and community organizations to buy food from local farmers. They allowed states to create contracts with farmers so schools could purchase their foods and gave farmers the promise of a guaranteed sale when harvest time arrived.

    Now, with rocky trade partnerships and tariffs looming, President Donald Trump’s administration has slashed the remaining money for the programs, leaving farmers across the country heading into their growing season unsure who will buy their produce.

    “We really figured out how to get local farm product into community spaces under LFS and LFPA,” said Thomas Smith, the chief business officer at the Kansas City Food Hub, a cooperative of farmers near the Kansas City area. “We were making our whole organization around meeting those new needs, because we believe in the government’s promise that they believe in local food.”

    The Trump administration canceled about $660 million in funding for the programs that was to be paid out over the next few years. Through the programs so far, USDA has paid out more than $900 million to states and other recipients.

    KC Food Hub took on the challenge of helping farmers, school districts and the Missouri Department of Elementary and Secondary Education work together to streamline the processes under the Biden-era programs. It was almost an instant success.

    In 2024, the cooperative brokered more than $500,000 in sales for small farmers in the Kansas City region — more than the group had seen in its first five years of operation.

    KC Food Hub hoped that the new partnerships would continue putting money back into farmers’ pockets and was aiming for over $1 million in sales for the farmers they represent. Now, they’re huddling with school districts across Kansas and Missouri to try and keep some of the contracts alive in the absence of the federal money.

    How purchasing agreements relieve stress for small farmers

    The local food programs were an extra pillar of support for small farmers across the country.

    USDA data show that since 1980, the number of farms across the U.S. has decreased from about 2.5 million to 1.88 million in 2024. Part of that struggle, Smith said, is like many small-business owners, farmers are forced to take on many different roles.

    “What they really want to be doing is farming, knowing their soil, knowing their land,” Smith said. “But because there is no distributor like the Food Hub in most communities, they have to be business people, too. They have to be in the board meetings, meetings with school administrators. And that just puts so much stress onto the food system.”

    Over the years, as small farms have dwindled and larger operations have consolidated agricultural production in the United States, the middle market and distributors like the Food Hub have phased out.

    When it comes to large-scale distributors, there are plenty of places a farmer could turn to sell their products. But the return for that farmer when selling to a large distributor is much lower.

    “You get pennies on the dollar,” Smith said. “No respect to your work, no respect for your worth.”

    There are other USDA programs that dedicate money to states through their nutrition assistance programs and set aside funds for seniors and low-income families to buy produce from local farmers.

    Studies show ripple effects through local economies when higher quantities of local food are purchased. A 2010 study found that for every dollar spent on local food products, there is between 32 cents and 90 cents in additional local economic activity.

    For Mike Pearl, a legacy farmer in Parkville, the programs pushed him to expand faster than he’d planned. Now, without the guarantee of those contracts, he’s scaling back his production plan for the year.

    “If you think about it, it was an early game changer,” Pearl said. “We were able to, for the first

    time … grow on a contracted basis for a fair price for the farmer, in a way that we never would have been able to do before.”

    That encouraged Pearl to increase production and begin making upgrades before he felt completely ready to do so, he told The Beacon. New equipment, growing more produce and hiring more staff were all side effects of the local food purchasing agreements.

    “I’m not sure that a lot of vegetable farmers were actually ready for it,” Pearl said. “I wasn’t prepared for it. But we made some changes to grow a bit more and do as much as we can on a short runway. We were set up for a perfect storm.”

    Anything extra Pearl produces will be donated, as his farm is one of the largest donors of food in the Kansas City area. But other farmers are left with questions about what will happen with their crops — and their revenue.

    It raises a question of trust that Maile Auterson has encountered throughout her life as a fourth-generation farmer in the Ozarks and the founder of Springfield Community Gardens, which facilitates local produce boxes and the LFS programs in the Springfield, Joplin and Rolla areas.

    “We promised the farmers,” Auterson said. “The biggest insult to us is that we cannot follow through on the promises we made to the farmers that we had made with that money.”

    The area her group serves was set to get $3 million in federal funds over the next three years. While Auterson is trying to fulfill some of those contracts, the trust that small farmers were building with the government through the program has been severed, she said.

    “We talked the farmers into participating and scaling up specifically for this program,” Auterson said. “Then when we can’t follow through, the government has done what they were afraid the government would do, which would be to not look out for the small farmer. It’s a terrible moral injury to all of us.”

    What’s next for small farmers and local food purchasers?

    Smith said the Food Hub is in talks with its participating school districts — including Lee’s Summit, Blue Springs and Shawnee Mission — to continue their purchasing agreements even without the federal funds.

    So far, even with the funding cancellation, 95% of 2024’s produce sales are set to be maintained through this year, Smith said.

    “As small farmers, they can’t meet the streamlined industrial agriculture price points, but we can come close,” said Katie Nixon, a farmer and the co-director of New Growth Food Systems, which is affiliated with the West Central Missouri Community Action Agency.

    “Our quality is usually a lot higher,” Nixon said. “Lettuce, for example, will last three weeks in the cooler, whereas lettuce coming from greenhouses in God knows where will last a week before they turn to mush.”

    The Blue Springs School District saw a 40% increase in the use of its cafeteria salad bars after switching to local produce, Smith said. And school districts often find less waste and more savings, despite the slightly higher price when purchasing the produce, Nixon said.

    Research shows that farm-to-school programs, like sourcing local produce and teaching kids about farming, resulted in students choosing healthier options in the cafeteria and eating more fruits and vegetables. Schools also saw an average 9% increase in students eating their meals from the school cafeteria when they participated in farm-to-school programming.

    During Trump’s most recent Cabinet meeting at the White House, Health and Human Services Secretary Robert F. Kenendy Jr. said the administration is planning a massive overhaul of the federal school meals program.

    “It’s going to be simple, it’s going to be user friendly. It is going to stress the simplicity of local foods, of whole foods and of healthy foods,” Kennedy said. “We’re going to make it easy for everyone to read and understand.”

    Auterson and Nixon feel that the cancellation of the program is retribution for those who benefited from policies and funds initiated during the Biden administration.

    “They’re hurting everyone,” Auterson said. “Everyone is suffering from them being retributional.”

    This article first appeared on Beacon: Missouri and is republished here under a Creative Commons Attribution-NoDerivatives 4.0 International License.


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  • Three-fourths of NSF funding cuts hit education

    Three-fourths of NSF funding cuts hit education

    The outlook for federal spending on education research continues to be grim. 

    That became clear last week with more cutbacks to education grants and mass firings at the National Science Foundation (NSF), the independent federal agency that supports both research and education in science, engineering and math.

    A fourth round of cutbacks took place on May 9. NSF observers were still trying to piece together the size and scope of this wave of destruction. A division focused on equity in education was eliminated and all its employees were fired. And the process for reviewing and approving future research grants was thrown into chaos with the elimination of division directors who were stripped of their powers.

    Meanwhile, there was more clarity surrounding a third round of cuts that took place a week earlier on May 2. That round terminated more than 330 grants, raising the total number of terminated grants to at least 1,379, according to Grant Watch, a new project launched to track the Trump administration’s termination of grants at scientific research agencies. All but two of the terminated grants in early May were in the education division, and mostly targeted efforts to promote equity by increasing the participation of women and Black and Hispanic students in STEM fields. The number of active grants by the Division of Equity for Excellence in STEM within the education directorate was slashed almost in half, from 902 research grants to 461.

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    Combined with two earlier rounds of NSF cuts at in April, education now accounts for more than half of the nearly 1,400 terminated grants and almost three-quarters of their $1 billion value. Those dollars will no longer flow to universities and research organizations. 

    Cuts to STEM education dominate NSF grant terminations

    Source: Grant Watch, May 7, 2025 https://grant-watch.us/nsf-summary-2025-05-07.html

    More than half the terminated grants…

    … and nearly three-quarters of their $1 billion value are in education 

    Data source: Grant Watch, May 7, 2025. Charts by Jill Barshay/The Hechinger Report

    The cuts are being felt across the nation. Grant Watch also created a map of the United States, showing that both red and blue states are losing federal research dollars. 

    Source: Grant Watch, May 7, 2025 

    It remains unclear exactly how NSF is choosing which grants to cancel and exactly who is making the decisions. Weekly waves of cuts began after the Department of Government Efficiency or DOGE entered NSF headquarters in mid April. Only 40 percent of the terminated grants were also in a database of 3,400 research grants compiled last year by Sen. Ted Cruz, a Texas Republican. Cruz characterized them as “questionable projects that promoted Diversity, Equity, and Inclusion (DEI) or advanced neo-Marxist class warfare propaganda.” Sixty percent were not on the Cruz list.

    Source: Grant Watch, May 7, 2025 

    Other NSF cuts also affect education. Earlier this year, NSF cut in half the number of new students that it would support through graduate school from 2,000 to 1,000. Universities are bracing to hear this summer if NSF will continue to support graduate students who are already a part of its graduate research fellowship program. 

    Related: Education research takes another hit in latest DOGE attack

    Developing story

    NSF watchers were still compiling a list of the research grants that were terminated on May 9, the date of the most recent fourth round of research cuts. It was unclear if any research grants to promote equity in STEM education remained active.

    The Division of Equity for Excellence in STEM, a unit of the Education Directorate, was “sunset,” according to a May 9 email sent to NSF employees and obtained by the Hechinger Report, and all of its employees were fired. According to the email, this “reduction in force” is slated to be completed by July 12. However, later on May 9, a federal judge in San Francisco temporarily blocked the Trump administration from implementing its “reduction in force” firings of federal employees at the NSF and 19 other agencies.

    Several congressionally mandated programs are housed within the eliminated equity division, including Louis Stokes Alliances for Minority Participation (LSAMP) and the Eddie Bernice Johnson initiative, which promotes STEM participation for students with disabilities.

    The process for reviewing and approving new grant awards was thrown into chaos with the elimination of all NSF division directors, a group of middle managers who were stripped of their powers on May 8. In addition, NSF slashed its ranks of its most senior executives and its visiting scientists, engineers and educators. That leaves many leadership positions at NSF uncertain, including the head of the entire education directorate.

    Legal update

    An initial hearing for a group of three legal cases by education researchers against the Department of Education is scheduled for May 16.  At the hearing, a federal judge in Washington, D.C., will hear arguments over whether the court should temporarily restore terminated research studies and data collections and bring back fired Education Department employees while it considers whether the Trump administration exceeded its executive authority. 

    A first hearing scheduled for May 9 was postponed. At the May 16 hearing, the court will hear two similar motions from two different cases: one filed by the Association for Education Finance and Policy (AEFP) and the Institute for Higher Education Policy (IHEP), and the other filed by National Academy of Education (NAEd) and the National Council on Measurement in Education (NCME). A third suit by the American Educational Research Association (AERA) and the Society for Research on Educational Effectiveness (SREE) was filed in federal court in Maryland and will not be part of the May 16 hearing.

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about NSF education cuts was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    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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  • 7 new and engaging virtual field trips

    7 new and engaging virtual field trips

    Key points:

    Virtual field trips have emerged as an engaging resource, offering students immersive experiences and allowing them to explore global landmarks, museums, and natural wonders without leaving their classrooms.​

    Virtual field trips connect students to places that, due to funding, geography, or other logistical challenges, they may not otherwise have a chance to visit or experience.

    These trips promote active engagement, critical thinking, and cater to diverse learning styles. For instance, students can virtually visit the Great Wall of China or delve into the depths of the ocean, fostering a deeper understanding of subjects ranging from history to science.

    If you’re looking for a new virtual field trip to bring to your classroom, here are a few to investigate:

    Giant Panda Cam at the Smithsonian National Zoo: Watch Bao Li and Qing Bao–the two new Giant Pandas at Smithsonian’s National Zoo–as they explore their indoor and outdoor habitats at the David M. Rubenstein Family Giant Panda Habitat. The Giant Panda Cam is live from 7 a.m. to 7 p.m. ET daily. After 7 p.m., the cam feed will switch to a pre-recorded view of the last 12 hours.  

    The Superpower of Story: A Virtual Field Trip to Warner Bros. Studios: Students will go behind the scenes on an exclusive virtual field trip to DC Comics headquarters at Warner Bros. Studios in Burbank, California!.They’ll step into the world of legendary superheroes and blockbuster films, uncovering the secrets of how stories evolve from bold ideas to iconic comics to jaw-dropping live-action spectacles on the big screen. Along the way, they’ll hear from the creative minds who shape the DC Universe and get an insider’s look at the magic that brings their favorite characters to life.

    Mount Vernon: Students can enter different buildings and click on highlighted items or areas for explanations about their significance or what they were used for.

    Arctic Adventures: Polar Bears at Play Virtual Field Trip: Do polar bears play? The LEGO Group’s sustainability team, Polar Bears International, and Discovery Education travel to Churchill Manitoba and the Polar Frontier habitat at the Columbus Zoo and Aquarium in search of polar bears at play. Students will meet polar bears and play experts and uncover how arctic animals use play to learn just like humans, while inspiring students to use their voice to change their planet for the better.

    The Manhattan Project: Join The National WWII Museum for a cross-country virtual expedition to discover the science, sites, and stories of the creation of the atomic bomb. Student reporters examine the revolutionary science of nuclear energy in the Museum’s exhibits and the race to produce an atomic weapon in complete secrecy. 

    The Anne Frank House in VR: Explore the hiding place of Anne Frank and her family in virtual reality using the Anne Frank House VR app. The app provides a very special view into the Secret Annex where Anne Frank and the seven other people hid during WWII. In the VR app, all of the rooms in the Secret Annex are furnished according to how it was when occupied by the group in hiding, between 1942 and 1944. 

    Night Navigators: Build for Bats Virtual Field Trip: Join Discovery Education, the LEGO Group’s Social Responsibility Team, and Bat Conservation International as we travel across Texas and Florida in search of bat habitats. Students will meet play experts as they explore how these nighttime pollinators use play to learn and discover the critical role of bats in protecting farmers’ crops from pests and what we can do to help bats thrive.

    Laura Ascione
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  • Kenneth C. Griffin Donates $2 Million to Nonprofit Achieve Miami’s Teacher Accelerator Program to Strengthen South Florida’s Teacher Pipeline

    Kenneth C. Griffin Donates $2 Million to Nonprofit Achieve Miami’s Teacher Accelerator Program to Strengthen South Florida’s Teacher Pipeline

    Miami – Achieve Miami, a nonprofit dedicated to equalizing educational opportunities for students throughout Miami-Dade County, has received $2.4 million from multiple philanthropic organizations and leaders, including a leadership gift of $2 million from Kenneth C. Griffin, founder and CEO of Citadel and founder of Griffin Catalyst. The funding, awarded over the past year, will further expand Achieve Miami’s transformative programs, reaching thousands of K-12 students through initiatives including Achieve Scholars, which prepares high schoolers for college success; Achieve Summer, a dynamic program combating learning loss through hands-on academics and enrichment; and the Teacher Accelerator Program (TAP), a groundbreaking effort to address Miami-Dade’s urgent teacher shortage.

    Kenneth C. Griffin’s $2 million leadership gift is specifically focused on supporting TAP in creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators, including those who had not previously considered a career in education. This gift builds on Griffin’s $3.5 million gift to TAP in 2022, further strengthening Achieve Miami’s efforts to recruit and train qualified educators to teach in public, private and charter schools across Miami-Dade and close learning gaps in the city’s schools. Griffin has a longstanding commitment to improving education and has contributed more than $900 million to providing greater access to a high-quality education and pathways to success for students in Florida and across the country.

    Additional grants include:

    • $200,000 from the Bezos Family Foundation, which is a director’s gift supporting early and adolescent learning through grants and programs that advance the science of learning.
    • $100,000 from the Panera Bread Foundation, as part of its national initiative to support nonprofits that provide educational access to underserved youth.
    • $65,000 from Morgan Stanley, in support of Achieve Miami’s financial literacy and career readiness programs, which equip students in the organization’s Achieve Scholars program with essential money management skills for financial independence and future success. As part of its commitment, a team of Morgan Stanley employees guide students through financial literacy sessions across ten Miami-Dade County public schools, providing essential lessons on topics like budgeting, investing, entrepreneurship, savings, and credit.
    • $50,000 from City National Bank of Florida, as part of its long-term partnership with Achieve Miami in support of the Achieve Scholars program. City National Bank is planning financial literacy programming for students over the summer.

    “Every student deserves access to resources, mentors, and opportunities that can set them up for success,” said Leslie Miller Saiontz, Founder of Achieve Miami. “These generous grants, led by Ken Griffin, will enable us to expand our reach, empower more educators, and bridge opportunity gaps that are prevalent in Miami. By investing in students and teachers, we are building a stronger future for our community.”

    “Each of us has a story of how a teacher has changed our lives,” said Ken Griffin in February 2023 alongside his initial gift to Achieve Miami. “I care deeply about bringing more high-quality educators into Miami classrooms to help ensure the children of Miami will continue to enjoy the impact of life-changing teachers.”

    Despite being one of the fastest-growing states with the nation’s fourth-largest economy, Florida ranks #21 in per capita education funding. Achieve Miami’s initiatives aim to eliminate educational disparities by equipping students with the tools and support needed for success with a variety of diverse enrichment programs such as Achieve Scholars, Achieve Saturdays, and Achieve Music.

    Achieve Miami’s impact to-date includes support for over 10,000 Miami-Dade County students, college and career readiness programming for Achieve Scholars across ten high school sites, providing internet access to over 106,000 homes through Miami Connected, and the recruitment and training of nearly 200 new teachers through the Teacher Accelerator Program (TAP) since the initiative’s launch in 2023.

    ABOUT ACHIEVE MIAMI

    Achieve Miami is a nonprofit organization that is dedicated to fostering a transformational education ecosystem in Miami. Since its founding in 2015, the organization has supported over 10,000 K-12 students, bolstered programming for 60+ local schools, and engaged thousands of volunteers. Together with partners from the public and private sector, Achieve Miami designs and manages programs that bring together members from various parts of the community to extend learning opportunities for students, teachers, and community leaders. Learn more at www.achievemiami.org.

    ABOUT THE TEACHER ACCELERATOR PROGRAM

    Teacher Accelerator Program (TAP) is a non-profit organization creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators. TAP’s comprehensive and streamlined program equips college students and career changers with the skills, knowledge, and certification necessary to excel in the classroom. TAP addresses the nationwide teacher shortage crisis by providing a built-in path to teaching, inspiring a new generation of educators.

    TAP participants take a one-semester course, followed by a six-week paid summer internship, earn a certificate to teach, and begin instructing in a Miami-Dade County public, private, or charter school classroom. TAP is an initiative of Achieve Miami, supported by Teach for America Miami-Dade, and is offered by the University of Miami, Florida International University and Miami-Dade College. Learn more at www.teacheraccelerator.org.

    eSchool News Staff
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  • A Michigan research professor explains how NIH funding works − and what it means to suddenly lose a grant – Campus Review

    A Michigan research professor explains how NIH funding works − and what it means to suddenly lose a grant – Campus Review

    In its first 100 days, the Trump administration has terminated more than US$2 billion in federal grants, according to a public source database compiled by the scientific community, and it is proposing additional cuts that would reduce the $47 billion budget of the US National Institutes of Health, also known as the NIH, by nearly half.

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  • Trump Admin Cuts Off New Research Funding to Harvard

    Trump Admin Cuts Off New Research Funding to Harvard

    Harvard has about $9 billion in grants and contracts from the federal government.

    Joseph Prezioso/AFP/Getty Images

    Harvard University won’t be getting any new grants, Education Secretary Linda McMahon wrote in a blistering letter to the institution that was posted on the social media platform known as X.

    “Harvard will cease to be a publicly funded institution and can instead operate as a privately-funded institution, drawing on its colossal endowment and raising money from its large base of wealthy alumni,” McMahon wrote. “You have an approximately $53 billion head start, much of which was made possible by the fact you are living within the walls of, and benefiting from, the prosperity secured by the United States of America and its free-market system you teach your students to despise.”

    McMahon didn’t specify what grants she was referring to in the letter, sent Monday evening, but other media outlets reported that the Trump administration was cutting Harvard off from new research grants.

    The move escalates the Trump administration’s war with Harvard University. After the university rejected sweeping demands, the administration froze $2.26 billion of Harvard’s estimated $9 billion in grants and contracts. Harvard then sued. Trump also has threatened to revoke Harvard’s tax-exempt status and its ability to enroll international students.

    The letter didn’t cite any legal authority for cutting off new funds to Harvard, so it’s unclear if McMahon can follow through on her threat.

    McMahon accused Harvard of failing to follow federal law and abide “by any semblance of academic rigor.” She also raised questions about why the university was offering an introductory math course to address pandemic learning loss and criticized the decision to scrap standardized testing requirements.

    “Why is it, we ask, that Harvard has to teach simple and basic mathematics, when it is supposedly so hard to get into this ‘acclaimed university’? Who is getting in under such a low standard when others, with fabulous grades and a great understanding of the highest level of mathematics, are being rejected?” McMahon wrote.

    Over all, she wrote that Harvard had “made a mockery of the country’s higher education system,” referencing in part the plagiarism allegations against the university’s former president. To McMahon, it all shows “evidence of Harvard’s disastrous management” and an “urgent need for massive reform.”

    Trump administration officials told Politico that to restore the flow of federal funds, Harvard “would have to enter into a negotiation with the government to satisfy the government that it’s in compliance with all federal laws.” (The government has yet to release any finding or evidence showing that Harvard isn’t complying with federal laws, though officials have made plenty of accusations.)

    McMahon wrote that the administration stands by its demands for “common sense” reforms such as merit-based admissions and hiring decisions and an “end to unlawful programs that promote crude identity stereotypes.” Those changes “will advance the best interests of Harvard University,” she added.

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  • Johns Hopkins Taps Endowment Earnings for Research Funding

    Johns Hopkins Taps Endowment Earnings for Research Funding

    Johns Hopkins University is turning to earnings on its $13.2 billion endowment to preserve research and protect researchers, trainees and staff amid drastic cuts to federal funding, The Baltimore Banner reported Monday.

    Since President Donald Trump started his second term in January, federal agencies have terminated or stalled billions in research grants to colleges and universities in a move scientists and higher education advocates warn will decimate university budgets, slow scientific innovation and hurt local economies. Johns Hopkins estimates that it has so far lost 100 federal grants, while others remain under review by the Trump administration to ensure they align with the federal goal of rooting out diversity, equity and inclusion, among other things. As a result, the university said it’s approaching $1 billion in federal funding losses so far this year.

    While Trump and his allies have suggested universities can use their endowments to fund research, officials at Johns Hopkins—which received more funding from the National Institutes of Health in 2024 than any other university—said Monday that’s not so easy.

    “It’s a common misconception that universities can simply ‘use the endowment’ in moments like this,” university officials said in a statement. “The reality is that most of our endowment is made up of legally restricted funds designated by donors for specific purposes. The principal of the endowment must legally be preserved in perpetuity—to support Johns Hopkins’ mission now and for future generations—and cannot be drawn down like a reserve fund.

    “That said, we are using flexible resources—some of which are tied to endowment earnings—to help sustain critical research in this moment of uncertainty.”

    Johns Hopkins hasn’t disclosed how much total earnings it plans to take from its endowment to help faculty and students continue their research, according to a news release.

    But in the plan released Monday, it said individuals will receive up to $100,000 for delayed grants or $150,000 for terminated grants during a 12-month period. The university will also offer a year of support to Ph.D. students completing their dissertations and postdoctoral fellows who had been expecting support from federal grants that were terminated, as well as expand a program that offers editorial support for grant proposals and journal articles and another that enables undergraduates to work with faculty mentors on original research or projects.

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  • Launch of the Commission on Students in Higher Education: Unpicking the connections between teaching, funding and student outcomes

    Launch of the Commission on Students in Higher Education: Unpicking the connections between teaching, funding and student outcomes

    • The APPG for Students has launched the Commission on Students in Higher Education as a means of feeding into the Department for Education’s HE Review through a student-centred lens. A call for evidence has now opened, until May 1st, where colleagues from across the sector are encouraged to input.
    • Alex Stanley is Vice President Higher Education of the National Union of Students (NUS).
    • Saranya Thambirajah is Vice President Liberation and Equality of the NUS.

    The debates over the financial sustainability of the higher education sector, effective interventions in access and participation, and the quality of teaching will not be new to HEPI readers. Amongst the column inches and radio waves, however, students and the academic community are living these tensions every single day.

    It’s no secret that students are working long hours during term time, living pay cheque to pay cheque to cover their rent and bills – plugging the gap created by real-terms cuts to maintenance support. The NUS’s own research shows that of those who work during their studies, over 60% are working over 20 hours per week. While we feel from the stories that students tell us that there must be a link between inadequate maintenance funding, working long hours and students’ eventual attainment and outcomes, we lack an evidence base on the impact of working hours or lack of financial support on students’ attainment.

    Similarly, we are all aware that teaching standards and the concept of good degrees have spent the past fourteen years under the microscope, with innovative practice sometimes denounced as dumbing down in the press – and students told their course choice is leaving them with ‘low value degrees’, or that their hard work leading to higher grades is down to grade inflation.

    At NUS, we firmly believe the way to cut through the noise is by focusing on the real-life, current experience of students – and that the best way to do that is to bring them into the rooms where decisions are made. We are proud to hold the APPG on Students, for which NUS UK serves as Secretariat, as a space which connects student leaders to Westminster decision makers. We’ve been using this to bring student voice to the Houses of Parliament for over a decade, from launching the landmark research on the Black Attainment Gap, providing space for students to grill Sir Philip Augar immediately after his report launched, to most recently shaping the Renters’ Reform and then Renters’ Rights Bills, with interventions from current students the genesis of now-passed amendments on limiting rent up front and controlling the student lettings cycle. There is no question that bringing students and young people into the room on issues that impact them makes policy decisions better and enriches the debate.

    In this vein, we are proud to launch the Commission on Students in Higher Education, designed to place students at the heart of the current debates on funding, teaching and attainment.

    The Commission will tackle the big issues of the current funding debate: teaching standards, maintenance funding and student outcomes, drawing on the expertise of a cross-party group of Commissioners and higher education specialists, all working to provide meaningful recommendations which should influence and complement the Department for Education’s HE Review and the Comprehensive Spending Review.

    We will begin with an in-person event on Maintenance Funding tomorrow, Wednesday 23 April, when we will hear from proposers of four different ways of funding a more generous student maintenance offer, who will then be questioned by students and Parliamentarians.

    We will take in written evidence on the core areas of the Commission: maintenance funding, students and work, widening participation & student outcomes and teaching quality.

    We welcome submissions from colleagues across students’ unions, the academic community and sector practitioners who, like us, are keen to see the HE Review and Spending Review succeed in solving some of the existential problems we are facing across the sector.

    If you have any questions, please email [email protected]

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  • Funding for online education library ERIC is slated to end this week

    Funding for online education library ERIC is slated to end this week

    When you’re looking for research on four-day school weeks or how to teach fractions, or trying to locate an historical document, such as the landmark Coleman Report of 1966, you might begin with Google. But the reason that high-quality research results pop up from your Google search is because something called ERIC exists behind the scenes. 

    ERIC stands for Education Resources Information Center and it is a curated online public library of 2.1 million educational documents that is funded and managed by the U.S. Education Department. The collection dates back to the 1960s and used to be circulated to libraries through microfiche. Today it’s an open access website where anyone can search, read online or download material. Neither a library card nor login credentials are needed. It is used by an estimated 14 million people a year. (I am one of them.) If you’re familiar with MedLine or PubMed for health care studies, this is the equivalent for the field of education. 

    This critical online library catalog is supposed to continue operating under a five-year contract that runs through 2028. Initially, ERIC was spared from the department’s mass contract cancellations in February. But according to Erin Pollard Young, the sole Education Department employee who managed ERIC until her job was eliminated in March, the Department of Government Efficiency or DOGE has since refused to approve disbursement of money that has already been authorized by Congress for the upcoming year. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    ERIC is scheduled to run out of money on April 23.  After that date, no new documents can be added.  “The contract, from my understanding, would die,” Pollard Young said in an interview. 

    “After 60 years of gathering hard to find education literature and sharing it broadly, the website could stop being updated,” Pollard Young posted on LinkedIn. “Yes, the data are backed up in so many places, and the website will likely remain up for a while. But without constant curation and updating, so much information will be lost.”

    Parents, teachers, researchers and education policymakers are all affected. “Defunding ERIC would limit public access to critical education research, hindering evidence-based practices and informed policy decisions vital for the advancement of American education,” emailed Gladys Cruz, a superintendent of a school district called Questar III BOCES outside of Albany, New York, and a past president of the AASA, The School Superintendents Association. 

    Proposal to halve the cost

    Pollard Young said that before she left the Education Department, she was frantically working to comply with a DOGE demand to slash ERIC’s annual budget by half, from $5.5 million to $2.25 million. The cuts were painful. She would have to cut 45 percent of the journals added to the database each year. The public help desk would be eliminated. And Pollard Young had agreed to personally take on the extra task of directly communicating with 1,500 publishers, something that had been handled by AEM Education Services, a vendor that collects, analyzes and manages data for the government. 

    These proposed cuts did not satisfy DOGE. Pollard Young said she received an email reply in all caps, “THIS IS NOT APPROVED,” with a request for more information. Pollard Young submitted the additional information but never received a response. She lost access to her work email about a week later on March 11, the day that Pollard Young and more than 1,300 other Education Department employees lost their jobs in a mass firing. 

    Related: Chaos and confusion as the statistics arm of the Education Department is reduced to a skeletal staff of 3

    Pollard Young was the only Education Department employee who was involved with ERIC on a daily basis. She oversaw a team of 30 contractors at AEM Education Services, which did most of the work. Adding documents to the digital library involves many steps, from determining their importance to cataloging and indexing them. It is the metadata, or descriptive tags, that AEM inserts behind the scenes that allows documents on ERIC to be discoverable and rise to the top on Google searches. But the public can also search directly on the ERIC website. 

    “Fun fact,” Paige Kowalski, executive vice president of the Data Quality Campaign, an organization that advocates for data-driven decision making in schools, posted on LinkedIn. “Over the 20 years that DQC has been around we’ve had some poorly designed websites with atrocious search functions. I often couldn’t find resources I wrote! But could always find them on ERIC. Huge resource.”

    The bulk of the collection consists of academic journal articles. Many are full text PDFs that would otherwise be inaccessible behind paywalls. ERIC also contains books, federal, state and local government reports and doctoral dissertations. 

    Gray literature

    One of its gems is the large amount of “gray literature,” which Pollard Young described as unpublished studies from private research organizations and school district reports that are not cataloged in EBSCO, a private database of academic documents. That’s another reason that Google and AI cannot simply replace this curated ERIC collection. “In education so much research is produced outside of journals,” said Pollard Young. “Big, important RCTs [randomized controlled trials] are in white papers,” or special reports. 

    In response to specific questions about the future of ERIC, the Education Department responded more broadly about the need to restructure the Institute of Education Sciences (IES), where ERIC is managed. “Despite spending hundreds of millions in taxpayer funds annually, IES has failed to effectively fulfill its mandate to identify best practices and new approaches that improve educational outcomes and close achievement gaps for students,” said Madi Biedermann, deputy assistant secretary for communications, in an emailed statement. “The Department is actively evaluating how to restructure IES with input from existing leadership and expert stakeholders so that the Institute provides states with more useful data to improve student outcomes while maintaining rigorous scientific integrity and cost effectiveness.”

    It is still possible that DOGE will approve the reduced budget proposal this week before the money runs out. But there will be no one at the Education Department to oversee it or communicate with publishers. “Best case scenario, ERIC operates at half of its budget,” Pollard Young posted on LinkedIn. 

    Related: DOGE’s death blow to education studies

    Like other Education Department employees who were fired in March, Pollard Young is on administrative leave until June. But she said she is willing to risk potential retaliation from the administration and speak on the record about the threat to ERIC, which she had managed for more than a dozen years.

    “I am aware of what some of the consequences are,” said Pollard Young. “But to me, it is important for the field to know that I am doing everything in my power to save ERIC and also for the country to understand what is happening. As I’m talking to people across the country, it is clear that they don’t fully understand what is happening in D.C. Hopefully we can put some pressure on it so we can keep the funding or bring it back.”

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about ERIC was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    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.

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