Tag: Learning

“Say My Name, Say My Name”: Why Learning Names Improves Student Success – Faculty Focus

“Yes, Iris,” my Chicana/o Studies Professor spouted as he acknowledged my raised hand for a comment about the reading. “He knows my name?” I thought distractedly as I tried to refocus on the thought I had wanted to share. Attending a university with over 20,000 students, and class sizes often ranging from 200 to 600 students, I wasn’t used to my professors knowing me by name. I wasn’t used to my professor even knowing I existed aside from a percentage in a gradebook. I sat up a little taller in class, became more attentive, and sought to improve my writing skills over the quarter. Could the simple act of an educator knowing their student’s name change the trajectory of the student’s learning and perhaps their overall perception of the course? Research suggests yes.

In a study conducted by Cooper et al. (2017), 85.4% of the students surveyed stated that it was important for their instructors to know their names. When asked why this was important, the most common replies centered on feeling valued. The results also indicated that students whose names were known were more likely to seek help from the instructor and that they felt more invested in the course. What this tells us is that by using a student’s name, we are validating their existence and contribution to the class, and in turn, they feel more invested and motivated to do well or to seek help.

Now that we know learning students’ names is a simple yet powerful tool for building rapport and improving learning outcomes, how exactly do we remember all their names?

1. Name Tents

Yes, those little folded pieces of cardstock with a person’s name written on them. These can be your golden ticket to calling a student by name and, hopefully, in the process, eventually committing it to memory. Interestingly enough, some research suggests that a percentage of students with name tents perceive that their name is known by the teacher when in fact, it is not. Ergo, simply calling on a student by name using their name tent as an aid can improve the student’s perception of how much a teacher cares (Cooper et al., 2017). So, ask your students to bust out those markers and glitter and get creative.

2. Self-Quizzing

When we discuss evidence-based practices that enhance the learning and retention of materials taught, we inevitably emphasize the importance of self-quizzing. Well, now is your time to put all that teaching into practice. Most schools will have a student photo associated with the student on their learning platform. Use this as a tool to quiz yourself by covering up the student’s name when looking at their photo and trying to guess their name. Practice, practice, practice.

3. Chunking

If your students sit in rows, use the time before class or during breaks to go through one row of students’ names. Do this each class time. Breaking up the number of names you need to commit to memory into chunks of 7-9 students increases your likelihood of storing that information as short-term memory with the hopes that it transfers to long-term memory (“How Memory Works,” n.d.).

4. Get Creative

Create an assignment at the beginning of the course where students upload creative content about their name to their learning platform. This can take the form of visual art, video, audio, or writing, allowing them to express their name and, if they choose, share its meaning or a personal story related to it. Make this content available to their fellow students as well by posting it to a forum or discussion board, as this can be a helpful tool for students to learn their classmates’ names.

Conclusion

While there are many methods for improving student engagement and building rapport, learning students’ names is a great way to start. Some practical tools for learning names can simplify this process and reduce the cognitive load on faculty. The results are typically mutually beneficial, with students feeling appreciated and thereby contributing more, and faculty gaining insight into students’ perspectives and having “buy-in” of course content and assignments.

Iris Villanueva, DMSc, PA-C, is a Professor for the Physician Assistant (PA) Program at the University of the Pacific and a practicing PA. She is passionate about providing holistic and compassionate patient care while also equipping the next generation of PAs with the knowledge and skills they need to thrive. Her current research focuses on understanding how physician assistant students perceive burnout and on developing strategies that promote student wellness.

Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in public health. She serves as a board member of the Disability Advocates of Kent County and is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.

References

Cooper, K., Haney, B., Krieg, A., & Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE life sciences education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Derek Bok Center, Harvard University (n.d.). How Memory Works. https://bokcenter.harvard.edu/how-memory-works (Access the article here: https://www.scribd.com/document/700827279/how-memory-works)

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January 9, 2026
Transfer and Learning Mobility in 2026 and Beyond
Nearly four in 10 adult Americans have tried to transfer credit toward a college degree or credential. Of those, 58 percent lost credits in the process. For some, the consequences were severe: using up financial aid and repeating classes they’d already passed. Sixteen percent reported giving up on higher education altogether because the transfer process was simply too difficult.

These aren’t just statistics. They represent learners and workers who lost time, money and faith in a system that promised them opportunity.

Many have been trying to address these issues, and great work is underway. But the effort to transform transfer and learning mobility still lacks a coordinated and sustained focus at scale. Transfer and learning mobility are still treated as niche issues affecting a small percentage of students, rather than an increasingly common reality for today’s learners that should compel higher education to evolve. We have not yet achieved the fundamental mindset shifts, or built the supportive infrastructure, that are needed to treat all learning fairly, but the pressure is on. And with pressure comes opportunity.

Year 5 of Connecting With You on ‘Beyond Transfer’

Welcome to year five of the “Beyond Transfer” column on Inside Higher Ed—a column that seeks to elevate the voices of expert practitioners, researchers, advocates, policymakers, students and others who are seeking to overhaul not just the transfer experience, but the entire ecosystem related to ensuring that all Americans benefit from their hard-earned and hard-learned skills and competencies and receive the economic mobility they deserve.

Each year, we kick off the column with some reflections on what we’ve learned through listening to and collaborating with all of you. At Sova, we’ve had the privilege of working at multiple levels of the transfer and learning mobility ecosystem (hereafter “transfer”): facilitating national expert groups such as the Beyond Transfer Policy Advisory Board and the Learning Evaluation and Recognition for the Next Generation (LEARN) Commission (co-convened with the American Association of Collegiate Registrars and Admissions Officers); advancing state-level work from California’s AB 928 Associate Degree for Transfer Intersegmental Implementation Committee to the Texas Transfer Alliance led by Educate Texas; supporting institutional collaborations such as the Acceleration to Credits Working Group and the CCC-CSU Transfer Collaborative; leveraging AI to transform the learning mobility experience through the AI Transfer and Articulation Infrastructure Network (ATAIN); and elevating student voice through our social media platforms.

As we look ahead, we are connecting the dots on some insights that, while not new, have been at the forefront of our minds over the last year.
- Credit loss is prevalent, damaging and unfair. Matt Giani, Lauren Schudde and Tasneem Sultana present a rigorous analysis of credit loss in Texas and describe its damaging consequences. In their study of almost 29,000 community college–to–public university first-time transfers, 83 percent of transfers experienced some credit loss. Perhaps most alarming is that this credit loss was among those who followed the rules and transferred to a discipline-aligned program of study (i.e., maintained the same major after transfer).
- Transfer of credit is a shared American experience. In these politically divisive times, it’s rare to find a topic where common ground is still possible, but transfer is an issue that resonates across party lines. As referenced earlier, a recent survey of adult Americans conducted by Public Agenda for Sova and the Beyond Transfer Policy Advisory Board illuminates both how prevalent transfer is and how Americans’ experiences with transfer shape their attitudes toward colleges and universities. Not only have four in 10 Americans sought to transfer credit, but it’s also the case that a large majority of Americans across the ideological spectrum agree that colleges and universities should be held accountable for honoring learning and accepting credits.
- The lack of change in transfer and learning mobility is harming higher ed’s reputation. The survey found that those who tried to transfer credit were more likely to feel that higher education institutions care more about making money than about educating students. At a time of declining public trust in higher ed, this is a dangerous signal. In recent focus groups on public attitudes toward college affordability and value conducted by Sova with support from Lumina Foundation, problems with credit transfer have been raised spontaneously by participants in every focus group conducted thus far (12 focus groups across four states).
Credit transfer is too often built upon unfair contradictions and expectations. Consider, for example:
- Students are encouraged and even expected to explore their options and pursue a broad education, and yet they are simultaneously forced to choose a preparatory pathway aligned to a receiving institution’s requirements. Because they cannot know where they will be accepted for transfer, they are forced to bet their credits on a single guess.
- Learners are expected to accept admissions offers before they know how their prior coursework and other learning experiences will be applied to completion.
- Courses evaluated for transfer are reviewed to ensure they are equivalent to a receiving institution’s courses, without acknowledgment that a single receiving institution may also have multiple faculty (and graduate students) teaching similar courses in a variety of ways and preparation within the receiving institution is uneven as well.
- Impressive reform efforts in transfer and learning mobility are underway in many settings, with state policy influencers playing important roles. There is much to celebrate, from the leadership of large transfer-sending institutions such as the Alamo Colleges District and Maricopa Community Colleges, to technology initiatives such as ATAIN and Transfer Explorer, to the individual champions who dedicate their personal time in spaces like Transfer Nation to create knowledge and community.
The Texas Transfer Alliance, with the generous support of Ascendium Education Philanthropy, is leading statewide work focused on building a single, regional Target Pathway that provides all students—regardless of whether they started in high school dual credit or in community college—with clarity through a 60-credit pathway by program that meets requirements for high school graduation, associate degree and eligibility for transfer to multiple bachelor’s-granting institutions in the region. Texas policies related to funding (e.g., HB 8) and data transparency (e.g., SB 25 and SB 3039) are creating the conditions that urge institutions to initiate reforms such as these.
- Accreditors are beginning to shift and evolve. Much as most Americans are calling for accountability for credit transfer, accreditors are also calling for change. Writing on behalf of the seven federally recognized accrediting commissions overseeing approximately 3,000 institutions, the Council of Regional Accrediting Commissions (C-RAC) stated:
“Institutions should commit to a default in learning evaluation that credits are applied to program completion unless there is evidence that the required learning outcomes are not met. Decision-making should not be based upon anecdotes, assumptions about quality, locations where earned, or an unexamined history of ‘how things have always been done.’”

While this may seem like common sense to a layperson, this represents a significant mindset shift. As the arbiters of quality and gatekeepers for federal financial aid, increased accreditor attention to transfer stands to motivate institutional behavior in meaningful ways.
- And yet, reform efforts in transfer and learning mobility remain slow and episodic. The field has not yet launched a movement equal in scope and depth to the size of the problem we are facing. Higher ed was built to privilege some learners and types of learning over others. Confronting this bias head-on and committing to a new modus operandi is necessary for higher education to evolve and maintain its relevance with today’s learners.
The Path Forward

As we dive headlong into 2026, we’re placing our bets on a few fronts.

The first front is changing assumptions and mindsets. There are a number of ways we are urging the field to shift the lens on transfer and learning mobility. For example, in vertical transfer, the large majority of students cannot know to which institution they will be accepted and able to transfer. That is how the system is designed. It is therefore no longer acceptable for each receiving institution to consider it fair to impose a slew of differing transfer requirements, as it makes it impossible for a student to choose a 60-credit preparatory pathway that works across potential transfer destinations. The Target Pathways work in Texas is designed to ensure students are eligible for transfer to multiple institutions. That needs to become the gold standard.

Secondly, we need a mindset shift akin to the goal (not yet fully realized) of developmental education redesign. Traditional prerequisite remediation operates on the assumption that students are not “college-ready” unless they prove they are through placement tests. The corequisite approach—backed by solid evidence of greatly improved student outcomes—begins with the assumption, instead, that the large majority of students are ready to start in college-level courses and institutions have a responsibility to support the success of the students they admit through how they design and teach credit-bearing courses.

In transfer and learning mobility today, the prevailing mindset sounds a lot like that of traditional prerequisite remediation: Students are assumed to not be “transfer-ready” unless they prove it through a process that interrogates their transfer coursework and other prior learning experiences—often including reviews of textbooks, assignments and other minutiae—to prove similarity to “equivalent” courses at the receiving institution. Similar to the goal of dev ed redesign and aligned to how accreditors are shifting their thinking, what would it look like to shift the mindset to: The large majority of learners have been prepared enough by the sum of their learning experiences to be ready for further education and all institutions have a responsibility to support their success after transfer?

In addition to work on mindsets, we are focused in a few other key areas:
- Use tech/AI to leapfrog. AI can’t solve all our problems and we know it comes with many new ones, but learning mobility will be transformed as technology finally allows us to move beyond slow, manual, course-to-course reviews that result in limited credit mobility and confusing and conflicting information for learners. Tech offers opportunities to identify equivalencies at a level that human review will never achieve and provide students with exciting navigation support, blowing open the gates that currently restrict credit transfer, as ATAIN seeks to do.
- Demand transparency for credential applicability. A combination of policy innovation in states (e.g., SB 3039 in Texas) and advances in technology (e.g., the articulation coverage score) lead us to a moment where we can—and must—focus in on transparency about whether learners and workers are getting credit that accelerates them toward their goals.
- Give learners real clarity and guarantees. Collaborate across partners to build one Target Pathway for a region (by program) and layer on guaranteed program-level admissions programs with targeted financial aid, dedicated advising and belonging initiatives that create a giant vacuum that pulls students through to completion.
- Shift incentives through policy. So long as institutions continue to operate in a world that primarily incentivizes enrollment, nothing will change. Policymakers must step in and change the incentive structures that drive institutional behavior—both the financial and reputational incentives. What does it mean to recognize and reward institutions when they not only accept transfer students, but commit to the work of ensuring all credit for prior learning is counted toward credentials so that learners and workers are supported to complete in a timely manner? In its recent report, the LEARN Commission points to the opportunity for policymakers to enhance transparency and create new incentives that accelerate institutional change.
The question isn’t whether the current transfer credit system is broken. The data makes that clear. The question is whether higher education has the courage to take on this challenge in a coordinated, sustained and scaled way. Too many learners are losing credits, losing money and losing hope. It’s time to do better.

The authors are members of Sova’s Transfer and Learning Mobility team. Learn more about Beyond Transfer at sova.org/beyond-transfer or follow “Beyond Transfer” on Instagram @beyondtransfer and Transfer Nation California on LinkedIn or Instagram @transfernationca.
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January 8, 2026
AI use is on the rise, but is guidance keeping pace?

Key points:

The rapid rise of generative AI has turned classrooms into a real-time experiment in technology use. Students are using AI to complete assignments, while teachers are leveraging it to design lessons, streamline grading, and manage administrative tasks.

According to new national survey data from RAND, AI use among both students and educators has grown sharply–by more than 15 percentage points in just the past one to two years. Yet, training and policy have not kept pace. Schools and districts are still developing professional development, student guidance, and clear usage policies to manage this shift.

As a result, educators, students, and parents are navigating both opportunities and concerns. Students worry about being falsely accused of cheating, and many families fear that increased reliance on AI could undermine students’ critical thinking skills.

Key findings:

During the 2024-2025 school year, AI saw rapid growth.

AI use in schools surged during the 2024-2025 academic year. By 2025, more than half of students (54 percent) and core subject teachers (53 percent) were using AI for schoolwork or instruction–up more than 15 points from just a year or two earlier. High school students were the most frequent users, and AI adoption among teachers climbed steadily from elementary to high school.

While students and parents express significant concern about the potential downsides of AI, school district leaders are far less worried.

Sixty-one percent of parents, 48 percent of middle school students, and 55 percent of high school students believe that increased use of AI could harm students’ critical-thinking skills, compared with just 22 percent of district leaders. Additionally, half of students said they worry about being falsely accused of using AI to cheat.

Training and policy development have not kept pace with AI use in schools.

By spring 2025, only 35 percent of district leaders said their schools provide students with training on how to use AI. Meanwhile, more than 80 percent of students reported that their teachers had not explicitly taught them how to use AI for schoolwork. Policy guidance also remains limited–just 45 percent of principals said their schools or districts have policies on AI use, and only 34 percent of teachers reported policies specifically addressing academic integrity and AI.

The report offers recommendations around AI use and guidance:

As AI technology continues to evolve, trusted sources–particularly state education agencies–should provide consistent, regularly updated guidance on effective AI policies and training. This guidance should help educators and students understand how to use AI as a complement to learning, not a replacement for it.

District and school leaders should clearly define what constitutes responsible AI use versus academic dishonesty and communicate these expectations to both teachers and students. In the near term, educators and students urgently need clarity on what qualifies as cheating with AI.

Elementary schools should also be included in this effort. Nearly half of elementary teachers are already experimenting with AI, and these early years are when students build foundational skills and habits. Providing age-appropriate, coherent instruction about AI at this stage can reduce misuse and confusion as students progress through school and as AI capabilities expand.

Ultimately, district leaders should develop comprehensive AI policies and training programs that equip teachers and students to use AI productively and ethically across grade levels.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

Latest posts by Laura Ascione (see all)

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January 2, 2026
25 predictions about AI and edtech

eSchool News is counting down the 10 most-read stories of 2025. Story #2 focuses on predictions educators made for AI in 2025.

When it comes to education trends, AI certainly has staying power. As generative AI technologies evolve, educators are moving away from fears about AI-enabled cheating and are embracing the idea that AI can open new doors for teaching and learning.

AI tools can reduce the administrative burden so many educators carry, can personalize learning for students, and can help students become more engaged in their learning when they use the tools to brainstorm and expand on ideas for assignments and projects. Having AI skills is also essential for today’s students, who will enter a workforce where AI know-how is becoming more necessary for success.

So: What’s next for AI in education? We asked educators, edtech industry leaders, stakeholders, and experts to share some predictions about where they think AI is headed in 2025. (Here’s our list of 50 predictions for edtech in 2025.)

Here’s what they had to say:

In 2025, online program leaders will begin to unlock the vast potential of generative AI, integrating it more deeply into the instructional design process in ways that can amplify and expedite the work of faculty and instructional designers. This technology, already making waves in instruction and assessment, stands poised to transform the creation of online courses. By streamlining time-intensive tasks, generative AI offers the promise of automation, replication, and scalability, enabling institutions to expand their online offerings at an unprecedented pace. The key is that we maintain rigorous standards of quality–and create clear guardrails around the ethical use of AI at a time when increasingly sophisticated models are blurring the lines between human design–and artificial intelligence. Generative AI holds extraordinary promise, but its adoption must be grounded in practices that prioritize equitable and inclusive access, transparency, and educational excellence.
–Deb Adair, CEO, Quality Matters

In 2025, education in the United States will reflect both the challenges and opportunities of a system in transition. Uncertainty and change at the federal level will continue to shift decision-making power to states, leaving them with greater autonomy but also greater responsibility. While this decentralization may spark localized innovation, it is just as likely to create uneven standards. In some states, we’ve already seen benchmarks lowered to normalize declines, a trend that could spread as states grapple with resource and performance issues. This dynamic will place an even greater burden on schools, teachers, and academic leaders. As those closest to learners, they will bear the responsibility of bridging the gap between systemic challenges and individual student success. To do so effectively, schools will require tools that reduce administrative complexity, enabling educators to focus on fostering personal connections with students–the foundation of meaningful academic growth. AI will play a transformative role in this landscape, offering solutions to these pressures. However, fragmented adoption driven by decentralized decision-making will lead to inequities, with some districts leveraging AI effectively and others struggling to integrate it. In this complex environment, enterprise platforms that offer flexibility, integration, and choice will become essential. 2025 will demand resilience and creativity, but it also offers all of us an opportunity to refocus on what truly matters: supporting educators and the students they inspire.
—Scott Anderberg, CEO, Moodle

As chatbots become more sophisticated, they’re rapidly becoming a favorite among students for their interactive and personalized support, and we can expect to see them increasingly integrated into classrooms, tutoring platforms, and educational apps as educators embrace this engaging tool for learning. Additionally, AI is poised to play an even larger role in education, particularly in test preparation and course planning. By leveraging data and predictive analytics, AI-driven tools will help students and educators create more tailored and effective learning pathways, enhancing the overall educational experience.
—Brad Barton, CTO, YouScience

As we move into 2025, we’ll move past the AI hype cycle and pivot toward solving tangible classroom challenges. Effective AI solutions will integrate seamlessly into the learning environment, enhancing rather than disrupting the teaching experience. The focus will shift to practical tools that help teachers sustain student attention and engagement–the foundation of effective learning. These innovations will prioritize giving educators greater flexibility and control, allowing them to move freely around the classroom while effortlessly managing and switching between digital resources. An approach that ensures technology supports and amplifies the irreplaceable human connections at the heart of learning, rather than replacing them.
–Levi Belnap, CEO, Merlyn Mind

The year 2025 is set to transform science education by implementing AI-driven learning platforms. These platforms will dynamically adjust to the student’s interests and learning paces, enhancing accessibility and inclusivity in education. Additionally, virtual labs and simulations will rise, enabling students to experiment with concepts without geographical constraints. This evolution will make high-quality STEM education more universally accessible.
–Tiago Costa, Cloud & AI Architect, Microsoft; Pearson Video Lesson Instructor

In the two years since GenAI was unleashed, K-12 leaders have ridden the wave of experimentation and uncertainty about the role this transformative technology should have in classrooms and districts. 2025 will see a shift toward GenAI strategy development, clear policy and governance creation, instructional integration, and guardrail setting for educators and students. K-12 districts recognize the need to upskill their teachers, not only to take advantage of GenAI to personalize learning, but also so they can teach students how to use this tech responsibly. On the back end, IT leaders will grapple with increased infrastructure demands and ever-increasing cybersecurity threats.
—Delia DeCourcy, Senior Strategist, Lenovo Worldwide Education Team

AI-driven tools will transform the role of teachers and support staff in 2025: The advent of AI will allow teachers to offload mundane administrative tasks to students and provide them more energy to be at the “heart and soul” of the classroom. Moreover, more than two-thirds (64 percent) of parents agreed or strongly agreed that AI should help free teachers from administrative tasks and help them build connections with the classroom. Impact of technological advancements on hybrid and remote learning models in 2025: AI is revolutionizing the online learning experience with personalized pathways, tailored skills development and support, and enhanced content creation. For example, some HBS Online courses, like Launching Tech Ventures, feature an AI course assistant bot to help address learners’ questions and facilitate successful course completion. While the long-term impact remains uncertain, AI is narrowing the gap between online and in-person education. By analyzing user behavior and learning preferences, AI can create adaptive learning environments that dynamically adjust to individual needs, making education more engaging and effective.
–David Everson, Senior Director of Marketing Solutions, Laserfiche

In education and digital publishing, artificial intelligence (AI) will continue transitioning from novelty applications to solutions that address real-world challenges facing educators and students. Successful companies will focus on data security and user trust, and will create learner-centered AI tools to deliver personalized experiences that adapt to individual needs and enhance efficiency for educators, enabling them to dedicate more time to fostering meaningful connections with students. The ethical integration of AI technologies such as retrieval-augmented generation (RAG) is key to this evolution. Unlike traditional large language models that ingest information from the Internet at large, RAG delivers AI outputs that are grounded in authoritative, peer-reviewed content, reducing the risk of misinformation while safeguarding the integrity of intellectual property. Thoughtfully developed AI tools such as this will become partners in the learning journey, encouraging analysis, problem-solving, and creativity rather than fostering dependence on automated responses. By taking a deliberate approach that focuses on ethical practices, user-centered design, and supporting the cultivation of essential skills, successful education companies will use AI less as innovation for its own sake and more as a means to provide rich and memorable teaching and learning experiences.
—Paul Gazzolo, Senior Vice President & Global General Manager, Gale, a Part of Cengage Group

Adaptive learning technologies will continue to personalize curriculum and assessment, creating a more responsive and engaging educational journey that reflects each student’s strengths and growth areas. Generative AI and other cutting-edge advancements will be instrumental in building solutions that optimize classroom support, particularly in integrating assessment and instruction. We will see more technology that can help educators understand the past to edit materials in the present, to accelerate teachers planning for the future.
—Andrew Goldman, EVP, HMH Labs

We’ll witness a fundamental shift in how we approach student assessment, moving away from conventional testing models toward more authentic experiences that are seamless with instruction. The thoughtful integration of AI, particularly voice AI technology, will transform assessment from an intermittent event into a natural part of the learning process. The most promising applications will be those that combine advanced technology with research-validated methodologies. Voice-enabled assessments will open new possibilities for measuring student knowledge in ways that are more natural and accessible, especially for our youngest learners, leveraging AI’s capabilities to streamline assessment while ensuring that technology serves as a tool to augment, rather than replace, the critical role of teachers.
–Kristen Huff, Head of Measurement, Curriculum Associates

AI is already being used by many educators, not just to gain efficiencies, but to make a real difference in how their students are learning. I suspect in 2025 we’ll see even more educators experimenting and leveraging AI tools as they evolve–especially as more of the Gen Z population enters the teaching workforce. In 2024, surveyed K-12 educators reported already using AI to create personalized learning experiences, provide real-time performance feedback, and foster critical thinking skills. Not only will AI usage continue to trend up throughout 2025, I do believe it will reach new heights as more teachers begin to explore GenAI as a hyper-personalized asset to support their work in the classroom. This includes the use of AI as an official teacher’s assistant (TA), helping to score free response homework and tests and providing real-time, individualized feedback to students on their education journey.
–John Jorgenson, CMO, Cambium Learning Group

The new year will continue to see the topic of AI dominate the conversation as institutions emphasize the need for students to understand AI fundamentals, ethical considerations, and real-world applications outside of the classroom. However, a widening skills gap between students and educators in AI and digital literacy presents a challenge. Many educators have not prioritized keeping up with rapid technological advancements, while students–often exposed to digital tools early on–adapt quickly. This gap can lead to uneven integration of AI in classrooms, where students sometimes outpace their instructors in understanding. To bridge this divide, comprehensive professional development for teachers is essential, focusing on both technical skills and effective teaching strategies for AI-related topics. Underscoring the evolving tech in classrooms will be the need for evidence of outcomes, not just with AI but all tools. In the post-ESSER era, evidence-based decision-making is crucial for K-12 schools striving to sustain effective programs without federal emergency funds. With the need to further justify expenditures, schools must rely on data to evaluate the impact of educational initiatives on student outcomes, from academic achievement to mental health support. Evidence helps educators and administrators identify which programs truly benefit students, enabling them to allocate resources wisely and prioritize what works. By focusing on measurable results, schools can enhance accountability, build stakeholder trust, and ensure that investments directly contribute to meaningful, lasting improvements in learning and well-being.
—Melissa Loble, Chief Academic Officer, Instructure

With AI literacy in the spotlight, lifelong learning will become the new normal. Immediate skills need: The role of “individual contributors” will evolve, and we will all be managers of AI agents, making AI skills a must-have. Skills of the future: Quantum skills will start to be in demand in the job market as quantum development continues to push forward over the next year. Always in-demand skills: The overall increase in cyberattacks and emerging risks, such as harvest now and decrypt later (HNDL) attacks, will further underscore the continued importance of cybersecurity skills. Upskilling won’t end with AI. Each new wave of technology will demand new skills, so lifelong learners will thrive. AI will not be siloed to use among technology professionals. The democratization of AI technology and the proliferation of AI agents have already made AI skills today’s priority. Looking ahead, quantum skills will begin to grow in demand with the steady advance of the technology. Meanwhile cybersecurity skills are an evergreen need.
—Lydia Logan, VP of Global Education & Workforce Development, IBM

This coming year, we’ll see real progress in using technology, particularly GenAI, to free up teachers’ time. This will enable them to focus on what they do best: working directly with students and fostering the deep connections crucial for student growth and achievement. GenAI-powered assistants will streamline lesson planning after digesting information from a sea of assessments to provide personalized recommendations for instruction to an entire class, small groups, and individual students. The bottom line is technology that never aims to replace a teacher’s expertise–nothing ever should–but gives them back time to deepen relationships with students.
—Jack Lynch, CEO, HMH

Looking to 2025, I anticipate several key trends that will further enhance the fusion of educators, AI and multimodal learning. AI-powered personalization enhanced by multimedia: AI will deliver personalized learning paths enriched with various content formats. By adapting to individual learning styles–whether visual, auditory, or kinesthetic–we can make education more engaging and effective. Expansion of multimodal learning experiences: Students will increasingly expect learning materials that engage multiple senses. Integrating short-form videos created and vetted by actual educators, interactive simulations, and audio content will cater to different learning preferences, making education more inclusive and effective. Deepening collaboration with educators: Teachers will play an even more critical role in developing and curating multimodal content. Their expertise ensures that the integration of technology enhances rather than detracts from the learning experience.
–Nhon Ma, CEO & Co-founder, Numerade

AI and automation become a competitive advantage for education platforms and systems. 2025 will be the year for AI to be more infused in education initiatives and platforms. AI-powered solutions have reached a tipping point from being a nice-to-have to a must-have in order to deliver compelling and competitive education experiences. When we look at the education sector, the use cases are clear. From creating content like quizzes, to matching students with education courses that meet their needs, to grading huge volumes of work, enhancing coaching and guidance for students, and even collecting, analyzing and acting on feedback from learners, there is so much value to reap from AI. Looking ahead, there could be additional applications in education for multimodal AI models, which are capable of processing and analyzing complex documents including images, tables, charts, and audio.
—Rachael Mohammed, Corporate Social Responsibility Digital Offerings Leader, IBM

Agentic and Shadow AI are here. Now, building guardrails for safe and powerful use will be key for education providers and will require new skillsets. In education, we expect the start of a shift from traditional AI tools to agents. In addition, the mainstream use of AI technology with ChatGPT and OpenAI has increased the potential risk of Shadow AI (the use of non-approved public AI applications, potentially causing concerns about compromising sensitive information). These two phenomena highlight the importance of accountability, data and IT policies, as well as control of autonomous systems. This is key mostly for education providers, where we think there will be greater attention paid to the AI guardrails and process. To be prepared, educators, students, and decision makers at all levels need to be upskilled in AI, with a focus on AI ethics and data management. If we invest in training the workforce now, they will be ready to responsibly develop and use AI and AI agents in a way that is trustworthy.
—Justina Nixon-Saintil, Vice President & Chief Impact Officer, IBM

Rather than replacing human expertise, AI can be used as a resource to allow someone to focus more of their time on what’s truly important and impactful. As an educator, AI has become an indispensable tool for creating lesson plans. It helps generate examples, activity ideas, and anticipate future students’ questions, freeing me to focus on the broader framework and the deeper meaning of what I’m teaching.
–Sinan Ozdemir, Founder & Chief Technology Officer, Shiba Technologies; Author, Quick Start Guide to Large Language Models

Data analytics and AI will be essential towards tackling the chronic absenteeism crisis. In 2025, the conversation around belonging will shift from abstract concepts to concrete actions in schools. Teachers who build strong relationships with both students and families will see better attendance and engagement, leading more schools to prioritize meaningful connection-building over quick-fix solutions. We’ll see more districts move toward personalized, two-way school communications that create trust with parents and the larger school community. In order to keep up with the growing need for this type of individualized outreach, schools will use data analytics and AI to identify attendance and academic patterns that indicate students are at risk of becoming chronically absent. It won’t be dramatic, but we’ll see steady progress throughout the year as schools recognize that student success depends on creating environments where both students and families feel valued and heard.
—Dr. Kara Stern, Director of Education and Engagement, SchoolStatus

As access to AI resources gains ground in classrooms, educators will face a dire responsibility to not only master these tools but to establish guidelines and provide best practices to ensure effective and responsible use. The increasing demand for AI requires educators to stay informed about emerging applications and prioritize ethical practices, ensuring AI enhances rather than impedes educational outcomes.. This is particularly critical in STEM fields, where AI has already transformed industries and is shaping career paths, providing new learning opportunities for students. To prevent the exacerbation of the existing STEM gap, educators must prioritize equitable access to AI resources and tools, ensuring that all students, regardless of background, have the opportunity to engage with and fully understand these technologies. This focus on equity is essential in leveling the playing field, helping bridge disparities that could otherwise limit students’ future success. Achieving these goals will require educators to engage in professional development programs designed to equip them with necessary skills and content knowledge to implement new technology in their classrooms. Learning how to foster inclusive environments is vital to cultivating a positive school climate where students feel motivated to succeed. Meanwhile, professionally-trained educators can support the integration of new technologies to ensure that every student has the opportunity to thrive in this new educational landscape.
—Michelle Stie, Vice President, Program Design & Innovation, NMSI

Artificial intelligence (AI) is poised to increase in use in K-12 classrooms, with literacy instruction emerging as a key area for transformative impact. While educators may associate AI with concerns like cheating, its potential to enhance human-centered teaching is gaining recognition. By streamlining administrative tasks, AI empowers teachers to focus on connecting with students and delivering personalized instruction. One trend to watch is AI’s role in automating reading assessments. These tools reduce the time educators spend administering and analyzing tests, offering real-time insights that guide individualized instruction. AI is also excelling at pinpointing skill gaps, allowing teachers to intervene early, particularly in foundational reading areas. Another emerging trend is AI-driven reading practice. Tools can adapt to each student’s needs, delivering engaging, personalized reading tutoring with immediate corrective feedback. This ensures consistent, intentional practice–a critical factor in literacy growth. Rather than replacing teachers, AI frees up educator time for what matters most: fostering relationships with students and delivering high-quality instruction. As schools look to optimize resources in the coming year, AI’s ability to augment literacy instruction can be an important tool that maximizes students’ growth, while minimizing teachers’ work.
—Janine Walker-Caffrey, Ed.D., Chief Academic Officer, EPS Learning

We expect a renewed focus on human writing with a broader purpose–clear communication that demonstrates knowledge and understanding, enhanced, not replaced by available technology. With AI making basic elements of writing more accessible to all, this renaissance of writing will emphasize the ability to combine topical knowledge, critical thinking, mastery of language and AI applications to develop written work. Instead of being warned against using generative AI, students will be asked to move from demand–asking AI writing tools to produce work on their behalf, to command–owning the content creation process from start to finish and leveraging technology where it can be used to edit, enhance or expand original thinking. This shift will resurface the idea of co-authorship, including transparency around how written work comes together and disclosure of when and how AI tools were used to support the process.
—Eric Wang, VP of AI, Turnitin

GenAI and AI writing detection tools will evolve, adding advanced capabilities to match each other’s detectability flex. End users are reaching higher levels of familiarity and maturity with AI functionality, resulting in a shift in how they are leveraged. Savvy users will take a bookend approach, focusing on early stage ideation, organization and expansion of original ideas as well as late stage refinement of ideas and writing. Coupling the use of GenAI with agentic AI applications will help to overcome current limitations, introducing multi-source analysis and adaptation capabilities to the writing process. Use of detection tools will improve as well, with a focus on preserving the teaching and learning process. In early stages, detection tools and indicator reports will create opportunities to focus teaching on addressing knowledge gaps and areas lacking original thought or foundation. Later stage detection will offer opportunities to strengthen the dialogue between educators and students, providing transparency that will reduce student risk and increase engagement.
—Eric Wang, VP of AI, Turnitin

Advanced AI tools will provide more equitable access for all students, inclusive of reaching students in their home language, deaf and hard of hearing support through AI-enabled ASL videos, blind and visually impaired with real time audio descriptions, tactiles, and assistive technology.
–Trent Workman, SVP for U.S. School Assessments, Pearson

Generative AI everywhere: Generative AI, like ChatGPT, is getting smarter and more influential every day, with the market expected to grow a whopping 46 percent every year from now until 2030. By 2025, we’ll likely see AI churning out even more impressive text, images, and videos–completely transforming industries like marketing, design, and content creation. Under a Trump administration that might take a more “hands-off” approach, we could see faster growth with fewer restrictions holding things back. That could mean more innovative tools hitting the market sooner, but it will also require companies to be careful about privacy and job impacts on their own. The threat of AI-powered cyberattacks: Experts think 2025 might be the year cybercriminals go full throttle with AI. Think about it: with the advancement of the technology, cyberattacks powered by AI models could start using deepfakes, enhanced social engineering, and ultra-sophisticated malware. If the Trump administration focuses on cybersecurity mainly for critical infrastructure, private companies could face gaps in support, leaving sectors like healthcare and finance on their own to keep up with new threats. Without stronger regulations, businesses will have to get creative–and fast–when it comes to fighting off these attacks.
–Alon Yamin, Co-Founder & CEO, Copyleaks

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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December 30, 2025
25 of Our Top Stories About Schools, Students and Learning – The 74

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</p> <h2>The dismantling of the Ed Dept., why kids aren’t reading, teacher pay. The 74 takes a look back at some of our biggest education stories of 2025.</h2> <p class="sans">By <a rel="author" href="https://www.the74million.org/contributor/20200/">The 74</a></p> <p>This story first appeared at <a href="https://www.the74million.org">The 74</a>, a nonprofit news site covering education. <a href="https://www.the74million.org/about/newsletters/?utm_source=republish-button&utm_medium=website&utm_campaign=republish">Sign up for free newsletters from The 74</a> to get more like this in your inbox.</p> <p class="drop_it">When it comes to education news, 2025 was unprecedented. Within days of President Donald Trump taking office in January, tectonic shifts to education policy and child welfare were set in motion – and at a dizzying pace. </p> <p>Here at The 74, we chronicled the administration’s efforts to dismantle the Department of Education and its cuts to crucial department staffing, education research and funding. We wrote about immigration crackdowns that spurred concerned families to keep children home from school (or leave the country altogether), significant changes in vaccination recommendations, efforts to remove crucial protections for students and a broader push for school choice and religious instruction in schools, among other things. And we did much more than just cover that news; our team dug further to help explain what these changes mean to school districts, teachers, parents and – most importantly – children. </p> <p>At the same time, other storylines were playing out. A big one was literacy. Testing data from the National Assessment of Educational Progress painted a dismal picture of America’s children’s ability to read. But there were some encouraging signs, especially in the South. Separately, our team created an interactive database that compares literacy versus poverty rates in 10,000 districts and 42,000 schools to discover where educators are beating the odds. (We will be continuing to feature these Bright Spots in the new year.)</p> <p>We also took a close look at teacher pay, special education and the challenges teachers and parents face as they grapple with the rapid adoption of artificial intelligence. And, with the launch of our zero2eight vertical, we expanded our coverage to include the crucial issues facing early child care and education. </p> <p>It has been a busy year and this list only scratches the surface of the great work the team at The 74 produced. We hope you take the time to read (and share) these memorable and impactful stories.</p> <div class="wp-block-group callout"> <div class="wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained"> <h3 class="wp-block-heading"><a href="https://www.the74million.org/article/why-are-so-few-kids-reading-for-pleasure/"><strong>Why Are So Few Kids Reading for Pleasure?</strong></a></h3> <p><em>By Greg Toppo</em></p> <figure class="wp-block-image size-large"><img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/12/25-of-Our-Top-Stories-About-Schools-Students-and-Learning.png" alt=""/></figure> <p>Over the past two generations, the proportion of young people who “never or hardly ever” read for fun has quadrupled. What’s going on? Digital distraction and social networking seem likely culprits, but it might not be that simple. Could young people be reading less because they got lousy reading instruction? The 74’s Greg Toppo explores young people’s changing relationship with books, showing that the problem is complex and may require a deep commitment to doing things differently.</p> <h5 class="wp-block-heading"><strong>Related</strong></h5> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/zero2eight/why-parents-arent-reading-to-kids-and-what-it-means-for-young-students/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/11/reading-to-young-kids.png);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">Why Parents Aren’t Reading to Kids, and What It Means for Young Students</h4> </p> <p></a></aside> </div> </div> <div class="wp-block-group callout"> <div class="wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained"> <h3 class="wp-block-heading"><a href="https://www.the74million.org/article/these-schools-are-beating-the-odds-in-teaching-kids-to-read/"><strong>Bright Spots: These Schools Are Beating the Odds in Teaching Kids to Read</strong></a></h3> <p><em>Analysis by Chad Aldeman; Interactive by Eamonn Fitzmaurice</em></p> <figure class="wp-block-image size-large"><img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/12/25-of-Our-Top-Stories-About-Schools-Students-and-Learning.jpg" alt=""/></figure> <p>Early reading is highly predictive of later-life outcomes, and there’s often a strong correlation between a school’s poverty level and its reading proficiency rate. But around the country, exceptional schools are beating the odds. Contributor Chad Aldeman and The 74’s art and technology director Eamonn Fitzmaurice crunched the numbers for 10,000 districts, 42,000 schools and 3 million kids to find the schools that are best at teaching kids to read, and plotted the results on an <a href="https://www.the74million.org/bright-spots-us-literacy-map/">interactive map</a>, allowing you to discover whether your school is a Bright Spot. </p> <h5 class="wp-block-heading"><strong>Related:</strong> </h5> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/touts/interactive-reading-map/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/11/reading-map-usa.png);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">Is Your School Beating the Odds in Reading?</h4> </p> <p></a></aside> </div> </div> <div class="wp-block-group callout"> <div class="wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained"> <h3 class="wp-block-heading"><a href="https://www.the74million.org/article/department-of-ed-firings/"><strong>‘Going for Blood’: With Half of Its Staff Cut, Many Wonder How Ed Dept. Will Function</strong></a></h3> <p><em>By Linda Jacobson, Amanda Geduld and Mark Keierleber</em></p> <figure class="wp-block-image size-large"><img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/12/1767138312_940_25-of-Our-Top-Stories-About-Schools-Students-and-Learning.jpg" alt=""/></figure> <p>One of the biggest education stories of 2025 documented efforts to dismantle the Department of Education under the Trump administration. In March, a nighttime purge of Ed Department staff left deep cuts to programs long critical to its mission, from investigating complaints of student discrimination to measuring academic performance. At the time, Education Secretary Linda McMahon announced the elimination of more than 1,300 employees, meaning that, along with buyouts and early retirements, the department would be reduced to roughly half the size it was when President Donald Trump took office just eight weeks earlier. </p> <h5 class="wp-block-heading"><strong>Related</strong></h5> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/article/education-dept-cancels-over-600m-in-grants-for-teacher-pipeline-programs/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/02/trump-cancels-teacher-grants.jpg);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">Education Dept. Cancels Over $600M in Grants for Teacher Pipeline Programs</h4> </p> <p></a></aside> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/article/white-house-splinters-education-department-sending-k-12-programs-to-labor/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/11/us-department-of-education-trump-linda-mcmahon-2025.jpg);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">White House Splinters Education Department, Sending K-12 Programs to Labor</h4> </p> <p></a></aside> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/article/amid-fed-exodus-states-grab-departing-talent-from-education-department/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/12/states-hiring-fed-education-staffers.png);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">Amid Fed Exodus, States Grab Departing Talent from Education Department</h4> </p> <p></a></aside> </div> </div> <div class="wp-block-group callout"> <div class="wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained"> <h3 class="wp-block-heading"><a href="https://www.the74million.org/article/rfk-jr-could-pull-many-levers-to-hinder-childhood-immunization-as-hhs-head/"><strong>RFK Jr. Could Pull Many Levers to Hinder Childhood Immunization as HHS Head</strong></a></h3> <p><em>By Amanda Geduld</em></p> <figure class="wp-block-image size-large"><img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/12/1767138312_208_25-of-Our-Top-Stories-About-Schools-Students-and-Learning.jpg" alt=""/></figure> <p>Robert F. Kennedy Jr. — a conspiracy theorist who <a href="https://apnews.com/article/robert-f-kennedy-vaccines-trump-rfkjr-7f8dcb25de76a5a70710d22bbc63f6fa">once said,</a> “There’s no vaccine that is safe and effective” — was tapped by President Donald Trump to run the Department of Health and Human Services, with vast influence over vaccine research, funding and rhetoric. Prior to his confirmation, The 74’s Amanda Geduld spoke with experts who called the child health implications “dire” and predicted a fresh round in the school culture wars over mandatory vaccines for students. One law professor pointed out that school boards “can’t change the policies, but they might say, ‘We don’t support these policies. Not in our school district. No way, no how.’”</p> <h5 class="wp-block-heading"><strong>Related:</strong></h5> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/article/confusion-as-kids-head-back-to-school-and-rfk-jr-calls-the-shots-on-vaccines/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/09/vaccines-rfk-back-to-school-2b.jpg);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">Confusion as Kids Head Back to School and RFK Jr. Calls the Shots on Vaccines</h4> </p> <p></a></aside> </div> </div> <div class="wp-block-group callout"> <div class="wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained"> <h3 class="wp-block-heading"><a href="https://www.the74million.org/article/many-young-adults-barely-literate-yet-earned-a-high-school-diploma/"><strong>Many Young Adults Barely Literate, Yet Earned a High School Diploma</strong></a></h3> <p><em>By Jessika Harkay</em></p> <figure class="wp-block-image size-large"><img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/12/1767138313_838_25-of-Our-Top-Stories-About-Schools-Students-and-Learning.jpg" alt=""/></figure> <p>The numbers are staggering: One in four young adults in the U.S. is functionally illiterate – yet more than half earned high school diplomas. In 2023, a total of about five million young adults could understand the basic meaning of short texts but could not analyze long reading materials, according to an analysis by the American Institute of Research. At the same time, the share of young adults earning diplomas increased significantly. “We know that over 20% of (young adults) that get their high school diploma do not have the skills commensurate with that,” Sharon Bonney, chief executive officer of the Coalition on Adult Basic Education, a national adult education nonprofit, told The 74’s Jessika Harkay. “So, when we have this ‘<a href="https://www.dol.gov/newsroom/releases/osec/osec20250812">Make America Skilled Again</a>’ agenda, but people can’t read, write, speak the language or do math, they can’t get good jobs and better jobs. They can’t be skilled up.” </p> <h5 class="wp-block-heading"><strong>Related </strong></h5> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/article/for-decades-students-of-color-denied-dyslexia-diagnosis-and-intervention/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/11/dyslexia-people-of-color.jpg);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">For Decades, Students of Color Denied Dyslexia Diagnosis and Intervention</h4> </p> <p></a></aside> </div> </div> <div class="wp-block-group callout"> <div class="wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained"> <h3 class="wp-block-heading"><a href="https://www.the74million.org/article/the-south-surges-academically-in-alternative-view-of-national-exam/"><strong>The South Surges Academically in Alternative View of National Exam</strong></a></h3> <p><em>By Kevin Mahnken</em></p> <figure class="wp-block-image size-large"><img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/12/1767138313_524_25-of-Our-Top-Stories-About-Schools-Students-and-Learning.png" alt=""/></figure> <p>According to an analysis of the National Assessment of Educational Progress, a raft of mostly Southern states — Mississippi, Louisiana, Florida, Texas, and others — can boast the highest math and English scores anywhere in the country. There’s just one catch, The 74’s Kevin Mahnken explained. That new educational hierarchy is only visible when researchers adjust for the demographics in each state. In other words, after accounting for the uneven distribution of low-income and minority families, special-needs students, and English learners, the nation’s K–12 hierarchy looks wildly different. </p> <h5 class="wp-block-heading"><strong>Related</strong></h5> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/article/new-naep-scores-dash-hope-of-post-covid-learning-recovery/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/01/naep-chart-reading-2024b.png);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">New NAEP Scores Dash Hope of Post-COVID Learning Recovery</h4> </p> <p></a></aside> </div> </div> <div class="wp-block-group callout"> <div class="wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained"> <h3 class="wp-block-heading"><a href="https://www.the74million.org/article/interactive-school-spending-is-up-teacher-pay-isnt-see-whats-happening-in-8900-districts/"><strong>School Spending Is Up. Teacher Pay Isn’t. See What’s Happening in 8,900 Districts</strong></a></h3> <p><em>Analysis by Chad Aldeman; Interactive by Eamonn Fitzmaurice</em></p> <figure class="wp-block-image size-large"><img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/12/1767138314_74_25-of-Our-Top-Stories-About-Schools-Students-and-Learning.gif" alt=""/></figure> <p>In districts nationwide, school spending has skyrocketed — in Los Angeles, for example, it’s up 108% from 2002 to 2022. But L.A’s teachers have seen a meager 5% salary increase during that time. In fact, teacher salaries nationally have hovered around an inflation-adjusted $70,000 for decades, lagging behind not only per-pupil spending, but earnings of other college-educated workers. Contributor Chad Aldeman and The 74’s art and technology director, Eamonn Fitzmaurice, document this disconnect in a series of interactive charts. See what’s happening in nearly 8,900 districts.</p> <h5 class="wp-block-heading">Related</h5> <aside class="inline_story shortcode simple"><a href="https://www.the74million.org/article/interactive-data-from-9500-districts-finds-even-more-staff-and-fewer-students/"></p> <figure style="background-image: url(https://www.the74million.org/wp-content/uploads/2025/02/teacher-student-ratio-2025-analysis-usa-lead-b.png);"/> <p><span class="sans related_tag">Related</span></p> <h4 class="sans">Interactive: Data From 9,500 Districts Finds Even More Staff and Fewer Students</h4> </p> <p></a></aside> </div> </div> <div class="wp-block-group callout"> <div class="wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained"> <h3 class="wp-block-heading"><a href="https://www.the74million.org/article/for-students-with-disabilities-suspension-is-not-just-a-matter-of-race-and-gender-but-geography/"><strong>For Students With Disabilities, Suspension Not Just a Matter of Race and Gender — But Geography</strong></a></h3> <p><em>By Amanda Geduld </em></p> <figure class="wp-block-image size-large"><img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/12/1767138314_692_25-of-Our-Top-Stories-About-Schools-Students-and-Learning.jpg" alt=""/></figure> <p>An exclusive analysis by The 74’s Amanda Geduld of federal data revealed stark disparities among students already subject to disproportionate punishment in school — not only by race and gender but also geography. Some 15% of special education students in South Carolina faced out-of-school suspensions for up to 10 days in the 2022-2023 school year — nearly twice the national average and more than any other state in the nation. Meanwhile, students with the same disabilities were the least likely to be excluded from school if they lived in California or Vermont.</p> </div> </div> <p>

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December 29, 2025
Learning Data Trends You Must Know in 2026
Learning data has played a larger role in the planning and operations of education systems. In 2026, the focus will shift from reporting what happened to actually using data to make informed decisions. Institutions are already tracking a wider range of learning conditions. System‑level indicators are being used to understand how students experience education in real settings. As data governance expectations mature, this evolution is a strategic opportunity and an operational requirement.

The State of Learning Data in 2025: A Retrospective

In 2025, learning data practices moved beyond experimentation and into daily operations. Several patterns stood out across the sector.

As many platforms started responding dynamically to learner behavior, AI‑driven personalization and real‑time analytics became harder to ignore. The U.S. Department of Education’s AI report shows how real‑time data signals support educators with decision‑making tools like content pacing and targeted feedback. It also highlights why human oversight and transparency in AI‑supported systems are necessary.

At the same time, institutions began using large‑scale datasets to identify intervention points earlier. CoSN’s 2025–26 emerging technology trends show that K–12 leaders are using aggregated engagement data to inform decisions earlier in the academic year.

With the expansion of personalization, concerns about privacy and bias also increased. Ethical AI and federated learning models gained traction. Distributed data approaches that limit centralized storage while still enabling learning insights became more relevant, particularly for organizations serving multiple districts or states.

Another notable shift was the rise of immersive and multimodal data sources. Deloitte’s analysis of higher‑education trends shows growing use of simulations, virtual labs, and experiential learning environments, all of which generate complex engagement data that goes beyond clicks or completion rates.

5 Must-Know Learning Data Trends in 2026

1. From Retrospective to Predictive Data Analytics

The shift from retrospective analysis to predictive insights is the most vital learning data trend as we move into 2026. Dashboards that explain what already happened are giving way to models that signal what is likely to happen next.

Predictive retention models are becoming central to student‑success strategies. Enrollment data from the National Student Clearinghouse show continued volatility in postsecondary enrollment, reinforcing the importance of early identification of at‑risk students rather than reactive interventions.

Adaptive learning systems increasingly use AI‑driven signals to adjust content difficulty, recommend resources, or trigger educator outreach before learners disengage. Institutions are also applying predictive analytics to enrollment forecasting and resource planning, helping leaders prepare for demand shifts rather than responding after the fact.

For 2026, the value lies in proactive decision‑making.
- K–12 Districts: Predictive signals support early‑warning systems for attendance, disengagement, and dropout risk.
- Higher Education: Predictive advising models help institutions support persistence and degree completion more effectively.
- EdTech Companies: Usage analytics can identify friction points in the learner experience before they affect retention or outcomes.
The shift toward prediction marks a practical change in how learning data is used.

2. Ethical, Privacy‑First Data Governance

As learning data becomes more powerful, governance expectations are tightening. In 2026, ethical and privacy‑first data practices will be foundational, not optional.

Federated learning and decentralized analytics models are gaining relevance because they reduce the need to move or duplicate sensitive student data. Federal guidance on student privacy emphasizes minimizing data exposure while still enabling legitimate educational use, particularly when advanced analytics or AI are involved.

At the same time, compliance requirements are becoming more explicit. Updated FERPA resources and guidance reinforce schools’ responsibilities around data access, consent, and transparency, while COPPA and state‑level privacy laws continue to evolve.

In 2026, strong governance will not slow innovation. It will determine which organizations are trusted to scale it.

3. Data Unification Across Platforms and Systems

Learning data still sits in separate systems. LMS platforms track activity. SIS tools store records. Assessment and engagement tools add another layer. As a result, information often remains fragmented. As noted in market analysis, interoperability challenges continue to slow integration across these systems. When data are brought together, their role changes.

What unification enables:
- Attendance and grades establish academic context
- Engagement signals reveal patterns as they emerge
- Assessment outcomes confirm where support is effective
Viewed together, this information supports earlier and more informed decisions across instruction and operations. District leaders are actively pushing for integrated data environments to make this possible at scale.

By 2026, leadership teams will expect consolidated learner views rather than disconnected reports generated by individual systems.

4. Analytics for Product‑Led Growth in EdTech

For EdTech companies, analytics are no longer limited to reporting usage. They increasingly influence how products evolve.

Teams are using analytics to understand how features are adopted, where learners disengage, and which workflows support sustained use. Feature‑level usage data are becoming a core input for continuous‑improvement decisions across learning products.

Common areas of focus include:
- Feature adoption across different learner groups
- Drop‑off points within learning flows
- Signals that indicate confusion or friction
Product teams are also relying more on controlled testing to validate changes before scaling them. Evidence‑based iteration is increasingly tied to quality and accreditation expectations, reinforcing the role of analytics in product decision‑making.

By 2026, EdTech companies that consistently use analytics to guide product iteration will be better positioned to respond to changing learner needs.

5. Visual, Explainable Analytics for Educators

As learning data grows in volume, usability becomes a limiting factor. Information that cannot be interpreted quickly rarely informs day‑to‑day decisions in classrooms or academic teams.

Clear and accessible data presentation has long been tied to better decision‑making in education systems, particularly when insights are intended for non‑technical users. This emphasis on clarity becomes more important as analytics move closer to instructional practice.

Educators tend to engage with analytics when:
- Signals are easy to interpret
- Alerts include context, not just flags
- Recommendations are tied to observable evidence
By 2026, trust in learning analytics will depend less on model sophistication and more on whether educators can understand where insights come from and how to act on them.

Segment Spotlight: Unique Needs and Data Trends

Different segments are solving different problems with learning data.

K–12 School Districts
- Early‑warning indicators
- Attendance and behavior trends
- Equity and access signals
Higher Education
- Enrollment forecasting
- Learner‑pathway analysis
- Retention monitoring
EdTech Product Teams
- Feature‑adoption metrics
- Cohort‑behavior analysis
- Real‑time engagement signals
Preparing for 2026 and Beyond: Actionable Recommendations

Focus on execution, not frameworks
- Define where prediction adds value
- Set clear rules for data access and use
- Reduce duplication across systems
- Present insights in educator‑friendly formats
- Reassess data maturity as tools evolve
Preparing for the Next Phase of Learning Data

The next phase of learning data will be shaped not by how much insight organizations generate, but by how consistently they act on it. As data move closer to everyday decisions, they start influencing instruction, product design, and learner support in real ways.

That shift brings opportunity, but it also raises expectations. Insight needs to be usable. Systems need to be trustworthy. Decisions need to be grounded in evidence, not noise.

Organizations that treat learning data as a practical tool rather than a theoretical asset will be better positioned for what 2026 demands.
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December 25, 2025
$This math platform leverages AI coaching to help students tackle tough concepts$

This math platform leverages AI coaching to help students tackle tough concepts

eSchool News is counting down the 10 most-read stories of 2025. Story #5 focuses on a math platform that offers AI coaching for maximum impact.

Math is a fundamental part of K-12 education, but students often face significant challenges in mastering increasingly challenging math concepts.

Many students suffer from math anxiety, which can lead to a lack of confidence and motivation. Gaps in foundational knowledge, especially in early grades and exacerbated by continued pandemic-related learning loss, can make advanced topics more difficult to grasp later on. Some students may feel disengaged if the curriculum does not connect to their interests or learning styles.

Teachers, on the other hand, face challenges in addressing diverse student needs within a single classroom. Differentiated instruction is essential, but time constraints, large class sizes, and varying skill levels make personalized learning difficult.

To overcome these challenges, schools must emphasize early intervention, interactive teaching strategies, and the use of engaging digital tools.

Last year in New York City Public Schools, Franklin Delano Roosevelt High School (FDR) teachers started using a real-time AI math coaching platform from Edia to give students instant access to math support.

Edia aligns with Illustrative Mathematics’ IM Math, which New York City Public Schools adopted in 2024 as part of its “NYC Solves” initiative–a program aiming to help students develop the problem-solving, critical thinking, and math skills necessary for lifetime success. Because Edia has the same lessons and activities built into its system, learning concepts are reinforced for students.

FDR started using Edia in September of 2024, first as a teacher-facing tool until all data protection measures were in place, and now as an instructional tool for students in the classroom and at home.

The math platform’s AI coaching helps motivate students to persevere through tough-to-learn topics, particularly when they’re completing work at home.

“I was looking for something to have a back-and-forth for students, so that when they need help, they’d be able to ask for it, at any time of the day,” said Salvatore Catalano, assistant principal of math and technology at FDR.

On Edia’s platform, an AI coach reads students’ work and gives them personalized feedback based on their mistakes so they can think about their answers, try again, and master concepts.

Some FDR classes use Edia several days a week for specific math supports, while others use it for homework assignments. As students work through assignments on the platform, they must answer all questions in a given problem set correctly before proceeding.

Jeff Carney, a math teacher at FDR, primarily uses the Edia platform for homework assignments, and said it helps students with academic discovery.

“With the shift toward more constructivist modes of teaching, we can build really strong conceptual knowledge, but students need time to build out procedural fluency,” he said. “That’s hard to do in one class session, and hard to do when students are on their own. Edia supports the constructivist model of discovery, which at times can be slower, but leads to deeper conceptual understanding–it lets us have that class time, and students can build up procedural fluency at home with Edia.”

On Edia, teachers can see every question a student asks the AI coach as they try to complete a problem set.

“It’s a nice interface–I can see if a student made multiple attempts on a problem and finally got the correct answer, but I also can see all the different questions they’re asking,” Carney said. “That gives me a better understanding of what they’re thinking as they try to solve the problem. It’s hugely helpful to see how they’re processing the information piece by piece and where their misconceptions might be.”

As students ask questions, they also build independent research skills as they learn to identify where they struggle and, in turn, ask the AI coach the right questions to target areas where they need to improve.

“We can’t have 30 kids saying, ‘I don’t get it’–there has to be a self-sufficient aspect to this, and I believe students can figure out what they’re trying to do,” Carney said.

“I think having this platform as our main homework tool has allowed students to build up that self-efficacy more, which has been great–that’s been a huge help in enabling the constructivist model and building up those self-efficacy skills students need,” he added.

Because FDR has a large ELL population, the platform’s language translation feature is particularly helpful.

“We set up students with an Illustrative Math-aligned activity on Edia and let them engage with that AI coaching tool,” Carney said. “Kids who have just arrived or who are just learning their first English words can use their home languages, and that’s helpful.”

Edia’s platform also serves as a self-reflection tool of sorts for students.

“If you’re able to keep track of the questions you’re asking, you know for yourself where you need improvement. You only learn when you’re asking the good questions,” Catalano noted.

The results? Sixty-five percent of students using Edia improved their scores on the state’s Regents exam in algebra, with some demonstrating as much as a 40-point increase, Catalano said, noting that while increased scores don’t necessarily mean students earned passing grades, they do demonstrate growth.

“Of the students in a class using it regularly with fidelity, about 80 percent improved,” he said.

For more spotlights on innovative edtech, visit eSN’s Profiles in Innovation hub.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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December 25, 2025
DEI in education: Pros and cons

eSchool News is counting down the 10 most-read stories of 2025. Story #6 focuses on DEI in education.

Key points:

Diversity, equity, and inclusion (DEI) initiatives have become integral to educational institutions across the United States. DEI aims to foster environments where all students can thrive regardless of their backgrounds. The programs are designed to address systemic inequalities, promote representation, and create inclusive spaces for learning. However, as DEI becomes more prevalent, it also faces scrutiny and debate regarding its effectiveness, implementation, and impact on educational outcomes.

One of the main advantages of DEI in education is the promotion of a more inclusive and representative curriculum. Students gain a broader understanding of the world by integrating diverse perspectives into course materials. This enhances critical thinking and empathy. Furthermore, the approach prepares students to navigate and contribute to our increasingly globalized society. Moreover, exposure to diverse viewpoints encourages students to challenge their assumptions and develop a more nuanced perspective on complex issues.

DEI initiatives also contribute to improved academic outcomes by fostering a sense of belongingness amongst students. When students see themselves reflected in their educators and curricula, they are more likely to feel valued and supported. This leads to increased engagement and motivation. This sense of inclusion can result in higher retention and graduation rates (particularly among historically marginalized groups). Furthermore, diverse learning environments encourage collaboration and communication skills because students learn to work effectively with peers from different backgrounds.

In addition to benefiting students, DEI programs can enhance faculty satisfaction and retention. Institutions that prioritize diversity in hiring and promotion practices create more equitable workplaces. This can lead to increased job satisfaction among faculty members. Mentorship programs and professional development opportunities focused on DEI can also support faculty in creating inclusive classroom environments, which further benefits students.

Despite these benefits, DEI initiatives are not without challenges. One significant concern is the potential for resistance and backlash from individuals who perceive DEI efforts as a threat to traditional values (in other words, a form of reverse discrimination). This resistance can manifest in various ways (opposition to DEI policies, legal challenges, and political pressure). Such opposition can hinder the implementation and effectiveness of DEI programs, thereby creating a contentious atmosphere within educational institutions.

Another challenge is the difficulty in measuring the success of DEI initiatives. Without clear metrics, it can be challenging to assess the impact of these programs on student outcomes, faculty satisfaction, or institutional culture. The lack of quantifiable data can lead to skepticism about the efficiency of DEI efforts, thus resulting in reduced support or funding for such programs. Additionally, the absence of standardized definitions and goals for DEI can lead to inconsistent implementation across institutions.

Resource allocation is also a critical issue in the execution of DEI initiatives. Implementing comprehensive DEI programs often requires significant financial investment (funding for specialized staff, training, and support services). In times of budget constraints, institutions may struggle to prioritize DEI efforts. This may lead to inadequate support for students and faculty. Without sufficient resources, DEI programs may fail to achieve their intended outcomes thus further fueling criticism and skepticism.

The potential for tokenism is another concern associated with DEI initiatives. When institutions focus on meeting diversity quotas without fostering genuine inclusion, individuals from underrepresented groups may feel marginalized or exploited. Tokenism may undermine the goals of DEI by creating superficial diversity that does not translate into meaningful change or equity. To avoid this, institutions must commit to creating inclusive environments where all individuals feel valued and empowered to contribute fully.

Furthermore, DEI programs can sometimes inadvertently reinforce stereotypes or create division among student populations. For example, emphasizing differences without promoting commonalities may lead to increased social fragmentation or feelings of isolation among certain groups. Educators must carefully balance the celebration of diversity with the promotion of unity and shared values to foster cohesive learning communities.

In summary, DEI initiatives in education offer numerous benefits, but these programs also face significant challenges. To maximize the positive impact of DEI efforts, educational institutions must commit to thoughtful, well-resourced, and inclusive implementation strategies that promote genuine equity and inclusion for all members.

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December 24, 2025
Effectively Countering Blame Displacement | Tech & Learning

As educators, we frequently encounter challenging situations, often involving aggressive or defensive responses that feel like a verbal assault.

I learned this firsthand as a new administrator when a student was seated in the office for detention and another child walked up, knocked on the window, and made fun of him. I redirected the heckler, and later that night I was stunned at what happened: the parent of the heckler wrote a letter to the superintendent, complaining that I had verbally assaulted his son and demanded I be fired; I was clearly unfit to work with children.

After thousands of encounters with difficult people, I developed microstrategies, which are quick, practical, and immediately impactful solutions that educators and leaders can use to manage daily interactions and challenges, saving time and keeping the focus on students.

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The ability to adapt and successfully navigate hostile people demands recognizing how to manage and understand them. The key is to never match a difficult person’s aggressiveness, no matter how wrong they are, or how defensive you feel. Instead, always keep a steady eye on objectivity.

Understanding and Countering Blame Displacement

Blame displacement happens when people deflect responsibility for problems or failures onto others, resulting in avoidance rather than accountability. This deflection often stems from ego, which Ryan Holiday characterizes in Ego Is the Enemy, as a deep-seated desire to protect self-image and avoid the discomfort of perceived shortcomings. This ego-driven defensiveness manifests as subtle manipulations to offload responsibilities and maintain a perception of blamelessness and accusations.

To counter this, educators should deploy methods such as Todd Whitaker’s approach on Shifting the Monkey. Effective leaders must consistently and respectfully deflect “monkeys” (responsibilities, problems, and complaints) back to their rightful owners to protect good employees and kids, and maintain an organization’s focus on student success.

For example, when a parent attempts to displace blame for their child’s struggles on educators trying to help, strategic responses to recognize this transfer allows us to skillfully return the monkey back to where it belongs, through skillful redirection. A strategic redirection might be: “I’ve provided the resources and guidance and now I’d like to hear what strategies you believe would be most effective in helping your child meet these goals.”

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Displacing blame perpetuates confusion and misunderstanding for children and that’s when kids lose. School leaders have to manage the monkeys, so students don’t have to and win.

The 90/10 Rule

While educators experience disproportionate and aggressive responses, it’s important to maintain perspective. Most families I encounter have a trusting and reasonable response to our management system for student conduct and development, which I refer to as the 90/10 Rule (or “rule of nines”): 90% of people are decent, understanding, and reasonable in our shared encounters, yet the difficult and exasperating 10% approach concerns with aggression, defensiveness, and insult and and occupy an inordinate majority of time and resources.

This small, significant minority makes themselves well known, having made the cashier at Target cry, insulted the security officer, etc. While challenging and even hostile, they are often doing the best that they can. We must implement strategies to manage our responses to them, not to avoid them.

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Strategy Shifting and Taking the Higher Ground

Effectively countering blame displacement requires both a procedural approach to shift ownership and a conscious, objective alternative redirection to the ego-driven narrative fueling it. We must always take the higher ground, keeping in mind our most important role: how we are helping their child develop and thrive, serving as a role model for our students and them.

When a difficult person attacks, accountability is confronted by recentering the dialogue and reminding them that civility comes first for the sake of the child. A powerful redirection I use is: “I will never speak to you or your child like that and I expect the same in return.” This often shocks parents back into reality.

Clearly communicate expectations, focus on collaborative problem-solving that includes the difficult person’s role, and consistently reinforce that while the school plays a vital part, the parent’s collaboration is crucial in student success. By refusing to accept displaced blame, educators protect their time and energy, allowing them to focus on supporting students in ways that are truly within our professional landscape.

The parent who demanded I be fired long ago eventually came to me (three years later), thanking me for my patience and understanding. He acknowledged his own shortcomings, realizing that I was not “after” his son, as he instinctively assumed. This was a strangely liberating and unexpected turnaround.

While most blame-displacers will not come around as he did, some will and that is the promise I offer. It has remained my true reward, because a child can see the other side, not a combative educator validating their parent’s irrational reaction, but a civil even-handed approach to their success.

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December 23, 2025
NYC’s iHOPE School Unlocks Learning for Profoundly Disabled Kids – The 74
Sitting in his wheelchair at a highly specialized private school in Manhattan designed for students with severe and multiple disabilities, Joshua Omoloju, 17, uses assistive technology to activate his Spotify playlist, sharing snippets of his favorite songs in class — tracks even his parents were unaware he loved.

It’s a role this deejay is thrilled to fill at a school that encourages him to express himself any way he can. The magnetic and jovial Omoloju, a student at The International Academy of Hope, is legally blind, hearing impaired and nonverbal. But none of that stopped him from playing Peanut Butter Jelly Time by Buckwheat Boyz mid-lesson on a recent morning.

“OK, Josh!” his teachers said, swiveling their hips and smiling. “Let’s go!”

iHOPE, as it’s known, was established in Harlem in 2013 for just six children and moved to its current location blocks from Rockefeller Center in 2022. It now serves 150 students ages 5 through 21 and is currently at capacity with 27 people on its waitlist, according to its principal.

The four-story, nonprofit school offers age-appropriate academics alongside physical, occupational and speech therapy in addition to vision and hearing services. Every student at iHOPE has a full-time paraprofessional, who works with them throughout the day, and at least half participate in aquatic therapy in a heated cellar pool.

The school has three gymnasiums fitted with equipment to increase students’ mobility, helping many walk or stand, something they rarely do because of their physical limitations.

Arya Venezio, 12, with physical therapist Kendra Andrada (Heather Willensky)

Edward Loakman, 18, with physical therapist Navneet Kaur (Heather Willensky)

Gabriel Torres, 15, with physical therapist Jeargian Decangchon and his one-to-one nurse, Guettie Louis. (Heather Willensky)

Its 300-member staff includes four full-time nurses and its six-figure cost averages $200,000 annually depending on each child’s needs. Parents can seek tuition reimbursement from the New York City Department of Education through legal processes set out by the Individuals with Disabilities Education Act, arguing that the public school cannot adequately meet their child’s needs.

iHOPE focused primarily on rehabilitation in its early years but is now centered on academics and assistive technology, particularly augmentative and alternative communication devices that improve students’ access to learning. Mastery means users can take greater control of their lives. Shani Chill, the school’s principal and executive director, said working at iHOPE allows her to witness this transformational magic each day.

“Every student who comes here is a gift that is locked away inside and the staff come together to figure that out, saying, ‘I can give you this device, this tool, these tactiles’ and suddenly the student breaks through and shows us something amazing about themselves,” she said. “You see their personality, their humor, and the true wisdom that comes from students who would otherwise be sitting there in a wheelchair with everything being done for them — or to them.”

Aron Mastrangelo, 5, with his occupational therapist, Rose Siciliano, to his left and and his paraprofessional, Emely Ayala, to his right. (Heather Willensky)

Some devices, like the one Omoloju uses in his impromptu deejay booth, track students’ pupils, allowing them to answer questions and express, for example, joy or discomfort, prompting staff to make needed modifications.

Because he’s unable to speak, Omoloju’s parents, teachers and friends assess his mood through other means, including his laughter, which arrives with ease and frequency at iHOPE. It’s a welcome contrast to what came before it at a different school, when a sudden eruption of tears would prompt a call to his mother, who would rush down to the campus, often too late to glean what upset him.

“One of the things we saw when we first visited (iHOPE) was that they knew exactly how to work with him,” Terra Omoloju said earlier this week. “That was so impressive to me. I don’t feel anxious anymore about getting those calls.”

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Yosef Travis, father to 8-year-old Juliette, said iHOPE embodies the idea that children with multiple disabilities and complex syndromes can grow with the right support.

Juliette has a rare genetic disorder that impacts brain development and is also visually impaired. She squeals with joy with one-on-one attention and often taps her feet in excitement, Chill said.

“Juliette has grown in leaps and bounds over the past three and a half years and the dedication and creativity of the staff played a significant role,” her father said. “When she is out sick or on school vacation, we can tell that she misses them.”

Travis said his family considered many options, both public and private, before choosing iHOPE.

“iHOPE was the only one that could provide a sound education without sacrificing the necessary supports and related services she needs for her educational journey,” he said.

iHOPE currently serves one child from Westchester but all the others are from New York City. Parents are not referred there by their local district: They learn about it from social workers, therapists, doctors or through their own research, the principal said.

Those seeking enrollment complete an intake process to ensure their child would be adequately served there. Parents typically make partial payments or deposits upfront — the amount varies depending on income — while seeking tuition reimbursement from the NYC DOE.

iHOPE does not receive state or federal funding but some organizations that aid its students saw their budgets slashed by the Trump administration, reducing the amount of support they can provide to families in the form of services and equipment.

You can have classrooms that feel like a babysitting facility with kids in wheelchairs given colored paper and crayons, which makes no sense. Or you have a place like iHOPE, which takes advantage of the age in which we are.

Shani Chill, iHope principal and executive director

Principal Chill said her school is devoted to giving children the tools they need, even if it means absorbing added costs.

“We’ll get it from somewhere,” she said, noting iHOPE can turn to partner organization YAI and to its own fundraising efforts to pay those expenses so that every child, no matter their challenges, can learn.

‘He knows he is in the right place’

Omoloju’ symptoms mimic cerebral palsy and he also has scoliosis. He’s prone to viruses and other ailments, is frequently hospitalized and has undergone surgeries for his hip and back.

“He is also very charming,” his mother said. “He likes to have fun. He loves people. I feel very blessed that he is so joyous — even when he’s sick. He is very resilient. I love that about him. He teaches me so much.”

Joshua Omoloju’s parents said their son is a happy young man who loves his school. (Nicole Chase)

This is Omoloju’s fourth year at iHOPE. He’s in the upper school program — iHOPE does not use grade levels — which serves students ages 14 through 21.

He has made marked improvements in his mobility and communication since his enrollment. And his parents know he loves it there: Josh’s father, Wale, saw that firsthand after he dropped his son off at campus after a recent off-site appointment.

“I wish I had a video for when Keith [his son’s paraprofessional] came out of the elevator,” his father said. “[Josh] was beside himself laughing and was so excited to see him. He absolutely loves being there. I know he is in the right place and we love that.”

Principal Chill notes many of these students would not have been placed in an academic setting in decades past. Instead, she said, they would have been institutionalized, a cruel loss for them, their families and the greater community.

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“These kids deserve an education and what that looks like runs the spectrum,” she said. “You can have classrooms that feel like a babysitting facility with kids in wheelchairs given colored paper and crayons, which makes no sense. Or you have a place like iHOPE, which takes advantage of the age in which we are.”

Chill notes that assistive and communication-related devices have improved dramatically in recent years and are only expected to develop further. She’s not sure how AI might transform their lives moving forward, but highly sensitive devices that can be operated with a glance or a light touch could be life changing, for example, allowing students to activate smart devices in their own living space.

Benjamin Van den Bergh, 6, with paraprofessional Mirelvys Rodriguez (Heather Willensky)

“This is a great time when you look at all of the technology that is available,” she said.

‘Moved to tears’

Miriam Franco was thrilled about the progress her son, Kevin Carmona, 16, made in just his first six months at iHOPE, she said.

Kevin, a high-energy student who thrives on praise from his teachers, is also good at listening: Ever curious, he’ll keep pace with a conversation from across the room if it interests him.

Kevin has cerebral palsy and a rare genetic disorder that affects the brain and immune system. He has seizures, hip dysplasia and is fed with a gastronomy tube.

“He was able to receive a communication device, which opened an entirely new world for him and allowed him to express himself in ways he could not before,” his mother said. “He also became more engaged and independent during his physical therapy and occupational therapy sessions. His attention and focus improved when completing tasks or responding to prompts, leading to greater engagement and participation.”

His enthusiasm for the school shows itself each morning, Franco said.

“You can see how happy he is while waiting for the bus and greeting his travel paraprofessional,” she said. “It starts from the moment he wakes up and continues as he gets ready for school. In every part of his current educational setting, Kevin is given real opportunities to participate, with the support in place to make that possible.”

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Principal Chill said she cherishes the moment parents visit the site for the first time, imagining all their child is capable of achieving.

“They are moved to tears, saying, ‘Now I can picture what my child can do someday,” she said.

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December 19, 2025