Tag: move

  • Empowered Virginia Democrats Move Fast to Reshape Higher Ed

    Empowered Virginia Democrats Move Fast to Reshape Higher Ed

    When Virginia’s new Democratic leaders took control of the governor’s office and attorney general position last week, they wasted no time overhauling higher ed.

    Abigail Spanberger, the new governor, immediately appointed more than two dozen members to the governing boards of the Virginia Military Institute, George Mason University and the University of Virginia, meaning she’s already appointed the majority of members on the George Mason and UVA boards. Her Republican predecessor, Glenn Youngkin, stocked university boards with conservatives who cracked down on diversity, equity and inclusion initiatives. UVA went through high-profile controversies under its Youngkin-era board, including the resignation of former president Jim Ryan under pressure.

    Now, Spanberger’s appointees—at least 13 of whom donated to her gubernatorial campaign—are expected to lead universities in a different direction. Spanberger also signed an executive order Saturday directing her education secretary to assess the board member appointment process and recommend legislative changes, including possible modifications to term lengths, term starts and reappointments. In the order, Spanberger wrote that the Trump administration’s actions necessitate this review.

    “Virginia colleges and universities have faced unprecedented challenges from shifts in federal policy to attacks on institutional autonomy and mission,” Spanberger said. “These pressures underscore the urgent need for the Commonwealth to reevaluate how governing boards are appointed, ensuring they are composed of individuals dedicated to upholding the quality, independence, and reputation of our institutions.”

    The new attorney general, Jay Jones, also moved swiftly. He fired GMU’s university counsel K. Anne Gambrill Gentry and associate counsel Eli Schlam, leaving the institution with two remaining in-house lawyers, the university said. Jones also ousted VMI general counsel Patrick O’Leary; a spokesperson for the institution said O’Leary “notified us that he received a letter late last week informing him that his services were no longer required.”

    Furthermore, on Tuesday, Jones’s office withdrew his Republican predecessor’s agreement with the Justice Department to disregard a state law that provides in-state tuition rates to undocumented students. The department sued the state Dec. 29, seeking to invalidate the law, and the next day—on his way out of office—former Virginia attorney general Jason Miyares concurred in a court filing that the law was unconstitutional.

    In a news release on the reversal, Jones said, “On day one, I promised Virginians I would fight back against the Trump Administration’s attacks on our Commonwealth, our institutions of higher education, and most importantly—our students.”

    And Democrat General Assembly members—who control both legislative chambers, including a supermajority in the House for the first time since the 1980s—have already expressed interest in higher ed changes. Senate Majority Leader Scott Surovell filed a bill in the current legislative session that would, among other things, lengthen governing board members’ terms from four to six years and add one faculty, one staff and one student voting member to each board.

    Furthermore, House member Dan Helmer filed a resolution to create a task force to determine whether VMI—where the Youngkin-era board last year rejected a contract extension for the university’s top leader—should no longer be a public university that receives public funding. If the resolution passes, the task force will explore “expanding programs at other public institutions of higher education to replace the role of VMI” in training commissioned military officers.

    Among other things, the resolution calls for the group to audit whether the university responded to a report to the 2021 State Council of Higher Education for Virginia detailing discrimination by initiating “any substantial changes” to “reduce acts within their student body that could be perceived or classified as racist, sexist, or misogynistic or as an act of sexual harassment or sexual assault,” and whether the university “possesses the capacity as an institution to end celebration of the Confederacy.”

    In an email to Inside Higher Ed, a VMI spokesperson said, “We are reviewing many pieces of legislation, including Del. Helmer’s, and plan to work with our elected officials to demonstrate VMI’s progress.”

    Altogether, the moves show state Democrats’ willingness to act quickly to counteract the rapid changes to higher ed that Republicans—at both the state and federal level—rushed into place last year. Democratic leaders don’t appear afraid of attracting the ire of the Trump administration after its interventions in 2025, including the Justice Department’s demand that Ryan step down from leading UVA and Justice and Education Department investigations into George Mason that observers feared would oust the president there.

    But Surovell’s bill, and Spanberger’s recent statements to the General Assembly, also suggest that Democrats are seeking more than to bask in their newfound, but likely fleeting, power; they’re aiming to insulate higher ed decision-making from future political turnovers.

    “Virginia has some of the finest colleges and universities in the world,” Spanberger told lawmakers in a Monday address. “And yet, news story after news story isn’t about their successes—it’s about them becoming political battlegrounds.”

    She touted her review of the appointments process but added that she “will also work with this General Assembly to pursue reforms that prevent any future governor—Democrat or Republican—from imposing an ideological agenda on our universities. As governor, I have and will appoint serious, mission-driven individuals to our Boards of Visitors—people whose allegiance is to the institutions they serve, not to any political agenda.”

    The state’s Republican Party didn’t respond to requests for comment Wednesday.

    A Question of Stability

    Walt Heinecke, past president of UVA’s American Association of University Professors chapter and a current member of the Virginia state AAUP conference’s executive committee, opposed Ryan’s ouster from UVA and the Youngkin-era board’s appointment of a new president on their way out the door.

    “This has just been a mess for a year, and it’s important for us to clean house,” Heinecke said.

    He said Democrats “realized that, since last January, there’s been an attempt to basically take over universities with the Trump agenda, and I think they’re sick and tired of the moves that have been made.”

    Jon Becker, a tenured associate professor of educational leadership at Virginia Commonwealth University, said the speed with which Spanberger moved to appoint new board members was “no surprise.” Starting last year, Democrats blocked several of Youngkin’s board appointments, and those boards needed people.

    “At UVA, they were effectively without a board,” Becker said, adding that George Mason’s board similarly lacked the required number of members to conduct business. He said it was “fairly urgent” for Spanberger to appoint members to allow those boards to function again.

    Going forward, Becker said, “I would expect the focus on board reform to continue.”

    “A good, thorough review would show that there are practices in other states that might bring better governance to higher education in Virginia,” he said, such as requiring geographic diversity on boards and other ways of making them more representative of the state. He said, “Board members are mostly … kind of wealthier people, and they really should be more representative of the citizens.”

    But he also sees the Democratic moves as an attempt to tell the federal government to keep its hands off the state’s universities. And he said he thinks Virginia is indicative of what other states will do regarding higher ed when a single party takes control and realizes it needs to move fast to make change.

    Alex Keena, a tenured associate professor of political science at Virginia Commonwealth, said, “I think what we’ve seen here in Virginia is a reflection of national trends, where national party politics is starting to influence how things are done at the state level.”

    “You have positions in government that used to be insulated from partisan politics that are now like the latest battlegrounds,” Keena said. In certain cases, he said, Youngkin’s board appointments were “antagonistic to the whole project” of higher ed, or “had very extreme ideas about the future of higher ed.”

    Now, Keena said, Democrats seem to be reacting to what the Youngkin and Trump administrations did last year, “which is this politicization of these boards that we really hadn’t seen in Virginia.” While Democrats will probably offer some stability for universities, he said, “it doesn’t really change the big picture—that you have this very hostile approach from the federal government.”

    Keena said he wonders how Spanberger will respond to attacks from the Trump administration.

    “How will she deal with that friction?” he said. “It’s a lot of uncertainty.”

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  • Why the LLE may not radically reform tertiary education — and how it might still move the dial

    Why the LLE may not radically reform tertiary education — and how it might still move the dial

    Picture two people you probably know. Amira works in a GP surgery and wants to move into health data. Ben’s a video editor who keeps bumping into AI tools he doesn’t quite understand.

    The Lifelong Learning Entitlement (LLE) looks built for them: pay per credit, learn in chunks, fit study around life. It’s a real step forward. But a finance switch rarely rewires a whole system. Who recognises learning, who lets you progress, and who supports you while you study still decide who actually gets through the door.

    In simple terms, the LLE funds learning at levels 4–6 (from Higher Nationals up to bachelor’s) and lets people use an entitlement over time (currently up to age 60). Providers are paid per credit. Early emphasis is on areas with clear employer demand (for example computing, engineering, health) and on Higher Technical Qualifications. Funded modules typically need to be at least 30 credits, assessed, and housed inside an approved “parent course”. Subjects are tagged using a national list (HECoS), and modules are expected to align with the parent course’s main subject tag – a guard-rail that ties funding to real, quality-assured programmes.

    Money fix won’t deliver system fix

    Being able to pay isn’t the same as being able to progress. One university ultimately decides whether learning you did elsewhere counts towards its award, and practice varies. Modularity also isn’t cost-free: even short units need admissions checks, timetables, advice and assessment, so institutions may scale cautiously or stick to subjects with clear prerequisites. And performance metrics were built for whole degrees, not “step-on, step-off” study, so departments worry about being penalised when learners pause between modules.

    At the most selective end of the system, mid-course entry and external credit are rare. That’s not special pleading; it reflects how recognition works in England: one university confers the degree and decides what counts. The LLE can pay for learning in many places; it doesn’t compel acceptance.

    Colleges and universities can make progress quickly by acting as one system: align first-year expectations so college students aren’t starting cold; recognise T Levels and Higher Technical Qualifications clearly in admissions; share transition data so support follows the learner; co-deliver study-skills content; and publish simple maps showing which level-4 modules count towards which degrees. Otherwise, too many learners hit the boundary and bounce off it (see this practical bridging agenda from Imran Mir at Apex College Leicester).

    In countries where adult study is normal, systems don’t just fix tuition; they also help with the time cost of learning and make credit transfer routine. The pattern is tuition + time + transfer solved together. England’s LLE chiefly tackles tuition; the other two levers still need work.

    The wider growth story is that systems that reach more adult learners tend to do three things at scale: institution-wide digital delivery (not a side-project), employer-linked curricula and experiential learning, and a clear identity around inclusion and student success. The LLE can be the catalyst, but only if leaders build for lifelong learners across the whole institution rather than at the edges, with enterprise-level innovation in online and hybrid learning, partnerships, brand reach, and transfer-friendly design.

    Interdisciplinarity without contortions

    A live tension is the HECoS rule: a module’s main subject tag is expected to match its parent course. That keeps data tidy and protects students, but it can blunt genuinely cross-field learning just as employers ask for blended skill-sets (AI plus a domain like health or media; green and digital transitions).

    Createch – where creative practice, design, computing, data/AI and business models meet – is a good test case. There are two practical tracks. One is provider-led, inside today’s rules, and would involve setting up interdisciplinary parent programmes (for example, Createch and Digital Production) so the main tag stays compliant, and using secondary or proportional tags to reflect the mix. Institutions would co-deliver paired modules across departments with published progression maps and build employer-validated outcomes so transfer is easier to justify.

    A policy-led approach would require government and regulators to clarify guidance on proportional coding and run time-limited pilots allowing defined exceptions to the strict primary-code match where labour-market need is clear (Createch is a strong candidate). After consultation, there could be small, targeted tweaks so specified cross-disciplinary modules can be funded without awkward rebadging.

    Options for system development

    Portability needs to be easier to plan. A credit-transfer guarantee in a few defined subject areas, backed by shared learning-outcome descriptors and a standard digital transcript, would give learners and providers confidence. Publishing typical acceptance rules – and deciding transfer requests within indicative timeframes – would also help.

    Fund time as well as tuition, selectively. A wage-linked maintenance pilot for priority level 4–6 modules, with pro-rata childcare and disability support, could unlock participation for adults who can’t take a pay hit to study.

    Commission where demand is obvious. A small national fund could buy short university courses in shortage areas with colleges and local employers.

    Build planned pathways. Federated degrees and regional FE–HE compacts can publish simple maps from level 3/4 to degree entry (including any bridging) and show how 30-credit modules stack inside an approved parent course.

    Tune the measures. Outcome metrics that recognise pauses between modules would reduce the risk of doing the right thing for modular learners.

    Balance selective and inclusive levers. Any growth money might come with contextual admissions and targeted pathways at high-tariff universities, alongside serious student success investment where most low-income learners actually study and, crucially, institution-wide innovation rather than pilots at the margins.

    The LLE widens options but on its own it won’t rebalance outcomes. If England wants fair access and attainment, the system can combine portable recognition, realistic support for time out of work, and commissioned provision where need is greatest – and pair it with institution-wide innovation that treats adults as core learners, not extras. That’s how Amira and Ben actually get through the door, and how the sector grows again.

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  • What Happens to Your Student Loans If You Move Abroad?

    What Happens to Your Student Loans If You Move Abroad?

    Moving abroad doesn’t erase your student loans — it just makes managing them more complicated.

    Your loans stay with you, and so do the repayment rules.

    Where things change is in how your income is reported, verified, and used to calculate payments under an Income-Driven Repayment (IDR) plan. The way you file your U.S. taxes — especially if you claim the Foreign Earned Income Exclusion (FEIE) — can affect what your loan servicer sees as your income and what you owe each month.

    Let’s break down what really happens when you take your student loans overseas.

    What Moving Abroad Means for Your Federal Student Loans

    Living abroad doesn’t cancel your loans, but it changes how you handle them — from repayment calculations to paperwork to keeping contact with your servicer.

    Here’s what actually changes when your student loans follow you overseas:

    1. Payment Calculation and the FEIE

    The biggest shift happens in how your income is treated.

    If you claim the FEIE, your Adjusted Gross Income (AGI) looks smaller on your U.S. tax return — and that can lower your IDR payment if your servicer accepts that number as-is.

    But that outcome isn’t guaranteed. The Department of Education allows income to be verified using either your AGI from tax data or alternative documentation of all taxable income (Per 34 CFR §685.209(a)(1)(viii)). If that happens, your excluded foreign income could be included in the review.

    In practice, though, some borrowers (especially those using the IRS data link on StudentAid.gov) report their lower AGI being accepted, while others are asked to provide pay stubs or other proof of income, which can wipe out the FEIE benefit.

    So your payment amount depends on how your income is verified — whether through the IRS data pull (the FTI system) or through Alternative Documentation of Income (ADOI). Even if your excluded income is added back, borrowers with modest earnings or larger households may still qualify for $0 payments under IDR.

    2. Communication and Logistics

    Keep your contact info current through your servicer’s portal — some accept foreign addresses, others require a U.S. one. If you use a family address, confirm it’s allowed. Go paperless when possible; it’s faster and more reliable overseas.

    Most servicers prefer payments from a U.S. bank account, though some do accept online payments from international accounts or via wire transfers. It’s not universal, so always confirm which payment types your servicer supports.

    Finally, watch exchange rates and transfer fees — small swings can quietly raise your real payment cost each month.

    Related:  If you’ll be overseas for a long time, read our guide on managing your student loans while living abroad. It covers practical steps like setting up e-bills, auto-pay, and mail management to avoid missed payments or surprises while you’re away.

    3. What Happens If You Don’t Pay

    Moving abroad doesn’t make your loans uncollectible.

    4. Continued U.S. Tax Obligations

    U.S. citizens must file taxes every year, no matter where they live.

    Your tax return plays a double role — for compliance and as the base income document for your IDR recertification.

    Whether your servicer uses IRS data or ADOI, your tax return is still the foundation for verifying your income.

    Common Mistakes for Borrowers Living Abroad

    Here are the biggest mistakes expats make — and how to avoid them.

    1. Forgetting to recertify income.

    Even while abroad, you must update your income for IDR plans every year. Miss it, and your payment jumps to the standard amount.

    2. Ignoring U.S. tax filing rules.

    You still have to file a U.S. tax return annually. Skipping it breaks tax compliance and can disrupt income verification for your repayment plan.

    3.  Overlooking how your spouse’s income is counted.

    If you’re married filing jointly, your spouse’s income (even if earned abroad) can raise your AGI and your payment. Some borrowers file separately to manage this — but that comes with trade-offs.

    4. Failing to cut state tax ties.

    If you left a state like California or Virginia without ending residency properly, that state can still tax your income — inflating your AGI and, in turn, your loan payment.

    5. Ignoring how interest accrues on $0 payments.

    A $0 payment doesn’t mean your balance stops growing. Under most IDR plans, unpaid interest continues to accrue.

    Before You Move Abroad (Quick Checklist)

    Heading overseas with student loans? Run through this first:

    Understand the FEIE/IDR Rule.
    Don’t expect a guaranteed $0 payment just because your AGI looks smaller on paper. Know how your servicer verifies income and that your total income before exclusions may be used.

    Assess FEIE and FTC implications.
    Learn how the FEIE or FTC affects both your taxes and IDR payments. Servicers may request tax documents or alternative proof of income — plan for both scenarios.

    Update your contact info.
    Make sure your loan servicer has your correct email, phone, and mailing address (ask if a foreign address is allowed).

    Keep a U.S. bank account open.
    Most servicers still process payments through U.S. accounts. If you rely on a foreign bank, confirm accepted payment methods or wire options first.

    Budget for currency and transfer logistics.
    Decide how you’ll make payments — online or via transfer — and factor in exchange rates and fees. Some servicers accept international transfers; others require USD payments from a domestic account.

    File your taxes every year. You’ll need a current return for IDR recertification, even if your FEIE wipes out your taxable income. Keeping your filings up to date also makes it easier to verify income automatically through the IRS data link.

    Time your IDR recertification wisely.
    If you claim the FEIE, consider recertifying soon after your most recent tax return is fully processed and accurate. That timing can improve the odds your AGI will transfer correctly through the IRS data link, reducing the need for manual income verification that might include your excluded foreign income.

    Plan for data-sharing with your loan servicer.
    Some servicers pull IRS data automatically; others require copies of tax returns or income verification. Decide in advance whether you’ll authorize data sharing with your servicer.

    Store every document. Keep digital copies of your tax return, Form 2555, pay stubs, and proof of residence — they’re gold if your file ever gets flagged for manual review.

    Bottom Line

    Moving abroad doesn’t erase your loans — it just changes how you manage them.

    Your income-driven payment could drop if your AGI from the IRS data pull is accepted — but that outcome isn’t guaranteed. Depending on how your income is verified or what documentation is used, your excluded foreign earnings might still be considered in the calculation.

    If you’re living or planning to live overseas, understand the rules, document everything, and stay ahead of deadlines.

    Subscribe for student loan updates or book a consult with a CFP® who understands international borrowers.

    Disclaimer: This article provides general information and should not be taken as personalized tax, legal, or financial advice. Rules change frequently, and your situation may vary. Consult a qualified student loan or tax professional before acting on this information.

    FAQs: Student Loans and Living Abroad

    Will my student loans be wiped after three years abroad?

    No. There’s no law or program that automatically cancels your student debt after living abroad — that’s a myth. However, living overseas can lower your required payments if you qualify for an income-driven plan and report foreign income correctly.

    Do student loans follow you to another country?

    Yes. Federal student loans remain your responsibility no matter where you live. The Department of Education can still collect through tax refunds or Social Security if you return, and your credit report remains active while you’re abroad.

    Can I stop making payments if I move overseas?

    Not safely. Missing payments can lead to default, wage garnishment (if you return to the U.S.), and long-term credit damage. Instead, apply for an IDR plan or a deferment if you qualify.

    Can I qualify for forgiveness or PSLF while living abroad?

    Yes, but it depends. Time spent abroad can count toward IDR forgiveness if you stay on an eligible plan and keep payments current. PSLF, on the other hand, requires qualifying employment.

    Can I refinance or consolidate my loans while living abroad?

    You can consolidate federal loans from anywhere, since it stays within the U.S. system. But refinancing through a private lender can be tricky — most lenders require a U.S. address, bank account, and credit history. Some expat-friendly lenders may still consider you, but it’s rare.

    Pedro Gomez is the new Student Loan Sherpa and a Certified Financial Planner™ with over a decade of experience helping clients navigate complex financial decisions. He is the founder of Global Financial Plan, where he writes about international living, geoarbitrage, and strategies for retiring young, and also leads Brickell Financial Group, a registered investment advisory firm focused on accelerating financial freedom.

    Pedro is the architect behind the “12 Levels of Financial Freedom” framework and blends student loan strategy with long-term planning, tax efficiency, and investing. His work is especially geared toward upwardly mobile professionals, entrepreneurs, and those looking to design a life beyond the default path.

    Pedro is available for strategy sessions and press inquiries.

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  • Truth vs. risk management: How to move forward

    Truth vs. risk management: How to move forward

    Key points:

    In the world of K-12 education, teachers are constantly making decisions that affect their students and families. In contrast, administrators are tasked with something even bigger: making decisions that also involve adults (parents, staff culture, etc.) and preventing conflicts from spiraling into formal complaints or legal issues. Therefore, decisions and actions often have to balance two competing values: truth and risk management.

    Some individuals, such as teachers, are very truth-oriented. They document interactions, clarify misunderstandings, and push for accuracy, recognizing that a single misrepresentation can erode trust with families, damage credibility in front of students, or most importantly, remove them from the good graces of administrators they respect and admire. Truth is not an abstract concept–it is paramount to professionalism and reputation. If a student states that they are earning a low grade because “the teacher doesn’t like me,” the teacher will go through their grade-book. If a parent claims that a teacher did not address an incident in the classroom, the teacher may respond by clarifying the inaccuracy via summarizing documentation of student statements, anecdotal evidence of student conversations, reflective activities, etc.

    De-escalation and appeasement

    In contrast, administrators are tasked with something even bigger. They have to view scenarios from the lens of risk management. Their role requires them to deescalate and appease. Administrators must protect the school’s reputation and prevent conflicts or disagreements from spiraling into formal complaints or legal issues. Through that lens, the truth sometimes takes a back seat to ostensibly achieve a quick resolution.

    When a house catches on fire, firefighters point the hose, put out the flames, and move on to their next emergency. They don’t care if the kitchen was recently remodeled; they don’t have the time or desire to figure out a plan to put out the fire by aiming at just the living room, bedrooms, and bathrooms. Administrators can be the same way–they just want the proverbial “fire” contained. They do not care about their employees’ feelings; they just care about smooth sailing and usually softly characterize matters as misunderstandings.

    To a classroom teacher who has carefully documented the truth, this injustice can feel like a bow tied around a bag of garbage. Administrators usually err on the side of appeasing the irrational, volatile, and dangerous employee, which risks the calmer employee feeling like they were overlooked because they are “weaker.” In reality, their integrity, professionalism, and level-headedness lead administrators to trust the employee will do right, know better, maintain appropriate decorum, rise above, and not foolishly escalate. This notion aligns to the scripture “To whom much is given, much is required” (Luke 12:48). Those with great abilities are judged at a higher bar.

    In essence, administrators do not care about feelings, because they have a job to do. The employee with higher integrity is not the easier target but is easier to redirect because they are the safer, principled, and ethical employee. This is not a weakness but a strength in the eyes of the administration and that is what they prefer (albeit the employee may be dismissed, confused, and their feelings may be hurt, but that is not the administration’s focus at all).

    Finding common ground

    Neither perspective (truth or risk management) is wrong. Risk management matters. Without it, schools would be replete with endless investigations and finger-pointing. Although, when risk management consistently overrides truth, the system teaches teachers that appearances matter more than accountability, which does not meet the needs of validation and can thus truly hurt on a personal level. However, in the work environment, finding common ground and moving forward is more important than finger-pointing because the priority has to be the children having an optimal learning environment.

    We must balance the two. Perhaps, administrators should communicate openly, privately, and directly to educators who may not always understand the “game.” Support and transparency are beneficial. Explaining the “why” behind a decision can go a long way in building staff trust, morale, and intelligence. Further, when teachers feel supported in their honesty, they are less likely to disengage because transparency, accuracy, and an explanation of risk management can actually prevent fires from igniting in the first place. Additionally, teachers and administrators should explore conflict resolution strategies that honor truth while still mitigating risk. This can assist in modelling for students what it means to live with integrity in complex situations. Kids deserve nothing less.

    Lastly, teachers need to be empathetic to the demands on their administrators. “If someone falls into sin, forgivingly restore him, saving your critical comments for yourself. You might be needing forgiveness before the day’s out. Stoop down and reach out to those who are oppressed. Share their burdens, and so complete Christ’s law. If you think you are too good for that, you are badly deceived” (Galatians 6:1-3). This scripture means that teachers should focus less on criticizing or “keeping score” (irrespective of the truth and the facts, and even if false-facts are generated to manage risk), but should work collaboratively while also remembering and recognizing that our colleagues (and even administrators) can benefit from the simple support of our grace and understanding. Newer colleagues and administrators are often in survival mode.

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  • OCR Can Move Forward With RIFs, Appeals Court Says

    OCR Can Move Forward With RIFs, Appeals Court Says

    Saul Loeb/AFP via Getty Images

    After months of uncertainty, a federal appeals court ruled Monday that the Education Department can move forward with firing half of the 550 employees at its Office for Civil Rights. 

    In March, the department enacted a reduction-in-force plan to eliminate nearly half of its employees, including 276 at OCR, as part of wider effort to dismantle the 45-year-old agency. Those RIFs prompted multiple lawsuits against the department, including New York v. McMahon and the Victim Rights Law Center v. Department of Education; while the former challenged RIFs across the entire department, the latter case was restricted to the RIFs within OCR. 

    Federal district judges issued injunctions in both cases during the litigation process. Then, in July, the U.S. Supreme Court ruled in the McMahon case that the department could proceed with firing half its staff. Despite that ruling, a federal judge in Massachusetts refused to vacate the injunction preventing the department from firing the staff at OCR, arguing that the cases—and therefore their related rulings—remained separate. 

    The government appealed that decision and requested a stay of the RIF injunction. On Monday the United States Court of Appeals for the First Circuit granted that request, giving OCR the green light to fire half its staff.   

    “We note the district court’s careful analysis concluding that the Department’s decision to reduce by half the staff of OCR, a statutorily-created office, imperils Congress’s mandate that OCR ‘enforce federal civil rights laws that ban discrimination based on race, sex, and disability in the public education system,’” the court’s opinion read. “In this stay posture and at this preliminary stage of the litigation, however, we cannot conclude that this case differs enough from McMahon to reach a contrary result to the Supreme Court’s order staying the injunction in McMahon.”

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  • ED Rule Making Will Move Online if Government Shuts Down

    ED Rule Making Will Move Online if Government Shuts Down

    Screenshot/Alexis Gravely

    The Education Department’s current rule-making session, in which committee members are determining how to implement new student loan policies, will be delayed by two weeks if Congress fails to pass legislation to keep the government open, Trump officials announced Monday morning.

    “There is the possibility—which seems to be growing by the hour—of a lapse in appropriations,” one department official said during the rule-making session’s commencement Monday. “Have no fear, however,” he added, “we do have a contingency plan for that.”

    The official, Jeffrey Andrade, deputy assistant secretary for policy, planning and innovation, went on to explain that if the government does shut down Oct. 1, the remainder of the session would take place online from Oct. 15 to 17. (The plans were also posted to the Federal Register on Monday.)

    Managing a virtual negotiated rule-making session, however, would be nothing new to the department staff, as all sessions prior to the start of the second Trump administration have been held online since the COVID-19 pandemic broke out in 2020.

    “Again, fingers crossed,” Andrade said. “But the oddsmakers, when I last checked, were in the high 60s in favor of them not passing a continuing resolution in time. So that’s a plan.”

    The department was already facing a tight timeline to negotiate the various regulatory changes, and some are worried that the two-week delay could further complicate the effort.

    “A government shutdown throws a wrench into the rule making,” said Clare McCann, managing director of policy for the Postsecondary Education and Economics Research Center at American University. “Even assuming a shutdown is over in two weeks, as the department hopes, almost all of the Education Department’s staff will be furloughed in the meantime and unable to continue working on the draft regulations. With such a crunched timeline for finishing the rules in the first place, this makes the department’s job much more challenging.”

    If the government were to shut down, about 87 percent of the Education Department’s nearly 2,500 employees would be furloughed, according to the agency’s contingency plan. The department is planning to keep on employees who are working on the rule-making process and to carry out other provisions in the One Big Beautiful Bill Act, which was signed into law over the summer.

    Student aid distributions will not be paused and loan payments will still be due, but the department will cease grant-making activities and pause civil rights investigations. Grantees, though, can still access funds awarded over the summer and before Sept. 30.

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  • Week in review: UCLA and other colleges move to cut costs

    Week in review: UCLA and other colleges move to cut costs

    Most clicked story of the week:

    A federal judge struck down the U.S. Department of Education’s Feb. 14 guidance that threatened to revoke federal funding for colleges and K-12 schools that practiced diversity, equity and inclusion efforts it considers illegal. In her decision, the judge ruled that the guidance unconstitutionally put viewpoint-based restrictions on academic speech and used overly vague language about what was prohibited.

    Number of the week: 6,000+

    The number of international student visas the U.S. Department of State has revoked so far this year. The agency terminated between 200 and 300 of the visas over allegations of support for terrorism, a spokesperson said.

    Staffing and investigations at the Education Department:

    • The Education Department will reinstate over 260 laid-off Office for Civil Rights employees in small groups every other week, following a federal judge’s order. The restoration of staff will take place from Sept. 8 through Nov. 3, according to court filings.
    • Almost three-quarters of financial aid administrators reported “noticeable changes” in the Federal Student Aid office’s communications and processing speed since the massive Education Department layoffs earlier this year, according to a survey from the National Association of Student Financial Aid Administrators. 
    • Despite the decrease in staff, the department has continued to open civil rights investigations, announcing one last week at Haverford College. The agency cited allegations that the small Pennsylvania institution hadn’t done enough in response to campus antisemitism. A federal judge dismissed a lawsuit against Haverford over similar allegations earlier this year.

    Budget cuts and restructuring: 

    • The University of California, Los Angeles paused faculty hiring through spring 2026 amid increasing attacks from the Trump administration and preexisting budget shortfalls. The public university is also consolidating its information technology teams, though it did not say if the process will include layoffs.
    • The University of Louisiana at Lafayette will cut its operational and auxiliary spending by 5%, a move its interim president cast as proactive rather than reactive, KADN reported. While the university’s revenue is strong, he said, costs exceed it. 
    • Milligan University, in Tennessee, will cut six academic programs this fall to keep pace with a changing college market, the private institution’s president told WJHL. The affected programs enrolled 28 students.

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  • The move from principal to district leader was fraught–here’s what I missed the most

    The move from principal to district leader was fraught–here’s what I missed the most

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    I didn’t expect to grieve.

    I knew taking a central office role meant trading the school building for a district badge. I knew the days would be filled with policy, meetings, and personnel issues. What I didn’t know was how much I would miss morning announcements, front office chatter, and the small but sacred chaos of classroom life.

    When I accepted my central office role at Knox County Schools nearly three years ago, I heard words of congratulations and encouragement, and a lot of “You’ll be great at this.” What I didn’t hear was, “You’re going to miss the cafeteria noise” or “You’ll feel phantom pain for your walkie and reach for it like it’s still there.” No one warned me I’d find myself lingering too long during school visits, trying to feel like I still belong.

    What I lost wasn’t just proximity; it was identity.

    As a principal, I was part of everything. Students shouted greetings across the parking lot. Parents stopped me in the grocery store to ask about bus routes or share weekend news. Teachers popped into my office with questions or just to drop off a piece of cake from the lounge. I wasn’t above the work. I was in it. I was woven into the messy, beautiful rhythm of a school day.

    Shifting to the central office changed not just the pace of my day, but the feel of the work. The space was quieter, the communication more deliberate. There are no morning announcements. No car rider line and morning high-fives from kids. No spontaneous TikTok dances during class change. I moved from the rhythm of a living, breathing school to a place where school leadership feels more technical, more filtered, and more removed.

    The relationships changed, too. As a principal, you’re not just part of a team; you’re a part of a family. You laugh together, carry each other’s burdens, and share both the stress and the wins. Move into a district role, and you’re now “from downtown,” even if your heart still lives on campus. You walk into buildings with a badge that means something different, and the conversations shift just enough for you to notice.

    None of this means the central office work doesn’t matter. It does. Or that I don’t love it. I do. Central office work gives me a systems-level view of how our schools function. I find purpose in improving not just individual outcomes, but the structures that guide them.

    Still, the change in relational gravity caught me off guard. And once the initial disorientation passed, it left me with a deeper concern: How will I stay connected to how the work is actually experienced and carried out in schools if I’m no longer living in it each day?

    At first, I told myself it was just a learning curve, that it would pass, that I’d find new rhythms soon enough. And I did — but not before realizing that central office leadership requires a different kind of muscle. One I hadn’t needed before.

    As a principal, I lived in fast feedback loops. I saw the effects of my decisions by lunchtime. I knew which teachers were having a hard week, which student needed extra eyes, which parent was about to call. Even hard conversations came with a certain clarity because I was close to the context and knew the culture I wanted to build.

    At the district level, the impact is broader but harder to track. The wins take longer to see. The feedback is quieter.

    I had to become more intentional about noticing what I could no longer see. That meant listening differently during school visits, paying closer attention to what leaders were navigating, and asking better questions. Not just about what was happening, but what it was costing them to make it happen.

    One of the advantages of working at a systems level is being able to recognize patterns across multiple settings. They can reveal root causes that individual concerns might never expose. That clarity opens the door to more aligned, lasting support.

    I began thinking less about whether expectations were clear and more about whether they were sustainable. My role was not to direct the work but to support the people carrying it out.

    These changes didn’t come naturally. They came because I didn’t want to become a leader who made good decisions in theory but stayed out of touch in practice. I didn’t want to lead by spreadsheet, even though color-coded tabs bring me great joy. I wanted to lead by understanding.

    Eventually, I began to see that even though I was no longer in the thick of the school day, I could still choose to stay connected — to show up, to ask real questions, to build trust not just through policy, but through presence.

    The classroom educators and school leaders I supported didn’t need someone who had knowledge of what it was like to be a teacher or principal. They needed someone who remembered what it felt like to be one. Someone who hadn’t forgotten the rush of the morning bell or the weight of a tough parent meeting or the impossible feeling of juggling school culture, teacher evaluations, instructional priorities, and a leaky roof all before noon.

    I think back often to my first year in central office. The silence. The absence of bells and kids and chaos. The invisible weight of missing something no one warned me I would lose. I remember walking through a school one afternoon and instinctively reaching for my walkie talkie. It wasn’t there. Of course it wasn’t there. But the reflex reminded me of something important: I still wanted to be tuned in.

    Leadership doesn’t have to grow lonelier as it grows broader. But staying connected takes intention. It takes habits, not just memories.

    I didn’t expect to grieve. But I’m grateful I did. Because grief has a way of reminding you what still deserves your presence.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more news on district management, visit eSN’s Educational Leadership hub.

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  • Trump says special education oversight will move to HHS

    Trump says special education oversight will move to HHS

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    Federal special education operations, currently spearheaded by the U.S. Department of Education, will move to the U.S. Department of Health and Human Services, President Donald Trump said on Friday.

    “It’s going to be a great situation. I guarantee that in a few years from now… I think that you’re going to have tremendous results,” said Trump, while seated in the Oval Office of the White House. Trump also said he would move federal student loan and school nutrition program oversight from the Education Department to the Small Business Administration.

    Trump did not say when or how the transitions would occur. Additional information from the Education Department about logistics concerning the transfer of responsibilities was not available Friday afternoon.

    U.S. Education Secretary Linda McMahon, in a Fox News interview Friday, said funding for the federal special education law — the Individuals with Disabilities Education Act — was in place before the creation of the Education Department in 1979. McMahon added that before the Education Department was created, special education programming was housed in what was then the U.S. Department of Health, Education and Welfare, “and it managed to work incredibly well.”

    HHS Secretary Robert F. Kennedy, Jr. wrote on the social media platform X on Friday that HHS, “is fully prepared to take on the responsibility” of supporting students with disabilities. He added, “We are committed to ensuring every American has access to the resources they need to thrive. We will make the care of our most vulnerable citizens our highest national priority.”

    The Education Department oversees the distribution of about $15.4 billion for supports to about 8.4 million infants, toddlers, school children and young adults with disabilities. The department’s Office of Special Education and Rehabilatives Services and Office of Special Education Programs also conducts monitoring, provides technical assistance to states and districts, and holds states and districts accountable for compliance to IDEA.

    The president’s comments come a day after he signed an executive order during a White House event directing McMahon to shutter the department to the “maximum extent appropriate.”

    At the Thursday signing of the executive order and during comments on Friday, Trump said the low academic performance of U.S. students required a shakeup at the federal level.

    He and his administration have also cited the desire to reduce federal bureaucracy in order to give more decision-making power to the state and local levels.

    But public school supporters have vigorously denounced the Trump administration’s moves to dismantle the Education Department, which have already included reducing the workforce by half and canceling research and teacher preparation grants. At least one group — Democracy Forward — says it is planning legal action to stop the department shutdown.

    Chad Rummel, executive director of the Council for Exceptional Children, said in a statement Friday, “IDEA is an education law, not a healthcare law, and belongs at the Department of Education.”

    CEC is a nonprofit for professionals who work in special and gifted education.

    Rummel added, “Moving IDEA programs to HHS would de-emphasize the purpose of IDEA to provide a free and appropriate public education and other critical activities to infants, toddlers, children, and youth with disabilities, and challenge the federal role to provide evidence-based research, personnel preparation, and technical assistance to advance the field of special education.”

    National Parents Union President Keri Rodrigues said in a Friday statement, “This is not a minor bureaucratic reorganization — it is a fundamental redefinition of how our country treats children with disabilities.” The National Parents Union is a 1.7 million membership organization with more than 1,800 affiliated parent organizations in all 50 states, Washington, D.C., and Puerto Rico.

    “We must call this what it is: an effort to dismantle protections, disempower families, and turn education into a battleground for profit-driven insurance corporations,” Rodrigues said. “We will not allow it.”



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