How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.
How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.
Many schools and higher education partnerships that support the teacher pipeline are starting to feel the brunt of a $600 million cut in “divisive” teacher training grants announced Feb. 17 by the U.S. Department of Education.
The cost-cutting measures by the Education Department are part of a broader effort throughout the federal government initiated by the Trump administration. The initiative led by the Department of Government Efficiency, or DOGE, reported this week that the Education Department is leading among other federal agencies for the most savings in total funding cuts.
Two of the most common federal grant programs impacted so far are the Teacher Quality Partnership Program and the Supporting Effective Educator Development Grant, said Cheryl Holcomb-McCoy, president and CEO of the American Association of Colleges for Teacher Education. AACTE has been surveying its members to gauge the grant slashing effort’s reach.
Though the Education Department did not specify which teacher training grants programs were being cut, the agency said in its announcement that the reductions are targeting funds to institutions and nonprofits that were using training materials on topics such as critical race theory and diversity, equity and inclusion. The department added that “many of these grants included teacher and staff recruiting strategies implicitly and explicitly based on race.”
At American University in Washington, D.C., for instance, a Teacher Quality Partnership Program grant allowed the university to help paraprofessionals at Friendship Charter Public Schools earn a master’s degree in early childhood or special education, “which there is a real need for,” said Holcomb-McCoy, who previously served as dean of American University’s School of Education.
The multiyear federal grant — which covered the private university’s tuition for about 15 teacher candidates to get credentialed, Holcomb-McCoy said — was written to benefit Friendship Charter Public Schools, as well as to address special educator shortages throughout the city.. That funding was “essentially cut.”
“We talk about teacher shortages of special education, teacher shortages in subjects such as science and math and technology,” Holcomb-McCoy said. “Cutting these grants essentially is cutting off the pipeline for many aspiring educators to get into the profession, and it’s not helping us. It’s hurting K-12 districts in many ways.”
The grant also noted that it’s important to have a diverse representation of special education teachers trained in inclusive practices in Washington, D.C., schools, Holcomb-McCoy said. “The impact that that has on students with special needs is huge, and to stop that pipeline of people who aspire to work in that space is devastating to school districts and to communities and families.”
AACTE estimates that about 31 Supporting Effective Educator Development grants and as many as 75 Teacher Quality Partnership Program grants were recently canceled nationwide. The association is providing support to its members and plans to help them first appeal their cases to the Education Department.
AACTE is also exploring potential litigation options, Holcomb-McCoy said.
Many of the applications for federal grants that were cut were written to align with priorities related to diversity set by former presidential administrations. As a result, Holcomb-McCoy said, a lot of those grant programs intentionally sought to address issues over diversity, equity and inclusion.
Still, diversity in the teacher workforce has been a longstanding issue, she said. As the student population becomes more diverse, the hope has been to hire and keep teachers who are representative of their students.
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As artificial intelligence (AI) becomes an integral part of modern education, instructional coaches play a pivotal role in guiding teachers on its implementation, bridging the gap between emerging educational technologies and effective classroom practices.
As trusted mentors and professional development leaders, they guide teachers in implementing AI tools thoughtfully, ensuring that technology enhances student learning while aligning with pedagogical best practices. This article briefly synthesizes responses from instructional coaches regarding their experiences, challenges, and recommendations for integrating AI into K-12 education.
Ten instructional coaches, all with advanced degrees, had the following insights into the instructional use of AI in K12 education. They all have more than 10 years of experience in education and work across all three types of school environments: urban, suburban, and rural.
The coaches reported that AI is used for various instructional purposes. The most-cited applications included providing feedback on student work, creating professional development materials, supporting writing and content generation, creating course content, and enhancing accessibility for students with special needs. Many coaches note that AI tools assisted in grading assignments, offering real-time feedback, and supporting differentiated instruction. AI-powered feedback helps teachers provide more personalized responses without increasing their workload. Regarding professional development, AI is being used to generate training content for teachers, ensuring they stay updated on educational trends. Coaches are leveraging AI to curate research, synthesize best practices, and develop instructional strategies tailored to their schools. They encourage teachers and students to utilize AI for brainstorming, outlining essays, and improving writing mechanics.
Perceived impact of AI on instruction
The vast majority of instructional coaches expressed positive expectations regarding AI’s potential to reduce educator workload, create personalized learning experiences, and improve access for students with disabilities. However, perspectives on AI’s overall impact on education varied. While most believe AI has positively influenced instruction, a few remain cautious about its potential risks. One coach suggested that allowing students to utilize the tools in a structured setting and teaching them to use AI as a tool is one of the biggest potentials for generative AI in education. About three-fourths of coaches feel that AI will reduce teacher workload by automating repetitive tasks such as grading and data analysis.
Concerns about AI in education
While AI presents numerous benefits, instructional coaches also raised concerns about its potential drawbacks, including ethical dilemmas, student engagement challenges, and equity issues. Despite its advantages, instructional coaches identified several challenges and ethical concerns. They worry some students will use AI tools without critically engaging with the material, leading to passive learning and an overreliance on generative tools. Some had concerns that AI-generated content could reduce the need for creativity and independent thought. Coaches worry that AI makes it easier for students to plagiarize or rely on generated answers without truly understanding concepts which can negatively impact academic integrity. Coaches cite technical challenges as well. Educators face issues with AI tool reliability, compatibility with existing learning management systems (LMS), and steep learning curves. The coaches mentioned that some schools lack the infrastructure to support meaningful widespread AI integration.
Several ethical and privacy concerns were mentioned. AI tools collect and store student data, raising concerns about data privacy and security–particularly with younger students who may be less aware or concerned about revealing personally identifiable information (PII). They mention the need for clear guidelines on responsible AI use to prevent bias and misinformation.
Coaches emphasize the importance of verifying AI-generated materials for accuracy. They suggest teachers be encouraged to cross-check AI-produced responses before using them in instruction. They recommend robust integrating discussions on digital literacy, AI biases, and the ethical implications of generative AI into classroom conversations. Schools need to train educators and students on responsible AI usage. Some schools restrict AI for creative writing, critical thinking exercises, and certain assessments to ensure students develop their own ideas–an idea that coaches recommend. Coaches suggest embedding AI literacy into existing courses, ensuring students understand how AI works, its limitations, and its ethical implications.
Equity concerns are a serious issue for instructional coaches. Schools should ensure all students have equal access to AI tools. AI should be leveraged to bridge learning gaps, not widen them. Making sure all students have access to the same suite of tools is essential to create a level playing field for all learners. Instructional coaches generally agree that AI is not just a passing trend, but an integral part of the future of education. There is a concern that generative AI tools will reduce the human interaction of the teaching and learning process. For instance, interpersonal relationships are not developed with AI-based tutoring systems in the same way they can be developed and encouraged with traditional tutoring processes.
The integration of AI in K-12 education presents both opportunities and challenges. Instructional coaches largely recognize AI’s potential to enhance learning, improve efficiency, academic integrity, and maintain human-centered learning experiences. As AI continues to evolve, educators must be proactive in shaping how it is used, ensuring it serves as a tool for empowerment rather than dependency. Future efforts should focus on professional development for educators, AI literacy training for students, and policies ensuring equitable AI access across diverse school settings.
How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.
Imagine a classroom in which young students are excitedly discussing their future aspirations and a career in medicine feels like a tangible goal rather than a distant dream. Now, imagine that most of the students come from historically marginalized communities — Black, Hispanic and Indigenous populations — that disproportionately face higher rates of chronic illness, shorter life expectancies and poorer health outcomes.
We know that these disparities can shrink when patients are cared for by doctors who share their cultural backgrounds and lived experiences. The problem? Our health care workforce remains overwhelmingly unrepresentative of the communities it serves.
For many students from underrepresented backgrounds, a medical career feels out of reach. The path to becoming a doctor is daunting, full of obstacles like financial hardship, lack of mentorship and systemic inequities in education. Many students are sidelined long before they consider medical school, while those who persist face an uphill battle competing against peers with far more resources and support.
To mitigate these disparities, we must look beyond our hospitals and medical schools and into the places where young minds are shaped: our K-12 classrooms. Early exposure to health care careers can ignite curiosity and show students that they belong in places where they have historically been excluded.
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Organizations like the Florida State University College of Medicine, with its “Science Students Together Reaching Instructional Diversity and Excellence” (SSTRIDE) program, are leading the way in breaking down barriers to medical careers for underrepresented students. SSTRIDE introduces middle and high school students to real-world medical environments, giving them firsthand exposure to health care settings that might otherwise feel distant or inaccessible. Then, the program threads together long-term mentorship, academic enrichment and extracurricular opportunities to build the confidence and skills students need to reach medical school.
The 15 White Coats program in Louisiana takes a complementary but equally meaningful approach: transforming classroom environments by introducing culturally relevant imagery and literature that reflect the diversity of the medical profession. For many students, seeing doctors who look like them — featured in posters or books — can challenge internalized doubts and dismantle societal messages that suggest they don’t belong in medicine. Through fundraising efforts and scholarships, other initiatives from 15 White Coats tackle the financial barriers that disproportionately hinder “minority physician aspirants” from pursuing medical careers.
The impact of these programs can be profound. Research shows that students exposed to careers in science or medicine at an early age are far more likely to pursue these fields later in life. And medical students who belong to underrepresented groups are the most likely to return to underserved communities to practice. Their presence can improve communication, foster patient trust and drive innovation in addressing health challenges unique to those communities.
These programs can even have a ripple effect on families and entire communities. When young people pursue careers in medicine, they become role models for siblings, friends and neighbors. This creates a culture of aspiration in which success feels both possible and accessible, shifting societal perceptions and inspiring future generations to aim higher.
But programs like 15 White Coats and SSTRIDE cannot thrive without sustained investment. We need personal and financial commitments to dismantle the systemic barriers that prevent students from underrepresented groups from entering medicine.
Policymakers and educators must step up. Federal and state educational funding should prioritize grants for schools that partner with hospitals, medical schools and health care organizations. These partnerships should offer hands-on experiences like shadowing programs, medical summer camps and health care-focused career fairs. Medical professionals also have a role to play — they can volunteer as mentors or guest speakers, offering valuable guidance and demystifying the path to a medical career.
As a medical student, I know how transformative these experiences can be. They can inspire students to envision themselves in roles they might never have imagined and gain the confidence to pursue dreams that once seemed out of reach.
Let’s be clear, representation in medicine is not about optics. It’s about improving health outcomes and driving meaningful change. Building a stronger, more diverse pipeline to the medical profession is not just an educational priority. It’s a public health imperative.
An investment in young minds today is an investment in a health care system that represents, understands and serves everyone. Equity in health care starts long before a patient walks into a doctor’s office. It begins in the classroom.
Surya Pulukuri is a member of the class of 2027 at Harvard Medical School.
Contact the opinion editor at opinion@hechingerreport.org.
This story about health equity was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.
As cyber threats against educational institutions continue to rise, the need to protect sensitive data and maintain secure, accessible learning environments is more crucial than ever. Authentication has always been a cornerstone of cybersecurity, but traditional methods are proving insufficient. For educational institutions facing unique challenges, deviceless authentication (which doesn’t require a cell phone) is emerging as an innovative solution, allowing schools to secure their networks without requiring users to have access to physical devices. Identity Automation’s RapidIdentity platform offers versatile deviceless options, including WebAuthn and Pictograph, which deliver robust, device-free authentication tailored to the needs of schools.
With sensitive student data, health records, and other critical information at stake, cybersecurity in schools is a priority. Federal agencies like the Cybersecurity and Infrastructure Security Agency (CISA) and the Department of Education (ED) have increasingly emphasized the need for multi-factor authentication (MFA) as an essential security measure. They urge schools to strengthen their defenses with MFA, advocating for security standards that go beyond passwords. Guidance from federal government’s K-12 Cybersecurity Act and the Department of Education’s resources on protecting student privacy provide best practices guidelines, but implementing MFA in education brings its own challenges.
Access to physical devices isn’t universal in education, and institutions are increasingly adopting device restrictions. Many students do not own personal devices, while others may be prohibited from using them on campus. Teacher unions often object to districts requiring teachers to use their personal phones for school activities. This is where deviceless authentication becomes critical: it enables every user to securely access school systems without needing an additional device, creating a seamless, secure experience for students and staff alike.
Across sectors, authentication methods are evolving to increase security while minimizing reliance on devices, passwords, and other traditional methods. Here are a few key trends:
At Identity Automation, we understand the unique security needs in education and the critical importance of balancing secure access with usability. Our RapidIdentity platform is designed to provide flexible, deviceless authentication options, including WebAuthn and Pictograph, that address the specific challenges of school districts.
In a landscape where cyber threats are increasingly sophisticated, RapidIdentity’s deviceless authentication options, including WebAuthn and Pictograph, stand as versatile and powerful tools in an educational institution’s security arsenal. With Identity Automation, school districts can confidently adopt robust, compliant, and user-friendly authentication solutions designed specifically for the education sector.
To explore how RapidIdentity can strengthen your school’s cybersecurity posture, reach out to Identity Automation today. Our team is ready to help you navigate these challenges and implement solutions that keep your data secure while making authentication easy for every user. Contact us to learn more about deviceless authentication and other ways RapidIdentity can empower your school with comprehensive, modern security.
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More than half of science teachers believe the most important value of science education is how it contributes to students’ curiosity, critical thinking, and creativity, according to a new report from LEGO Education. But are today’s students truly engaging with science education?
LEGO Education’s State of Classroom Engagement Report: Science Edition surveyed more than 6,000 global teachers, parents, students, and U.S. administrators to gather data that can offer insight to support educators as they strive to engage their students in science learning.
Science learning builds life skills students will use even if they do not pursue the science in college or as a career. It also increases student engagement and well-being, but here’s the catch: Students have to feel connected to the material in order to build these skills.
Just over half of global science teachers say their students are engaged in science, which points to a critical need to boost engagement in the subject, according to the report. Interestingly, students say they are more engaged in science than they are in school overall. Only one-third of teachers worldwide indicate that their students are engaged in the classroom. Schools could leverage students’ interest in science to build schoolwide engagement–a key factor tied to student well-being.
When students aren’t engaged in science, what’s behind that lack of engagement? Often, they’re intimidated before they even learn the material, and they assume the topics are too challenging. Students lose confidence before they even try. Of students who say science is their least-favorite topic, 45 percent say science is too hard and 37 percent say they are bad at science. What’s more, 77 percent of global teachers say they believe students struggle because of complex concepts and curricula, and they’re searching for for impactful resources that support every student’s success.
“If students think they’re not good at the subject or avoid it, we risk losing an entire generation of innovators and problem solvers,” said Victor Saeijs, president of LEGO Education, in the report.
How can educators reach students who struggle to engage with science? Hands-on science learning is the key to piquing student curiosity, prompting them to engage with learning material and build confidence as they explore science concepts. Sixty-two percent of science teachers say hands-on activities drive student engagement in science. Seventy-five percent of science teachers who do incorporate hands-on activities believe this approach leads to higher test scores and grades.
More students need access to hands-on science learning. Only 55 percent of students say they regularly get hands-on experiences–these experiences usually require extra time and resources to plan and execute. Eighty-two percent of science teachers say they need more ways to teach science with play and hands-on methods.
Having access to hands-on science learning experiences increases students’ confidence, giving them the boost they often need to tackle increasingly tough-to-learn concepts:
Hands-on experiences in science drive:
Administrators and science teachers are short on time and need hands-on tools and resources to quickly engage students in learning:
How well did you keep up with this week’s developments in K-12 education? To find out, take our five-question quiz below. Then, share your score by tagging us on social media with #K12DivePopQuiz.
There’s no shortage of hurdles school leaders must vault over each day. Among them: an ever-evolving influx of new technologies, threats to physical and cybersecurity, spillover from culture wars, and limited budgets. On top of that, this year brings the added challenge of a shifting policy landscape as a new presidential administration takes power.
To help you map out solutions and best practices for the year ahead, K-12 Dive has gathered our 2025 outlook coverage below as a one-stop resource on the trends impacting schools.