Tag: high

  • Cal State is Automatically Admitting High School Students With Good Grades – The 74

    Cal State is Automatically Admitting High School Students With Good Grades – The 74


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    More than 17,400 high school seniors last fall got the sweetest news any anxious student can get: Congratulations, because of your high school GPA, you’re automatically admitted to one of 10 California State University campuses of your choice — and they’re all relatively affordable.

    Even with less than a week to go before the campuses wrap their final decisions about whom to admit, a pilot program focusing on Riverside County is already showing that more students have been admitted from the county than last year, about 10,600 so far in 2025 compared to last year’s roughly 9,800.

    The pilot builds on Cal State’s efforts to enroll more students and works like this: High school seniors receive a notice in the mail that they’re automatically admitted as long as they maintain their grades, finish the 15 mandatory courses necessary for admission to a Cal State, and complete an admissions form to claim their spot at a campus. Cal State was able to mail the notices because it signed an agreement with the Riverside County Office of Education that gave the university eligible students’ addresses.

    Now in the program’s first year, Cal State joins other public universities across the country in a growing national movement to automatically admit eligible students. From November through January, Cal State informed students they were accepted to the 10 campuses. To claim a spot, students needed to go online and pick at least one campus.

    If past admissions and enrollment trends hold, Cal State as a system will educate hundreds of more students, all from Riverside, than they would have without the pilot. That’d be a boon for a system that prides itself on its affordability and motto that it’s the people’s university; Cal State admits a far higher percentage of students than the University of California. It also could serve as a much-needed budget boost from the extra tuition revenue those students bring, especially at campuses with sinking enrollment.

    Eight campuses — Channel Islands, Chico, East Bay, Humboldt, Maritime Academy, Monterey Bay, San Francisco​, and Sonoma — are so under-enrolled that Cal State is pulling some of their state revenues to send to campuses that are still growing. Cal Maritime is soon merging with another campus because of its perilous finances. The pilot also includes the two closest campuses to the county, San Bernardino and San Marcos.

    The system chose Riverside County because all of its public high school students were already loaded onto a state data platform that can directly transmit student grades to Cal State — a key step in creating automatic admissions. Riverside is also “ethnically and economically representative of the diversity of California — many of the students the CSU is so proud to serve,” a spokesperson for the system, Amy Bentley Smith, wrote in an email.

    At Heritage High School, a public school in Riverside County, the pilot encouraged students who previously didn’t even consider attending a public four-year university to submit the automatic admission forms to a Cal State.

    Silvia Morales, a 17-year-old senior at Heritage, got an automatic admissions letter. “I was pretty set on going to community college and then transferring, because I felt like I wasn’t ready for the four-year commitment to a college,” she said.

    Even with a 3.0 GPA, higher than the 2.5 GPA Cal State requires for admission, she nearly didn’t submit the forms to secure her admission until early January. That’s well past the standard Nov. 30 admissions deadline.

    It wasn’t until her counselor, Chris Tinajero, pulled her into a meeting that she decided to opt into the pilot. “I went through the sales pitch like, ‘Hey, you get this guaranteed admission, you’re an amazing student,’” he recounted.

    The pitch worked. Though Cal State sent a physical pamphlet and her high school also emailed her about the pilot, “I wasn’t really paying attention,” Morales said. She needed an adult she trusted at the school to persuade her that the applications were worth the effort, she said.

    Morales applied to three Cal State campuses in the pilot plus two outside the program that were still accepting late applications — Chico, Humboldt, Los Angeles, Northridge and San Bernardino. She got into each one, she said.

    Her parents are “proud of me because I want to go to college,” Morales said. Neither went to college, she added.

    Final enrollment figures won’t be tallied until August, including how many of the students admitted through the pilot attended one of the 10 campuses. But the system’s chancellor’s office is already planning to replicate the pilot program in a Northern California county, which will be named sometime in April, Cal State officials said.

    A bill by Christopher Cabaldon, a state senator and Democrat from Napa, would make automatic enrollment to Cal State for eligible students a state law. The bill hasn’t been heard in a committee yet.

    A boost in application numbers

    Of the 17,000 students who received an invitation to secure their automatic admissions, about 13,200 submitted the necessary forms. That’s about 3,000 more students who applied from the county than last year.

    Those who otherwise wouldn’t have applied to a Cal State include students who were eyeing private colleges, said Melina Gonzalez, a counselor at Heritage who typically advises students who are already college-bound.

    Nearby private colleges offer all students application fee waivers; at Cal State, typically only low-income students receive fee waivers. But the pilot provided each Cal State student one fee waiver worth $70, which was a draw to students and their parents who don’t qualify for the fee waiver but might struggle to pay.

    Last year, 10 of the 100 senior students Gonzalez counseled didn’t apply to a Cal State. This application season, all her students submitted at least one Cal State application, she said.

    “It was big, it was really cool, their eyes, they were so excited,” she said of the automatically admitted students. “They would come in and show me their letters.”

    Parents called her asking if the pamphlet from Cal State was authentic. With guaranteed admission, some parents ultimately decided to pay for additional applications to campuses in the pilot, knowing it wasn’t in vain.

    At Heritage, high school counselors reviewed Cal State’s provisional list of students eligible for the pilot to add more seniors, such as those who hadn’t yet completed the mandatory courses but were on track to do so.

    Tinajero was also able to persuade some students who hadn’t completed all the required courses for Cal State entry to take those, including online classes. Still, others with qualifying grades didn’t apply because they weren’t persuaded that a four-year university was for them. Tinajero sees program growth in the coming years, assuming Cal State continues with the pilot. Younger high school students who witnessed the fanfare of automatic admissions may take more seriously the need to pass the 15 required courses to be eligible for a Cal State or University of California campus, he said.

    That’s part of Cal State’s vision for this pilot, said April Grommo, the system’s assistant vice chancellor of strategic enrollment management: Begin encouraging students to take the required courses in ninth grade so that by 11th and 12th grade they’re more receptive to applying to Cal State.

    Pilot leads to more applications

    The automatic admissions pilot is likely what explains the jump in overall applicants, said Grommo. “If you look at the historical numbers of Riverside County students that have applied to the CSU, it’s very consistent at 10,000, so there’s no other accelerator or explanation for the significant increase in the applications,” she said.

    Some campuses in the pilot are probably going to see more students from Riverside County than others. The eight under-enrolled Cal State campuses each enrolled fewer than than 100 Riverside students as freshmen, a CalMatters review of 2024 admissions data show. Two enrolled fewer than 10 Riverside students as freshmen.

    Cal State isn’t solely relying on past trends to enroll more students. Grommo cited research that suggests direct admissions programs are associated with increases in student enrollment, but not among low-income students, who are less familiar with the college-going process or have additional economic and family demands, like work and child care.

    The quad at San Francisco State University in San Francisco on July 7, 2023. Photo by Semantha Norris, CalMatters

    Even after students are admitted, some don’t complete key steps in the enrollment process, such as maintaining their grades in the second semester, completing registration forms to enroll, and paying deposits. Others, especially low-income students, have a change of heart over summer about attending college, which scholars call “summer melt.” Then there are the students who got into typically more selective campuses, such as at elite private schools and the University of California, and choose instead to go to those.

    To prompt more students to actually enroll, Cal State officials in early March hosted two college fairs in Riverside County for students admitted through the pilot. About 2,600 students signed up to be bussed from their high schools to large venues, including the Riverside Convention Center, where they met with staff, alumni and current students from all 10 Cal State campuses participating in the program. Those were followed by receptions with students and parents.

    Grommo said they maxed out capacity at both venues for the student events. While it’s common for individual campuses to host events for admitted students, it was a first for Cal State’s central office.

    The event costs, physical mailers to students about their admissions guarantee, invitation to the college fairs and another flyer about the relative affordability of a Cal State cost the system’s central office around $300,000, Grommo estimates. But if the event moves the needle on students agreeing to attend a Cal State, the tuition revenue at the largely under-enrolled campuses alone would be a huge return on investment.

    The effort is a far more targeted approach than another admissions outreach effort Cal State rolled out last fall to inform students who started but didn’t finish their college applications that they’re provisionally accepted, as long as they complete and send their forms. The notification went to 106,000 students and was the result of a $750,000 grant Cal State won from the Lumina Foundation, a major higher education philanthropy. The system will know by fall if this notification resulted in more students attending a Cal State.

    But that was aimed at students who already applied. The Riverside pilot brings in students, like Morales, who wouldn’t have applied without the mailers and entreaties from counselors. She’s leaning toward picking Cal State San Bernardino for next fall. It’s close to home and an older cousin recently graduated who had a good experience there, she said.

    Her next task? Working with her parents to complete the federal application for financial aid by April 2, the deadline for guaranteed tuition waivers for low- and middle-income students.

    It’s possible that Cal State may take the direct admissions pilot statewide. All counties are required by state law to join the state-funded data system that Riverside is already a part of to electronically transmit students’ high school grades to Cal States and UCs. Doing so removes the need for schools to send campuses paper transcripts. The deadline for all counties to join the state data system is summer of 2026.

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


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  • Florida Virtual School Partners with University of Florida and Concord Consortium to Launch ‘Artificial Intelligence in Math’ Online Certification for Middle, High School Students 

    Florida Virtual School Partners with University of Florida and Concord Consortium to Launch ‘Artificial Intelligence in Math’ Online Certification for Middle, High School Students 

    ORLANDO, Fla. — Florida Virtual School (FLVS) is partnering with the University of Florida (UF) and the Concord Consortium to introduce a groundbreaking year-long “Artificial Intelligence (AI) in Math” supplemental certification for FLVS middle and high school students enrolled in the school’s Flex option. FLVS instructors who teach Algebra 1 will lead this innovative program, teaching the online courses while also supplementing students’ learning with activities that build students’ understanding of math and AI concepts. FLVS students enrolled in Algebra 1 who elect to earn the certification will begin April 7. 

    The certification will introduce students to the foundational principles of AI that intersect with core math topics while offering insights into real-world applications, ethical considerations, and career opportunities in AI-related fields. By merging 21st-century technology with education, the program aims to boost students’ math skills, cultivate positive attitudes toward mathematics, and expose them to the rapidly evolving AI landscape.

    “As a leader in online education for more than 27 years, Florida Virtual School is committed to being at the forefront of educational innovation,” said Dr. Louis Algaze, president and CEO of Florida Virtual School. “By partnering with the University of Florida and the Concord Consortium, we are equipping our students with essential math skills and the knowledge to navigate and succeed in an AI-enhanced world.”

    The certification also includes a collaborative feedback loop between FLVS teachers and UF and Concord Consortium researchers. Teachers will provide critical insights into the online course structure and student outcomes, helping to refine and improve the certification’s effectiveness for future online learners.

    “AI is revolutionizing industries worldwide, creating new opportunities,” said Jie Chao, project director at the Concord Consortium. “Our partnership with FLVS allows us to offer robust AI learning opportunities to students with limited access to such resources, bridging the educational gaps and preparing young people for an AI-powered future.”

    FLVS teachers will also complete 40 hours of online professional development as part of the program. The training will include learning about specialized learning technologies designed to help visualize abstract math concepts and create interactive AI model explorations to ensure students engage with the AI development process in meaningful and dynamic ways.

    FLVS Flex students who are either currently enrolled or are interested in taking Algebra 1 can now sign up for the “AI in Math” certification by filling out this survey. Students who complete the program as part of their FLVS math class will receive enrichment credit and the AI Literacy certificate issued by UF and the Concord Consortium.  

    About Florida Virtual School (FLVS) 

    At Florida Virtual School (FLVS), the student is at the center of every decision we make. For 27 years, our certified online teachers have worked one-on-one with students to understand their needs and ensure their success – with FLVS students completing 8.1 million semester courses since the school’s inception. As a fully accredited statewide public school district, Florida students in grades Kindergarten through 12 can enroll tuition-free in full-time and part-time online education options. With more than 200 effective and comprehensive courses, and over 80 fun and exciting clubs, FLVS provides families with a safe, reliable, and flexible education in a supportive environment. As a leading online education provider, FLVS also offers comprehensive digital learning solutions to school districts, from online courses that result in high student performance outcomes, to easy-to-use online platforms, staff training, and support. To learn more, visit  our website.

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  • A look at the kind of high quality child care many cannot find

    A look at the kind of high quality child care many cannot find

    Reading my colleague Jackie Mader’s latest story about the vital importance of warm, interactive exchanges between caregivers and children brought back the terrifying feeling that comes with leaving your baby in the hands of someone you don’t really know — and the relief when you see an experienced, loving educator taking charge.

    Mader’s story details how a growing number of cities and states — red and blue — are pouring resources into training teachers and even evaluating programs on how warm and responsive teachers are. As Bridget Hamre, a research associate professor at the University of Virginia, told Mader, other elements of quality, like teacher education are “only important to the degree to which they change the way that teachers interact with kids.”

    The story, as well as a documentary that I saw last week at the SXSW EDU conference on model child care programs, left me feeling inspired about the future of child care in America for the first time in a while. The documentary, “Make a Circle,” tells the story of highly trained and qualified child care workers in the California Bay Area, and their efforts to transform the way society views their industry. It will be available on PBS in the fall, and is being shown at film festivals and other events across the U.S.

    Throughout the film, you see the intricate and important work of early educators as they play with children, teach them letters, colors and sounds, and take them for walks in the woods. That might sound basic but, like the thoughtful interactions described in Mader’s piece, can ultimately make a huge difference in the lives and well-being of children. And sadly, this kind of child care is not widely available or affordable.

    Fortunately, it was for the children of the filmmakers, husband-and-wife team Todd Boekelheide and Jen Bradwell. They actually knew some preschool owners and teachers featured in the film: Their own two children attended one of them. Bradwell calls the documentary “a love letter to early educators and a rallying cry for a child care system in crisis.”

    The system needs all of the love it can get: a point that Isabelle Hau makes in her new book, “Love to Learn,” a deep dive into the importance of building quality relationships in early childhood care. (I’ll be moderating a discussion of some of her findings at the ASU+GSV conference in San Diego next month.)

    “Close, nurturing relationships in the early years are like the foundation of a house,” Hau writes. “If the foundation is not solid, the house may shake apart later in strong winds.”

    Both Bradwell and Hau had a chance to expound on their findings at another early childhood event: a celebration of Hau’s book at the Austin, Texas, home of Libby Doggett, who over the years taught me a great deal about the importance of quality early childhood education as the former director of Pre-K Now, a 10-year campaign to advance high-quality, voluntary pre-K for all 3- and 4-year-olds across the U.S.

    Here was a crowd committed to improving the way we teach our littlest learners and training their teachers during this difficult time for the early childhood industry. The Hechinger Report is documenting cuts to research and other shifts in early childhood spending under the Trump administration. We keep an updated Trump tracker on our site to catalog everything we know. We also love hearing from you on these issues, so please respond to this newsletter to get in touch!

    This story about responsive teachers was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger 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.

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  • Trade union partnerships hold promise for high school students

    Trade union partnerships hold promise for high school students

    DANVERS, Mass. — It’s a rainy fall day in New England, but that doesn’t stop a group of students at Essex Tech North Shore Agricultural & Technical High School from donning work boots and hard hats and getting to work building a vegetable wash station on campus. This afternoon, they are installing wire mesh and prepping for a concrete pour under the watchful eye of Laborers’ Local 22 member Chris Moore, their teacher. “Hard hat hair don’t care,” reads the sticker on the hat worn by a young woman in the program.

    The construction craft laborers track at Essex Tech, which Moore helps lead, is one of only a few high school-based programs in Massachusetts co-sponsored by a trade union. Students are initiated in union norms and expectations early on. Two Essex Tech teachers in the program are Local 22 members, with the New England Laborers’ Training Academy, which runs the laborers’ apprenticeship, paying Moore’s salary. As seniors, students can attend union meetings. And after graduation, many of them go straight into a union apprenticeship, fast tracked to a journeyman’s license. For all these reasons, Owen Paniagua, a 16-year-old junior, described the program as “a golden ticket to job security,” noting that he has learned everything from carpentry and concrete work to excavation and masonry.

    “We feel as laborers that we should be in the schools,” said Lou Mandarini Jr., the retired business manager of Local 22 who now helps run the union’s school partnerships. “This is where your workforce is … If you treat young kids with respect, once they buy into your program, they are dead loyal.”

    Students in the construction craft laborer program gather around Dave Collins, masonry head, before leaving to work on a project at Essex North Shore Agricultural & Technical High School in Danvers, Mass. Credit: Sophie Park for The Hechinger Report

    In several states, including Massachusetts, Maryland and Louisiana, trade union leaders have forged similar, groundbreaking partnerships with high school CTE programs in recent years, ponying up their own resources for the efforts. There’s also been an uptick in training alliances between trade unions and community colleges. In a 2023 brief, AFL-CIO leadership encouraged these partnerships. “No one knows better how to do a job than someone who does the job,” the brief stated.

    Whether more unions decide to embrace this advice likely will play a large role in determining the long-term health and vibrancy of both career and technical high schools, and the trades themselves.

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.

    Twin trends are fueling some of the efforts: rapidly declining trade union membership, particularly in the Midwestern states; and up to $850 billion in infrastructure investment under the Biden administration (though some of that is in limbo because of an executive order from President Donald Trump), including designated funding for partnerships between education and labor.

    Yet progress has been piecemeal and halting. And it’s too early to tell whether isolated partnerships across the country will translate into widespread change, said Taylor White, the director of postsecondary pathways for youth at the Center on Education and Labor at the think tank New America. “Schools and unions speak very different languages,” she noted. The same, she added, is true of employers and schools.

    The longstanding dearth of partnerships says a lot about the history of America’s trade unions, which traditionally have operated as insular, sometimes parochial institutions, preferring to maintain tight control over their membership pipeline, and their training. In some communities, such as Milwaukee, that insularity kept unions predominantly white and male for generations. “Historically a lot of the high-paying skilled trades were handed down from father to son,” said Lauren Baker, a former education director in the printers’ union who also led Milwaukee Public Schools’ career and technical education program between 2002 and 2012. “That kept the trades looking a certain way.”

    Mandarini, the retired union leader, said that in the past, “old timers didn’t help the young people.” But increasingly, he said, he hopes that mentality will become an anomaly.

    Owen Paniagua, 16, and Isabella Gonzalez, 17, both juniors in the Construction Craft Laborer program at Essex North Shore Agricultural & Technical High School, pose for a portrait at Essex Tech in Danvers, Mass. The Essex Tech program’s partnership with the laborers’ union helps to foster job prospects for graduating students. Credit: Sophie Park for The Hechinger Report

    For decades, many vocational school students have been held back by a lack of meaningful partnerships with both unions and employers at their schools, often leaving them without relevant training or clear pathways into jobs. “There’s skepticism from unions and employers that high school kids are ready for real training and real work,” said White, of New America.

    There’s also been a longstanding desire on the part of many unions to maintain tight control over who can access often coveted apprentice slots.

    Until recent years, most trade union apprenticeships in the Milwaukee area had admissions criteria that shut out many women, low-income, and Black and Hispanic city residents. “They were such closed communities, and it was a long process of breaking down some of those walls,” Baker said.

    Related: Apprenticeships are a trending alternative to college but there’s a hitch

    Back in the mid-1990s, Baker was the first woman to run a printing apprenticeship program for the union. In part to open up the field to as diverse a pool as possible, Baker abolished a requirement that apprentices had to be high school graduates. “Pretty much all a high school diploma told me was that they sat in a chair for four years,” she said, pointing out that many of the apprentices came from the academic bottom of their graduation classes. “I caught holy hell from the apprenticeship community for doing that,” she said.

    While the SATs and other college entrance exams have at times been accused of being biased toward privileged white students, Baker said some of the apprenticeship admissions exams were challenging for anyone who hadn’t grown up in the home of someone already working in a specific trade. A question might presume that an applicant had experience helping fix their family’s car, for instance, something that young men were far more likely to have done — and those growing up in urban areas, where fewer households own cars, were far less likely to have done.

    For decades, those tests contributed to keeping the construction trade unions, in particular, predominantly white and male. Only two of 16 Milwaukee area construction unions enrolled at least 20 percent Black apprentices in 2007, according to a report from researchers at the University of Wisconsin-Milwaukee. Two of the unions, glazing and tile setters, had no Black apprentices in a city where, at that time, nearly 40 percent of the residents were Black.

    Much of that bias and insularity continues in some Boston-area construction trade unions, said Travis Watson, who serves as a commissioner of the Boston Employment Commission and has critiqued some of the unions for their lack of racial diversity, citing specific practices that make it harder for prospective Black members to get a foothold. “If you look at every big downtown project in Boston, there are very few Black people who are working on union construction projects,” he said. 

    Some of the local unions have made changes to their admissions process to become more accessible to applicants from diverse backgrounds, said Danyson Tavares, who worked for several years in leadership positions at YouthBuild Boston, a pre-apprenticeship program that helps prepare young people of color in the city for jobs in the construction and design industries. But other unions might take applications only once a year or remain secretive about their standards and curriculum. “The electrical union is the one we really want to have more relationships with, there’s such a demand for that workforce,” Tavares said. “We’ve slowly started to penetrate but it’s a lot more work than I expected.” 

    One 25-year-old who recently finished his pre-apprenticeship in carpentry at YouthBuild said he got an interview with the union but was turned down for an apprenticeship for reasons that he said weren’t entirely clear. “I kind of felt like I wouldn’t get in,” said Keyshawn Kavanaugh. He found a non-union job easily at a company that he likes a lot, but he acknowledges that “the union is the best place to work,” at least from the standpoint of benefits and pension.

    In Milwaukee, Baker said she’s seen some positive changes since she ran the printers apprenticeship, with more local unions developing inclusive and transparent admissions. “The trades themselves began to realize that they needed to look beyond their natural base in order to fill jobs,” she said. “It became more apparent that there is a vast opportunity out there with women and people of color.”

    Related: States bet big on career education but struggle to show it works

    The idea that Massachusetts laborers should invest time and money in local schools originated over 20 years ago, when Mandarini and other Local 22 leaders decided they were neglecting a potential asset: kids. Mandarini proposed a pilot partnership to the vocational school in Medford, Massachusetts, just outside of Boston, which started in 2002. It wasn’t easy at first. “How do you adapt to a public school?” he said. “There was a lot of learning that we had to do on both ends.”

    The union had to fight against a perception that a four-year college degree was the only path to a stable, rewarding career, Mandarini said. It helped with recruiting to explain to prospective students that, at that time, union laborers could expect to retire with an annuity of about $1.2 million, he added. (In Massachusetts, laborers typically earn between $90,000 and $100,000 annually, and that annuity is now more than $2 million, Mandarini said.)

    A school bus sits in a parking lot at Essex North Shore Agricultural & Technical High School in Danvers, Mass. Credit: Sophie Park for The Hechinger Report

    Over the years, the partnership model has spread to eight career and technical schools in Massachusetts. At some, the union pays a teacher’s salary, and at others it does not, Mandarini said. “We want to be in every vocational school in Massachusetts,” he said, “and hopefully every vocational school in New England. That’s where our workforce is coming from.”

    In rural western Louisiana, it was a private company that encouraged a local trade union to partner with public high schools. The company, CapturePoint, which sells carbon storage services, reached out in March 2023 to the local branch of the United Association of Journeymen and Apprentices of the Plumbing and Pipefitting Industry, asking if the union would help build out a new career and technical track at the Vernon Parish School District.

    To make it happen, the company paid for the electricity, classroom equipment and furniture to help turn an old woodworking shop at one of the district’s high schools into an updated welding shop. CapturePoint also took on several ongoing costs, paying for  student transportation — the students can come from nine different high schools — and some administrative expenses. The union paid for some reconstruction and all the tools, and provided an instructor. The school offers the space and enrolls 30 students, who can skip their first year of apprenticeship if they join the union after graduating, thereby starting at a higher pay rate. “All of us have skin in the game,” said Lance Albin, who led the partnership for the union.

    At high schools with trade union partnerships, there’s no shortage of interested students. Isabella Gonzalez, 17, creator of the “hard hat hair don’t care” sticker, said she hopes to move straight into an apprenticeship with Local 22 when she graduates in a year and a half. Aspiring laborers learn more diverse skills than students in related tracks like plumbing and electrical, she said, opening up the possibility of a greater variety of work.

    That day last fall, juniors in the program practiced using a compactor to prep the ground for installation of a patio floor, part of the final stages in rebuilding a large cottage on campus. The construction students have been involved in the project since they poured the cement for the foundation in the summer of 2020, wearing masks during the pandemic’s early days, even outdoors.

    By afternoon, the students had transitioned to another work in progress: the vegetable wash station by the greenhouse, where they needed to install enough wire mesh and rebar to do the concrete pour early the next week. “Put your hard hat on and help out,” their teacher Moore reminded a group of students holding back as the rain hardened. “No … statues here.”

    Students in the Construction Craft Laborers program at Essex North Shore Agricultural & Technical High School lay mesh while working on a greenhouse washing station at Essex Tech in Danvers, Mass. Credit: Sophie Park for The Hechinger Report

    Students say the partnership with Local 22 provides them increased career security and the confidence that they are learning relevant, up-to-date skills: Moore until recently worked part time in the field, including on Boston’s project to restore the tunnel to the city’s Logan Airport. 

    Paniagua, the 16-year-old student in the program, said he can command a higher pay rate than most of his peers at a part-time carpentry and landscaping job because of the expertise he has gained in the Essex Tech program. He’s used the extra money to buy two new trucks. The union partnership has also allowed him to make more thoughtful, informed choices about career steps, he added. Leaning on his teachers as mentors, Paniagua said he decided to continue studying at a specialized welding school in Wyoming after graduation to maximize his future earning potential. “We know what we want to do here and get on it,” Paniagua said, noting that it’s a stark contrast to some of his friends who are conflicted about the value of a four-year college degree. “We’re not lost,” he said, “or wasting money.”

    Former President Joe Biden was exceptionally supportive of the labor movement, and specifically of partnerships between unions and schools. Some labor experts expect some of that support might continue in the new Trump administration. “We’re seeing indications of a Trump administration that might not be as hostile to unions as you might think,” said Shalin Jyotishi, founder and managing director of the Future of Work and Innovation Economy Initiative at New America. He cited Trump nominee Lori Chavez-DeRemer, opposed by many in the business community, for Labor secretary, and the president’s support of the longshoremen’s union over their anti-automation stance.

    In any event, “these bottoms-up innovations are already happening locally,” Jyotishi said. “Federal decisions can help or hurt … odds of success, but the proof-of-concept is already out of the bag.”

    Related: For some students, certificate programs offer a speedy path to a job

    A bigger question mark may be whether there is the will to expand capacity significantly on the ground. Some of the existing programs have not yet reached students in the most underserved communities who could potentially benefit most from a fast track into a union apprenticeship.

    In Massachusetts, for instance, many of the high schools the laborers work with have become increasingly selective in admissions. Students from low-income homes were 30 percent less likely to be accepted at the state’s vocational schools in 2023 and 2024 than those from wealthier households, according to an analysis by the Boston Globe. Similar disparities existed for students receiving special education services and English learners.

    The laborers have yet to expand their partnership model to Boston’s Madison Park Technical Vocational High School, where nearly all of the students are Black or Hispanic, about 85 percent come from low-income households, and 92 percent are identified as “high needs” — an umbrella term in Massachusetts that includes students with disabilities, English learners and low-income students, among other groups.

    Madison Park, part of the city’s public school district, has some partnerships and many strong programs and instructors, said Bobby Jenkins, an alum and long-time advocate of the school. But the chronic turnover of both superintendents and school leaders in recent years has hindered progress in undertaking some more ambitious partnerships. 

    Isabella Gonzalez, 17, a junior in the Construction Craft Laborers program at Essex North Shore Agricultural & Technical High School, compacts gravel at the Larkin Cottage, a project site at Essex Tech in Danvers, Mass. Credit: Sophie Park for The Hechinger Report

    Mandarini agreed that political and bureaucratic obstacles have made it more challenging to partner with Madison Park. But the union has made it a priority and is in promising talks with city officials about partnering with the school when a proposed new facility might be completed.

    “When I was part of the building trades, I used to say, ‘I don’t understand why you aren’t taking more kids, especially in the city of Boston,’” Mandarini said. “Every single trade should be in (Madison Park).’”

    For now, that attitude has not spread to all union leaders. It will take a cultural shift from trade union groups to expand their school partnerships beyond scattered, boutique programs. Among other things, they will need to prioritize flexibility and the learning and growth of young people more than they are accustomed to, said White, of New America.

    She noted that many union leaders seem aware that they have a pipeline and recruitment issue but remain unsure what to do about it. More school-based partnerships could help not only with that challenge but also with reenergizing and selling unions to future generations of workers — and voters, White added. “All of the polling suggests that young people are pretty pro-union,” she said. “There’s a missed opportunity on the part of unions if they don’t capitalize on that.”

    Contact editor Nirvi Shah at 212-678-3445 or [email protected].  

    Reporting on this story was supported by the Higher Ed Media Fellowship, where Carr was a fellow in 2024. This year, Carr has a fellowship from New America to report on early childhood issues.

    This story about trade unions was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger 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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  • Introducing The Edge, a Breakthrough SEL and Life Skills Curriculum for Middle and High School Students

    Introducing The Edge, a Breakthrough SEL and Life Skills Curriculum for Middle and High School Students

    Los Angeles, CA — As students navigate an increasingly complex world defined by artificial intelligence, social media, and rapid technological change, the need for essential life skills has never been greater. The Edge, an innovative, research-based social-emotional and life skills curriculum, creates a dynamic and effective learning environment where middle and high school students can build the social-emotional and life-readiness skills needed to succeed in school, relationships, and life. 

    Designed in collaboration with educators and aligned with the CASEL framework, The Edge is the first curriculum to meet educators’ demands for high-quality instructional materials for SEL and life-skills readiness. The curriculum helps students cultivate communication, problem-solving, and self-awareness, as well as essential life skills like entrepreneurship, negotiation, financial literacy, and networking, to boost their academic abilities.

    “The Edge represents a paradigm shift in education,” says Devi Sahny, Founder and CEO of The Edge and Ascend Now. “It’s not just about helping students excel academically—it’s about helping them understand themselves, connect with others, and develop the resilience to face life’s challenges head-on.”

    By combining bite-sized lessons with project-based learning, The Edge creates a dynamic and effective learning environment with ready-to-use, adaptable resources educators use to help students develop both hard and soft skills. Its advanced analytics track student progress whilesaving valuable preparation time. Designed to enable educators to adapt as needed, the curriculum is flexible and requires minimal preparation to support all learning environments—asynchronous and synchronous learning, even flipped learning.

     Key highlights include:

    • Integrated Skill Framework: A robust curriculum featuring 5 pillars, 24 essential skills, and 115 modules, blending SEL with employability and life skills such as negotiation, financial literacy, and digital literacy, all aligned with CASEL, ASCA, and global educational standards.
    • Educator-Friendly Design: With over 1,000 customizable, MTSS-aligned resources, The Edge saves teachers time and effort while allowing them to adapt materials to meet their unique classroom needs.
    • Hard Skill Development Meets SEL: By engaging in activities like entrepreneurship, critical thinking, and leadership training, students develop technical proficiencies while enhancing communication, empathy, and resilience.
    • Real-Time Analytics: Advanced data tools provide administrators with actionable insights into student progress, enabling schools and districts to measure outcomes and improve program alignment with educational goals.
    • Compelling Content. The curriculum features engaging content that integrates the latest insights from learning sciences with professional writing from skilled authors affiliated with SNL, Netflix, and HBO Max. This combination guarantees that the material is educationally solid, relevant, and thought-provoking.

    The Edge immerses students in real-life, complex scenarios that challenge them to think critically, collaborate effectively, and apply social-emotional learning (SEL) to everyday situations. For example, one lesson about conflict resolution uses an actual problem that Pixar faced when allocating resources for new movies. 

    Early adopters of The Edge have reported remarkable results. The Edge was used by rising high school seniors during a three-week summer college immersion program (SCIP) at Georgetown University, which prepares high school students from underserved backgrounds to apply for college. At the end of the program, 94% reported learning important skills, and 84% said they discovered something new about themselves.

    ABOUT THE EDGE

    The Edge is the latest innovation from Ascend Now US, dba The Edge, a US-based education startup committed to increasing both college and career readiness for all students.  Sahny founded The Edge in the US after building and scaling Ascend Now Singapore, which has provided personalized academic and entrepreneurship tutoring to over 10,000 students and 20+ international schools over the last decade. 

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  • High School Exit Exams Dwindle to About Half a Dozen States – The 74

    High School Exit Exams Dwindle to About Half a Dozen States – The 74


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    Jill Norton, an education policy adviser in Massachusetts, has a teenage son with dyslexia and ADHD. Shelley Scruggs, an electrical engineer in the same state, also has a teenage son with ADHD. Both students go to the same technical high school.

    But last fall, Norton and Scruggs advocated on opposite sides of a Massachusetts ballot referendum scrapping the requirement that high school kids pass a standardized state test to graduate.

    Norton argued that without the high bar of the standard exam, kids like hers won’t have an incentive to strive. But Scruggs maintained that kids with learning disorders also need different types of measurements than standardized tests to qualify for a high school diploma.

    Voters approved the referendum last November, 59% to 41%, ending the Massachusetts requirement. There and in most other states, Scruggs’ position against testing is carrying the day.

    Just seven states now require students to pass a test to graduate, and one of those — New York — will end its Regents Exam as a requirement by the 2027-28 school year. Florida, Louisiana, New Jersey, Ohio, Texas and Virginia still require testing to graduate, according to the National Center for Fair and Open Testing, a group that opposes such mandates.

    In Massachusetts, teachers unions favored getting rid of the exam as a graduation requirement. They argued it forced them to teach certain facts at the expense of in-depth or more practical learning. But many business leaders were in favor of keeping the test, arguing that without it, they will have no guarantee that job applicants with high school diplomas possess basic skills.

    State by state, graduation tests have tumbled over the past decade. In 2012, half the states required the tests, but that number fell to 13 states in 2019, according to Education Week. The trend accelerated during the pandemic, when many school districts scrapped the tests during remote learning and some decided to permanently extend test exemptions.

    Studies have found that such graduation exams disadvantage students with learning disabilities as well as English language learners, and that they aren’t always a good predictor of success in careers or higher education.

    An oft-cited 2010 article by researchers at the University of Texas at Austin may have ignited the trend to scrap the tests. Researchers’ review of 46 earlier studies found that high school exit exams “produced few of the expected benefits and have been associated with costs for the most disadvantaged students.”

    Some states began to find other ways to assess high school competency, such as grades in mandatory courses, capstone projects or technical milestones.

    “Minimum competency tests in the 1980s drove the idea that we need to make sure that students who graduate from high school have the bare minimum of skills,” said John Papay, an associate professor of education at Brown University. “By the mid-2000s, there was a reaction against standardized testing and a movement away from these exams. They disappeared during the pandemic and that led to these tests going away.”

    Despite the problems with the tests for English learners and students with learning disabilities, Papay said, the tests are “strong predictors of long-term outcomes. Students who do better on the tests go on to graduate [from] college and they earn more.”

    Papay, who remains neutral on whether the tests should be required, pointed out that high school students usually have many opportunities to retake the tests and to appeal their scores.

    Anne Hyslop, director of policy development at All4Ed, a think tank and advocacy group for underserved communities, noted that in many states, the testing requirements were replaced by other measures.

    The schools “still require some students or all students to demonstrate competency to graduate, but students have many more options on how they could do that. They can pass a dual credit [high school/college] course, pass industry recognized competency tests. …

    “A lot of states still have assessments as part of their graduation requirements, but in a much broader form,” she said.

    Massachusetts moves

    Scruggs said her son took Massachusetts’ required exam last spring; he passed the science and math portions but fell 1 point short in English.

    “He could do well in his classes, but if he didn’t pass the three tests, he wouldn’t get his regular diploma,” Scruggs said. “How do you go out into the working world, and you went to school every day and passed your classes, but got no diploma?”

    Her son has taken the English test again and is awaiting his new score, she said.

    Norton, by contrast, said the exam, called the Massachusetts Comprehensive Assessment System, or MCAS, gave her son an incentive to work hard.

    “I worry that kids like him … are going to end up graduating from high school without the skills they will need,” Norton said. “Without the test, they will just be passed along. I can’t just trust that my kid is getting the basic level of what he needs. I need a bar set where he will get the level of education he needs.”

    Students in Massachusetts still will have to take the MCAS in their sophomore year of high school, and the scores will be used to assess their overall learning. But failing the test won’t be a barrier to graduation beginning with the class of 2025. The state is still debating how — or whether — to replace the MCAS with other types of required courses, evaluations or measurements.

    High school students in Massachusetts and most states still have to satisfy other graduation requirements, which usually include four years of English and a number of other core subjects such as mathematics, sciences and social studies. Those requirements vary widely across the country, however, as most are set by individual school districts.

    In New York, the State Education Department in 2019 began a multiyear process of rethinking high school graduation requirements and the Regents Exam. The department decided last fall to phase out the exit exam and replace it with something called a “Portrait of a Graduate,” including seven areas of study in which a student must establish proficiency. Credit options include capstone projects, work-based learning experiences and internships, as well as academic achievement. Several other states have moved recently to a similar approach.

    Harry Feder, executive director of FairTest, an advocacy group that works to limit standardized testing, said course grades do a better job of assessing students’ abilities.

    “Standardized tests are poor ways of incentivizing and measuring the kinds of skills and knowledge we should have high school kids focusing on,” Feder said. “You get ‘teaching to the test’ that doesn’t bear much of a relationship to the kinds of things that kids are being asked to do when they go on to college or the workplace.”

    Max Page, president of the Massachusetts Teachers Association union, said phrases such as “teaching to the test” disrespect teachers and their ability to know when students have mastered content and competency. The high school tests are first taken in the 10th grade in Massachusetts. If the kids don’t pass, they can retake the exam in the 11th or 12th grade.

    “Educators are still evaluating students,” he said. “It’s a mirage to say that everything that a student does in education can be measured by a standardized test in the 10th grade. Education, of course, goes through the 12th grade.”

    He added that course grades are still a good predictor of how much a student knows.

    Colorado’s menu

    Several of the experts and groups on both sides of the debate point to Colorado as a blueprint for how to move away from graduation test requirements.

    Colorado, which made the switch with the graduating class of 2021, now allows school districts to choose from a menu of assessment techniques, such as SAT or ACT scores, or demonstration of workforce readiness in various skill areas.

    A state task force created by the legislature recently recommended some changes to the education accreditation system to “better reflect diverse student needs and smaller school populations.” They include creating assessments that adapt to student needs, offering multilingual options, and providing quicker results to understand student progress.

    The state hopes the menu of assessment options will support local flexibility, said Danielle Ongart, assistant commissioner for student pathways and engagement at the Colorado Department of Education.

    “Depending on what the student wants for themselves, they have the ability to show what they know,” she said in an interview. In particular, she said, the menu allows for industry certificates, if a student knows what type of work they want to do. That includes areas such as computer science or quantum computing.

    “It allows students to better understand themselves and explain what they can do, what they are good at, and what they want to do,” she said.

    Stateline is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Stateline maintains editorial independence. Contact Editor Scott S. Greenberger for questions: [email protected].


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  • What High School Students Really Think About College

    What High School Students Really Think About College

    Let’s talk about the elephant in the room: colleges struggle to connect with their most important audience—students. Fresh data RNL’s research studies show a big disconnect between what higher education offers and what students need. A new report from the Western Interstate Commission for Higher Education is waving red flags about dropping enrollment numbers and workforce gaps if colleges can’t step up their game and prove their worth.

    But what’s going on here?

    Show me the money: The cost crisis

    Here’s what keeps students up at night: money. Nearly all (93%) of prospective students are stressing about college costs (RNL & Halda, 2024). Let that sink in—we’re talking about almost every student thinking about college.

    The money story gets even more complicated:

    • 82% say they might not even apply because they’re worried about costs (RNL & ZeeMee, 2024)
    • 73% aren’t sure if their family can foot the bill (RNL & Halda, 2024)
    • Many don’t even try for financial aid because they assume they won’t qualify (RNL, Ardeo & Halda, 2024)

    “Is it worth it?”—The million-dollar question

    Students aren’t just worried about paying for college—they’re questioning whether it’s worth the investment. The stats tell us:

    • 60% wonder if college is worth the time, money, and effort
    • Only 63% see a job offer after graduation as their main goal
    • Half of students think they can make good money without a degree
      (RNL & Halda, 2024)

    Lost in the college maze

    In 2024, you’d think finding college info would be easy. Spoiler alert: it’s not. Check this out:

    • 72% say applying to college is just too hard (RNL, Ardeo & Halda, 2024)
    • 63% can’t figure out how to choose the right school (RNL & ZeeMee, 2024)
    • 53% don’t know where to get help with college planning
    • 51% are stuck at square one, not knowing where to start
      (RNL & Halda, 2024)

    Transforming the college experience: A blueprint for change

    The days of one-size-fits-all higher education are over. How can offer what students need?

    1. Simplify the journey

    Colleges must strip away the bureaucracy that scares away promising students. This means:

    • Creating a streamlined, user-friendly application process
    • Building intuitive websites that guide rather than confuse
    • Offering clear, step-by-step roadmaps to enrollment
    • Providing personalized application support based on each student’s background and needs

    2. Talk money from day one

    No more financial surprises or hidden costs. Colleges should:

    • Present total costs upfront, including living expenses and materials
    • Break down financial aid options in clear, everyday language
    • Show concrete examples of return on investment
    • Create customized financial planning tools that account for individual circumstances

    3. Show Real Results

    Students deserve to see the real impact of their investment:

    • Share detailed job placement data by major and career path
    • Report actual salary ranges for recent graduates
    • Feature diverse alumni success stories across different fields
    • Match potential career outcomes to students’ individual interests and goals

    3. Innovate the Learning Experience

    Education shouldn’t be rigid. Modern colleges must:

    • Design flexible learning paths that fit different lifestyles
    • Develop focused credential programs for specific career goals
    • Create clear pathways from certificates to full degrees
    • Offer personalized learning tracks based on student strengths and career objectives

    The future of higher education isn’t just about making things easier—it’s about making them work better for each individual student. Colleges that embrace these changes won’t just survive; they’ll thrive by truly serving their students’ needs.

    The future of higher education: A student-first revolution

    Let’s be honest: the old college playbook isn’t cutting it anymore. Students are drowning in debt, juggling full-time jobs with classes, and questioning whether a degree is worth the sacrifice. They’re not asking for less rigor—they’re asking for a system that acknowledges their reality.

    The WICHE report plainly states, “Demography need not be destiny.” But this isn’t just about numbers.

    • It’s about Darla raising two kids while pursuing her nursing degree.
    • It’s about Javier, the first in his family to consider college and has no roadmap to follow.
    • It’s about Sophia working two jobs just to afford textbooks.
    • It’s about Tyler, a baseball standout from rural Iowa whose guidance counselor is stretched too thin to help him navigate the recruiting process his parents never experienced.
    • It’s about Emma, whose well-meaning parents have taken over her college search entirely, leaving her silent and stressed about expressing her own dreams.

    These students aren’t looking for handouts. They’re looking for:

    • A system that respects their time and responsibilities
    • Clear paths that connect their education to real careers
    • Flexible options that don’t force them to choose between life and learning
    • Proof that their investment will pay off in tangible ways

    The colleges that will thrive aren’t the ones with the fanciest buildings or the most prestigious names. They’re the ones who dare to ask: “What do our students need to succeed?”

    Because here’s the truth: higher education isn’t just about preserving institutions. It’s about transforming lives. And right now, too many bright, capable students are being left behind by a system that wasn’t built for them.

    The future belongs to colleges brave enough to change. Not just with fancy words and mission statements but with real, student-centered solutions that make education accessible, achievable, and worth every dollar and hour invested.

    Reports cited in this blog—available for free download

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  • Marian High School Chooses BenQ’s LK936ST Golf Simulator Projector for New Golf Training Lab

    Marian High School Chooses BenQ’s LK936ST Golf Simulator Projector for New Golf Training Lab

    COSTA MESA, Calif. — BenQ, an internationally renowned provider of visual display and collaboration solutions, today announced that Marian High School in Omaha, Nebraska, selected and installed two BenQ LK936ST 4K HDR short-throw golf simulator projectors for its golf sim Golf Training Lab at the Marian Athletic Center. In 2024, the Marian girls’ golf team became the undefeated Nebraska State Champions in Class A golf. Designed to help analyze and improve the golfers’ swings and give them the ability to practice in all weather conditions, the Marian Golf Training Lab provides the girls’ high school and junior teams with an immersive and realistic golf course environment. Based on research and recommendations from golf simulation experts, Marian High School chose the BenQ LK936ST for its exceptional color accuracy, powerful brightness, and maintenance-free operation.

    Head Coach Robert Davis led the effort to build the Golf Training Lab, which includes two golf simulator bays featuring Carl’s Place 16×10 impact screens and ProTee VX launch monitors. Seeking a high-performance projector that could deliver realistic course visuals, bright images in a well-lit environment, and long-term, maintenance-free operation, Davis consulted with golf simulator manufacturers and reviewers. After thorough research, BenQ’s LK936ST emerged as the top choice.

    “Our athletes benefit from an experience that’s as close as you can get to being on an actual course,” said Davis. “When we pull up courses, you can see distinct leaves on the trees. That level of realism not only makes training more effective but also more enjoyable.”

    The BenQ LK936ST’s 4K UHD resolution, combined with BenQ’s exclusive Golf Mode, ensures a highly detailed, true-to-life golfing experience. Its 5,100 lumens of brightness allow it to perform exceptionally well in the Marian Athletic Center’s brightly lit environment, ensuring clear visuals even without dimming the lights. Additionally, its short-throw lens and advanced installation tools — such as digital shrink, lens shift, and keystone correction — allow for a flexible and seamless setup within the limited space of the simulator bays.

    “The golf simulation market has grown rapidly as more schools, athletes, and enthusiasts seek ways to improve their game year-round,” said Bob Wudeck, senior director of business development at BenQ America Corp. “With the LK936ST, we’ve provided everything a golf simulator needs to deliver a truly immersive experience. Its 4K resolution, high brightness, and laser-powered color accuracy ensure that golfers can see every detail with precision, whether it’s the grain of the greens or the clear blue sky. By combining these features, we’ve created a projector that meets the high standards required for today’s golf training environments.”

    The BenQ LK936ST is engineered to provide a truly immersive and precise golf simulation experience, making it an ideal choice for Marian High School’s Golf Training Lab. With a 4K UHD resolution powered by Texas Instruments’ DLP chip technology, it delivers razor-sharp visuals and a stunning 3,000,000:1 contrast ratio, which allows for enhanced graphics and a lifelike recreation of the world’s top golf courses. Its exclusive Golf Mode, designed specifically for golf simulation, reproduces the vivid greens and brilliant blues of fairways and skies, offering 92% of the Rec. 709 color gamut for true-to-life color accuracy. This unprecedented visual fidelity helps golfers maintain their focus and engagement, simulating real-world conditions to perfect their game.

    In addition to its color and image quality, the LK936ST is designed to excel in challenging environments. The projector’s short-throw lens (0.81-0.89) and 1.1x zoom capacity make it easy to install outside of the swing zone, projecting a large image without casting shadows on the screen. Digital shrink, offset, lens shift, keystone correction, and corner fit provide advanced installation flexibility, enabling perfect alignment with the screen, even in tight or unconventional spaces like garages, basements, or smaller training rooms.

    Built for long-lasting, maintenance-free operation, the LK936ST features a sealed IP5X-rated dustproof optical engine, eliminating the need for filter changes and ensuring optimal performance even in dusty environments. Its laser light source guarantees 20,000 hours of use with consistent color and brightness, far outlasting traditional lamp-based projectors. The projector also offers instant power-up without the need for warm-up or cool-down times, allowing golfers to jump straight into their training. With multiple HDMI inputs and networking options, it integrates easily with other entertainment or training components, making it a versatile centerpiece for not only golf simulations but also home theater and gaming setups.

    More information on the BenQ LK936ST 4K HDR short-throw golf simulator projector is available at bit.ly/3na585n.

    About BenQ America — Business & Education Solutions
    The No. 1 selling global projector brand powered by TI DLP technology, according to Futuresource, the BenQ digital lifestyle brand stands for “Bringing Enjoyment and Quality to Life,” fusing ease of use with productivity and aesthetics with purpose-built engineering. BenQ is a world-leading human technology and professional solutions provider serving the enterprise, education, and entertainment markets. To realize this vision, the company focuses on the aspects that matter most to users, redefining traditional technology with innovative capabilities that increase efficiency, enhance learning, and amplify entertainment — all while ensuring a healthy, safe, and intuitive user experience. BenQ’s broad portfolio of professional installation solutions includes digital, laser, and interactive projectors; premium flat panels; and interactive large-format displays that take visual enjoyment to new heights in corporate offices, classrooms and lecture halls, and home theaters. The company’s products are available across North America through leading value-added distributors, resellers, and retailers. Because it matters. More information is available at www.BenQ.com.

    All trademarks and registered trademarks mentioned herein are the property of their respective owners.

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    Image Caption: Marian High School Chooses BenQ’s LK936ST Golf Simulator Projector for New Golf Training Lab

    Follow BenQ America Corp.
    Blog: https://www.BenQ.com/en-us/business/resource.html?category=Trends%20and%20Knowledge
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  • Illinois guarantees transfer for all state high school grads

    Illinois guarantees transfer for all state high school grads

    Students who graduated from an Illinois high school, no matter where they’re currently enrolled, will soon be guaranteed transfer admission to any University of Illinois system institution—including the University of Illinois at Urbana-Champaign, which has a regular acceptance rate below 50 percent. 

    Illinois’s new policy, set to take effect this fall, builds on its previous transfer guarantee, which applied only to current Illinois community college students. Typical state transfer guarantee programs apply only to those currently enrolled in another state institution; Illinois’s more expansive approach may help bring back former residents who left the state for college.

    To be eligible, students must have graduated from an Illinois high school, earned at least 36 transferable credit hours toward their transfer institution and maintained a minimum 3.0 GPA in all transferable courses. Students will still have to apply, but if they meet the requirements, they’ll be automatically accepted. Admission to specific programs and majors, however, is not guaranteed. 

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  • High schoolers: Become a voice for tomorrow, today!

    High schoolers: Become a voice for tomorrow, today!

    Free speech is more than just a constitutional right — it’s the cornerstone of democracy and social progress. In today’s divided political climate, defending this right has never been more important. That’s why FIRE’s Free Speech Forum is bringing together passionate young leaders who are ready to become tomorrow’s defenders of free speech.

    The Free Speech Forum isn’t just another high school summer camp. It’s an immersive, week-long experience designed for rising 10th through 12th graders who are passionate about free speech and learning about the First Amendment. Held at American University in Washington, D.C. from June 22-28, this unique forum is a launchpad for students eager to learn from experts, connect with like-minded peers, and build the skills needed to advocate for these vital democratic values — on campus and beyond.

    Free Speech Forum

    Page

    FIRE is bringing together the next generation of free speech leaders at American University in Washington D.C. from June 22 to 28.


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    What to expect:

    • Interactive workshops led by free speech experts
    • Field trips to key sites in Washington, D.C.
    • Skill-building activities to help you better advocate for free speech in your community
    • Networking opportunities with advocates, policymakers, and fellow students

    This is a chance to join 200 student leaders for an unforgettable week of learning and career development, all right in the heart of one of America’s greatest cities.

    Who should apply? The forum is open to college-bound students who:

    • Have a passion for free speech and advocacy
    • Rising 10th to 12th graders at the time of application
    • Are able to attend the entire program

    What does it cost? It’s completely free! FIRE covers registration, housing in the American University dormitories, and meals. Students are responsible for their own travel arrangements to and from Washington, D.C., but FIRE will provide free transportation between Ronald Reagan National Airport or Union Station and the university.

    What if I can’t afford the cost of travel? A limited number of need-based scholarships are available to help with travel expenses to and from Washington, D.C. Students will be notified about the scholarship application process after they are accepted into the program.

    How do I apply? Applications are now open! The application deadline is March 30, 2025. Due to the competitive nature of the program, we recommend applying early.

    This is your chance to dive deep into the First Amendment, explore the history of free speech, learn from the experts, and develop the skills you need to become an advocate for free expression.

    Questions? For more information, email [email protected].

    We can’t wait to see you in D.C. this summer!

    Apply Now

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