Tag: national

  • National Institute on Transfer Prepares to Close

    National Institute on Transfer Prepares to Close

    For over two decades, the National Institute for the Study of Transfer Students has bridged two worlds—the researchers who study transfer students and the campus staff who work with them. Located at the University of North Georgia, NISTS has gathered these groups for annual conferences, disseminated resources and research, and doled out awards for groundbreaking work.

    Now, university leaders say they can no longer afford to fund NISTS. At the end of October, NISTS, at least in its current form, will shutter.

    The institute “has made a lasting impact in improving transfer policy and practice nationwide,” and “its research has informed how colleges and universities support transfer student success,” university officials said in a statement.

    But “unfortunately, due to ongoing budget constraints and a realignment of institutional priorities, the university is no longer able to financially support the Institute,” the statement read. “We are proud of the Institute’s legacy and the many partnerships it has built, and we remain committed to serving transfer students through our academic programs and student success initiatives.”

    Janet Marling, NISTS’s executive director, said that over the past year, institute staff tried but ultimately couldn’t find a new permanent home for their work—at least for now. She hopes that other organizations will carry on parts of the institute’s work, including its conferences and programs, and house its research and resources so transfer professionals can continue to benefit from them.

    “We have heard, time and time again, there just isn’t anyone else providing the resources, the community, the networking, the translation of research to practice in the transfer sphere in the way that NISTS is doing it,” Marling said.

    ‘A Terrible Loss’

    NISTS prides itself on taking a unique approach, connecting staff who span the transfer student experience—from admissions professionals to advisers to faculty members—in an effort to holistically improve transfer student success. Transfer practitioners and researchers worry NISTS’s closure will have ripple effects across the field.

    Alexandra Logue, professor emerita at the CUNY Graduate Center, said the transfer process inherently involves multiple institutions working together, including, in some cases, across state lines; about a quarter of transfer students choose to go to a four-year college or university in another state.

    Logue appreciated that NISTS conferences offered a rare “chance for people from all the different states in the country to come together” to coordinate and swap best practices. Such programs also allowed transfer researchers like her to share their findings with staff working directly with transfer students on campuses.

    “The research that we do is pointless if it isn’t put into practice,” Logue said.

    While other organizations are doing powerful work to improve transfer student outcomes, NISTS played a major role in bringing new visibility to transfer students’ needs by making them a singular focus, said Stephen Handel, a NISTS advisory board member.

    The institute “added a legitimacy to a constituency of students that often got forgotten,” Handel said. “NISTS was completely focused on that constituency alone, and that’s what made it unique.”

    Eileen Strempel, also on the advisory board, said she got involved with NISTS when she served as an administrator at Syracuse University and sought to create a strategic plan to improve transfer outcomes—an area she hadn’t done much work in before.

    “I felt like, oh, wow, there’s a brain trust already for me, the neophyte, the learner who doesn’t know very much about transfer at all,” she said. She called the closure “a terrible loss.”

    She said NISTS leaders often asked conference participants how many of them had never attended a convention focused on transfer students before; Each year, most hands went up.

    “To me, what that moment always crystallized was the important role that NISTS had” in helping practitioners figure out “how they could learn from other colleagues, that they didn’t need to recreate the wheel,” Strempel said.

    Those lessons have had downstream effects on students.

    Each practitioner came out better equipped “to help hundreds, if not thousands of students,” Strempel said.

    Marling said one of the most exciting parts of the work was seeing its impact on students across the country. For example, she watched graduates of NISTS’s post-master’s certificate program in transfer leadership and practice go on to make meaningful changes on their campuses, such as establishing new transfer partnerships with other institutions or revamping training for advisers to improve transfer students’ experiences.

    She said she feels “profoundly sad” about NISTS shuttering at University of North Georgia, but she also believes NISTS will live on in some form because of the “tremendous outpouring of support and concern” that followed the announcement of its closure.

    “I’m very hopeful that the spirit of NISTS will continue,” whether that’s as an institute elsewhere or “within the many, many transfer champions that are working in higher education across the country. I’m really excited to see how individuals and institutions take what they’ve learned from NISTS and continue to grow their focus on transfer students and continue to provide equitable opportunities for these students.”

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  • Think Like a Linguist: It’s time for a national conversation about the value of languages 

    Think Like a Linguist: It’s time for a national conversation about the value of languages 

    Author:
    Dr Charlotte Ryland

    Published:

    This guest blog was kindly authored by Dr Charlotte Ryland, Director of the Translation Exchange. 

    ‘Languages are not just a skillset, they’re a mindset.’ 

    I still remember where I was when a teacher friend made this comment, a few years ago, because it highlighted something I’d been worrying at for a long time. I felt that languages education for young learners undervalued the process of language learning itself, by underrating what it means to be a linguist. That value needed to be completely reframed: to move far beyond the notion that language learning gives you a set of useful communicative skills – the ‘utility argument’ – towards a more holistic and ambitious vision of the linguist’s mindset.  

    Fast forward to this summer, and a HEPI report by Megan Bowler highlighted a programme that I co-founded as doing just that: ‘[Think Like a Linguist offers] 12-13 year olds clear demonstrations of the value of a linguistic “mindset” and its real-world applications’.  

    That notion of the ‘real-world application’ is essential to how we think and talk about language learning and needs unpicking. I founded a languages outreach and advocacy centre (based at The Queen’s College, Oxford) because I was frustrated by existing languages outreach mechanisms run by universities. This frustration came in part from what I perceived as an over-emphasis on precisely those ‘real-world applications’: the outreach programmes I encountered tended to rely heavily on imagined futures – Keep learning your vocab and practising your grammar, then you’ll see! A life of travel, international business careers, slightly higher salaries awaits you! Yet this approach did not seem to be working for the year groups whose minds needed to be changed.  

    The cliff-edge for languages – in England and Wales – is now GCSE options, with over 50% of pupils opting out at the age of 13/14, i.e. at their first opportunity to do so. Languages presents university outreach with a special case, then: with a need to engage much younger learners than has traditionally been the case. Ideally, we start at upper primary and focus on lower secondary school learners, before pupils begin to think seriously about their GCSE options. My approach to working with this demographic has been to take a ‘show, not tell’ approach – to involve learners from age 8 in rich, creative, cultural activities that enable them to experience first-hand the pleasure and purpose of being a linguist.  

    That focus on showing is key to how we should treat the real-world applications, too. It is not enough to give pupils a learning experience based solely on communicative skills, while trying to tell them that this education will secure them a good job in our competitive, AI-soaked 21st-century economy. They don’t buy it, and the uptake statistics for formal language learning bear this out. Instead, we need to show those learners how relevant and in-demand the ‘linguistic mindset’ they develop will be, by integrating into the learning experience the broadest conception of what it means to be a linguist.  

    Higher Education institutions can do this. And they’ll do so much more effectively if they work together. They have access to a huge community of language graduates, who have between them generations of experience in the widest range of professions. With this community, the broadest conception of the linguistic mindset becomes tangible. In my experience, it falls into your lap the minute you ask one of these graduates about the impact of their languages education on their career path and life experience. 

    A standard response runs like this: they move quickly through the frontline benefits around communication in other languages – taking them as a given – and light instead on what Bowler refers to as ‘the irreplaceable advantages of the “linguistic mindset”’. For a lawyer, it includes the capacity to cope with frustration, to tolerate and work through uncertainty; for a consultant, it is being able to build trusted relationships and read between the lines. A civil servant might reference their ability to synthesise and analyse a large amount of information, seeking out potential biases and multiple perspectives. The list goes on and is underlined by the striking words of a 13-year-old participant in Think Like a Linguist: ‘I learnt that there is more to languages than speaking and listening. It’s also about thinking in your own way.’  

    If we have access to a form of education that stands to raise a generation of individuals able to think for themselves, and to do so on the global stage, then what are we waiting for? 

    The readiness of languages graduates to share these insights is one of the sector’s greatest assets. We need a national conversation about the value of languages for individuals and for society, fuelled by these stories and taking full account of the challenges currently being set us by AI. Duolingo have set us on an excellent path, with evidence in their user statistics and polling that the UK is a country of languages enthusiasts. As Duolingo’s UK Director Michael Lynas notes in his introduction to Bowler’s report, we need not be dogged by the negativity that often frames conversations about languages: instead, we must build on the tangible positives.  

    For this national conversation to make an impact, collaboration will be key. Shared learning from effective university outreach programmes to date can provide a basis for this conversation. And The Languages Gateway, a new cross-sector initiative dedicated to collating resources and supporting strategic collaboration, can host it. Further backing for this national conversation from higher education institutions and central government will support the Gateway in its work to raise the national profile of languages to where it belongs: delivering ‘irreplaceable’ value to 21st-century global Britain. 

      

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  • How We Outperformed National Reading Scores – And Kept Students at Grade Level – The 74

    How We Outperformed National Reading Scores – And Kept Students at Grade Level – The 74


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    As reading scores remain a top concern for schools nationwide, many districts are experimenting with ability-based grouping in the early grades. The idea is to group students in multiple grade levels by their current reading level — not their grade level. A classroom could have seven kindergartners, 10 first graders, and three second graders grouped together for reading because they all read at the same level.

    While this may work for some schools, in our district, Rockwood School District in Missouri, we’ve chosen a different path. We keep students together in their class during whole-class instruction — regardless of ability level — and provide support or enrichment by creating flexible groups based on instructional needs within their grade level.

    We’re building skilled, confident readers not by separating them, but by growing them together.

    Children, like adults, learn and grow in diverse groups. In a Rockwood classroom, every student contributes to the shared learning environment — and every student benefits from being part of it.

    Our approach starts with whole-class instruction. All students, including English multilingual learners and those working toward grade-level benchmarks, participate in daily, grade-level phonics and comprehension lessons. We believe these shared experiences are foundational — not just for building literacy, but for fostering community and academic confidence.

    After our explicit, whole-group lessons, students move into flexible, needs-based small groups informed by real-time data and observations. Some students receive reteaching, while others take on enrichment activities. During these blocks, differentiation is fluid: A student may need decoding help one day and vocabulary enrichment the next. No one is locked into a static tier. Every day is a new opportunity.

    Students also engage in daily independent and partner reading. In addition, reading specialists provide targeted, research-based interventions for striving readers who need additional instruction.

    We build movement into our instruction, as well — not as a brain break, but as a learning tool. We use gestures for phonemes, tapping for spelling and jumping to count syllables. These are “brain boosts,” helping young learners stay focused and engaged.

    We challenge all students, regardless of skill level. During phonics and word work, advanced readers work with more complex texts and tasks. Emerging readers receive the time and scaffolded support they need — such as visual cues and pre-teaching or exposing students to a concept or skill before it’s formally taught during a whole-class lesson. That can help them fully participate in every class. A student might not yet be able to decode or encode every word, but they are exposed to the grade-level standards and are challenged to meet the high expectations we have for all students.

    During shared and interactive reading lessons, all students are able to practice fluency and build their comprehension skills and vocabulary knowledge. Through these shared experiences, every child experiences success.

    There’s a common misconception that mixed-ability classrooms hold back high achievers or overwhelm striving readers. But in practice, engagement depends more on how we teach rather than who is in the room. With well-paced, multimodal lessons grounded in grade-level content, every learner finds an entry point.

    You’ll see joy, movement, and mutual respect in our classrooms — because when we treat students as capable, they rise. And when we give them the right tools, not labels, they use them.

    While ability grouping may seem like a practical solution, research suggests it can have a lasting downside. A Northwestern University study of nearly 12,000 students found that those placed in the lowest kindergarten reading groups rarely caught up to their peers. For example, when you group a third grader with first graders, when does the older child get caught up? Even if he learns and progresses with his ability group, he’s still two grade levels behind his third-grade peers.

    This study echoes what researchers refer to as the Matthew Effect in reading: The rich get richer, and the poor get poorer. Lower-track students are exposed to less complex vocabulary and fewer comprehension strategies. Once placed on that path, it’s hard to catch up. Once a student is assigned a label, it’s difficult to change it — for both the student and educators.

    In Rockwood, we’re confident in what we’re doing. We have effective, evidence-based curricula for Tier I phonics and comprehension, and every student receives the same whole-class instruction as every other student in their grade. Then, students receive intervention or enrichment as needed.

    At the end of the 2024–25 school year, our data affirmed what we see every day. Our kindergarteners outperformed national proficiency averages in every skill group — in some cases by more than 17 percentage points, according to our Reading Horizons data. Our first and second graders outpaced national averages across nearly every domain. We don’t claim to have solved the literacy crisis — or know that our model will work for every district, school, classroom or student — but we’re building readers before gaps emerge.

    We’ve learned that when every student receives strong Tier I instruction, no one gets left behind. The key isn’t separating kids by ability. It’s designing instruction that’s universally strong and strategically supported.

    We recognize that every community faces distinct challenges. If you’re a district leader weighing the trade-offs of ability grouping, consider this: When you pull students out of the room during critical learning moments, the rich vocabulary, the shared texts and the academic conversation, you are not closing the learning gap, but creating a bigger one. Those critical moments build more than skills; they build readers.

    In Rockwood, our data confirms what we see every day: students growing not only in skills, but also in confidence, stamina and joy. We’re proving that inclusive, grade-level-first instruction can work — and work well — for all learners.


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  • NAEP scores for class of 2024 show major declines, with fewer students college ready

    NAEP scores for class of 2024 show major declines, with fewer students college ready

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

    Students from the class of 2024 had historically low scores on a major national test administered just months before they graduated.

    Results from the National Assessment of Educational Progress, or NAEP, released September 9, show scores for 12th graders declined in math and reading for all but the highest performing students, as well as widening gaps between high and low performers in math. More than half of these students reported being accepted into a four-year college, but the test results indicate that many of them are not academically prepared for college, officials said.

    “This means these students are taking their next steps in life with fewer skills and less knowledge in core academics than their predecessors a decade ago, and this is happening at a time when rapid advancements in technology and society demand more of future workers and citizens, not less,” said Lesley Muldoon, executive director of the National Assessment Governing Board. “We have seen progress before on NAEP, including greater percentages of students meeting the NAEP proficient level. We cannot lose sight of what is possible when we use valuable data like NAEP to drive change and improve learning in U.S. schools.”

    These results reflect similar trends seen in fourth and eighth grade NAEP results released in January, as well as eighth grade science results also released Tuesday.

    In a statement, Education Secretary Linda McMahon said the results show that federal involvement has not improved education, and that states should take more control.

    “If America is going to remain globally competitive, students must be able to read proficiently, think critically, and graduate equipped to solve complex problems,” she said. “We owe it to them to do better.”

    The students who took this test were in eighth grade in March of 2020 and experienced a highly disrupted freshman year of high school because of the pandemic. Those who went to college would now be entering their sophomore year.

    Roughly 19,300 students took the math test and 24,300 students took the reading test between January and March of 2024.

    The math test measures students’ knowledge in four areas: number properties and operations; measurement and geometry; data analysis, statistics, and probability; and algebra. The average score was the lowest it has been since 2005, and 45% of students scored below the NAEP Basic level, even as fewer students scored at NAEP Proficient or above.

    NAEP Proficient typically represents a higher bar than grade-level proficiency as measured on state- and district-level standardized tests. A student scoring in the proficient range might be able to pick the correct algebraic formula for a particular scenario or solve a two-dimensional geometric problem. A student scoring at the basic level likely would be able to determine probability from a simple table or find the population of an area when given the population density.

    Only students in the 90th percentile — the highest achieving students — didn’t see a decline, and the gap between high- and low-performing students in math was higher than on all previous assessments.

    This gap between high and low performers appeared before the pandemic, but has widened in most grade levels and subject areas since. The causes are not entirely clear but might reflect changes in how schools approach teaching as well as challenges outside the classroom.

    Testing officials estimate that 33% of students from the class of 2024 were ready for college-level math, down from 37% in 2019, even as more students said they intended to go to college.

    In reading, students similarly posted lower average scores than on any previous assessment, with only the highest performing students not seeing a decline.

    The reading test measures students’ comprehension of both literary and informational texts and requires students to interpret texts and demonstrate critical thinking skills, as well as understand the plain meaning of the words.

    A student scoring at the basic level likely would understand the purpose of a persuasive essay, for example, or the reaction of a potential audience, while a students scoring at the proficient level would be able to describe why the author made certain rhetorical choices.

    Roughly 32% of students scored below NAEP Basic, 12 percentage points higher than students in 1992, while fewer students scored above NAEP Proficient. An estimated 35% of students were ready for college-level work, down from 37% in 2019.

    In a survey attached to the test, students in 2024 were more likely to report having missed three or more days of school in the previous month than their counterparts in 2019. Students who miss more school typically score lower on NAEP and other tests. Higher performing students were more likely to say they missed no days of school in the previous month.

    Students in 2024 were less likely to report taking pre-calculus, though the rates of students taking both calculus and algebra II were similar in 2019 and 2024. Students reported less confidence in their math abilities than their 2019 counterparts, though students in 2024 were actually less likely to say they didn’t enjoy math.

    Students also reported lower confidence in their reading abilities. At the same time, higher percentages of students than in 2024 reported that their teachers asked them to do more sophisticated tasks, such as identifying evidence in a piece of persuasive writing, and fewer students reported a low interest in reading.

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

    For more news on national assessments, visit eSN’s Innovative Teaching hub.

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  • Strengthening family engagement to support the science of reading

    Strengthening family engagement to support the science of reading

    Key points:

    While most teachers are eager to implement the science of reading, many lack the time and tools to connect these practices to home-based support, according to a new national survey from Lexia, a Cambium Learning Group brand.

    The 2025 Back-to-School Teacher Survey, with input from more than 1,500 K–12 educators nationwide, points to an opportunity for district leaders to work in concert with teachers to provide families with the science of reading-based literacy resources they need to support student reading success.

    Key insights from the survey include:

    • 60 percent of teachers are either fully trained or interested in learning more about the science of reading
    • Only 15 percent currently provide parents with structured, evidence-based literacy activities
    • 79 percent of teachers cite time constraints and parents’ work schedules as top barriers to family engagement
    • Just 10 percent report that their schools offer comprehensive family literacy programs
    • Teachers overwhelmingly want in-person workshops and video tutorials to help parents support reading at home

    “Teachers know that parental involvement can accelerate literacy and they’re eager for ways to strengthen those connections,” said Lexia President Nick Gaehde. “This data highlights how districts can continue to build on momentum in this new school year by offering scalable, multilingual, and flexible family engagement strategies that align with the science of reading.”

    Teachers also called for:

    • Better technology tools for consistent school-to-home communication
    • Greater multilingual support to serve diverse communities
    • Professional learning that includes family engagement training

    Gaehde concluded, “Lexia’s survey reflects the continued national emphasis on Structured Literacy and shows that equipping families is essential to driving lasting student outcomes. At Lexia we’re committed to partnering with districts and teachers to strengthen the school-to-home connection. By giving educators practical tools and data-driven insights, we help teachers and families work together–ensuring every child has the literacy support they need to thrive.”

    The complete findings are available in a new report, From Classroom to Living Room: Exploring Parental Involvement in K–12 Literacy. District leaders can also download the accompanying infographic, What District Leaders Need To Know: 5 Key Findings About Family Engagement and Literacy,” which highlights the most pressing data points and strategic opportunities for improving school-to-home literacy connections.

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  • How ANU can revive ‘national asset’ mission – Campus Review

    How ANU can revive ‘national asset’ mission – Campus Review

    On Campus

    The education minister needs to address issues of transparency, VC salaries and the public good

    The Australian National University (ANU) is one of the most prestigious universities in Australia and is regularly ranked among the world’s best.

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  • Educational Technology Guy: September is National Preparedness Month

    Educational Technology Guy: September is National Preparedness Month

      

    September is National Preparedness Month, which serves as a reminder that we all must take action to prepare, now and throughout the year, for the types of emergencies that could affect us where we live, work, and visit.

    The 2025 Theme: Preparedness Starts at Home.

    Each household, business, and school should have an emergency plan, emergency kits and people trained in emergency preparedness and response.

    I started my training in emergency preparedness while on my trail to Eagle ScoutEmergency Preparedness is a required merit badge and the Boy Scouts emphasize emergency preparedness among the scouts. I am a retired Paramedic, Special Operations Paramedic and FEMA trained in Emergency Preparedness and Emergency Management. I’ve responded to many disasters including 9/11 in NYC, hurricanes, blizzards, and mass casualty events and been incident command or staff at many of them.

    Here are some of my favorite resources for learning about Emergency Preparedness.

    Take time to learn lifesaving skills − such as CPR and first aid, check your insurance policies and coverage for the hazards you may face, such as flood, earthquakes, and tornado’s. Make sure to consider the costs associated with disasters and save for an emergency. Also, know how to take practical safety steps like shutting off water and gas.

    The devastating hurricanes and wildfires of the last few years reminded the nation of the importance of preparing for disasters. Often, we will be the first ones in our communities to take action after a disaster strikes and before first responders arrive, so it is important to prepare in advance to help yourself and your community.

    It is important to consider three scenarios when planning for an emergency: 1) an escape route and meeting point if everyone is in the house; 2) what to do during a school day; and 3) how to handle an emergency during the weekend, when family members might be scattered.

    Although many people are familiar with the concept of developing a family plan for emergencies, most fail to take the time to sit down and actually come up with one. One great resource is the FEMA-sponsored website: http://www.ready.gov/. Check out their kids section too: http://www.ready.gov/kids

    Schools need to be prepared themselves, as well as teach their staff and students how to be prepared. (more info for schools below)

    Is your school district prepared for a natural disaster?

    Emergency Management Institute Logo

    FEMA (Federal Emergency Management Agency)
    Emergency Management Insitute
    The FEMA EMI offers free, online courses for anyone to take. The courses are well done and there are plenty of downloadable materials to help you. If you pass the test at the end, you even get a certificate.
    Here are a list of the courses that I think all educators should take: (I’ve taken these, and more)

    IS-36 Multihazard Planning for Childcare
    IS-100.c Introduction to the Incident Command System
    IS-362.a Multi-Hazard Emergency Planning for Schools

    Education Administrators should also be involved in community emergency planning because schools are on the top of the list as emergency shelters and field hospitals and the building administrators know their buildings.

    Here is another great resource for schools from the US Dept of Ed – REMS – Readiness and Emergency Management for Schools. This site includes materials, resources and training (including free, on-site training) to help schools start assessing the safety, security, accessibility, and emergency preparedness of their  buildings and grounds.

    REMS has an Emergency Management Virtual Toolkit to help schools build capacity in Emergency Management and Preparedness.

    Ready.Gov also has Materials for Educators – Emergency preparedness curriculum for grades 1-12 that teach kids what to do before, during, and after an emergency while fostering critical 21st-century skills such as problem solving, teamwork, creativity, leadership, and communication.
    Youth Emergency Preparedness Curriculum (4 PDFs)

    American Medical Response, the EMS agency I worked for as a paramedic, also has some great resources for safety and preparedness, including bike safety, cold weather, hurricane, winter driving and much more.

    Ready.gov is the US Government’s web site for information and resources on emergency preparedness and response. There are resources for making a plan, an emergency kit, and how to stay informed. Information is included for individuals and businesses.

    The Boy Scouts of America, who train all their Scouts and Adults in Emergency Preparedness, has partnered with the Department of Homeland Security to provide resources for the public on getting prepared. The site has planning resources, how to make an emergency kit, and other resources.

    CERT teams practice life saving skills

    You can even join your local Community Emergency Response Team. These are teams of citizens that are specially trained to help out in major emergencies, sort of like the reserves. Find out more here. Here is a list of CERT’s by State: http://www.citizencorps.gov/cc/CertIndex.do?submitByState

    Emergency Preparedness is everyone’s responsibility.  Share these resources with your students, colleagues, and family.

    More Emergency Preparedness resources.

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  • Catapult Learning is Awarded Tutoring Program Design Badge from Stanford University’s National Student Support Accelerator

    Catapult Learning is Awarded Tutoring Program Design Badge from Stanford University’s National Student Support Accelerator

    Organization recognized for excellence in high-impact tutoring design and student achievement gains

    PHILADELPHIA, Aug. 25, 2025 – Catapult Learning, a division of FullBloom that provides academic intervention programs for students and professional development solutions for teachers in K-12 schools, today announced it earned the Tutoring Program Design Badge from the National Student Support Accelerator (NSSA) at Stanford University. The designation, valid for three years, recognizes tutoring providers that demonstrate high-quality, research-aligned program design.

    The recognition comes at a time when the need for high-impact tutoring (HIT) has never been greater. As schools nationwide work to close learning gaps that widened during the COVID-19 pandemic and accelerate recovery, Catapult Learning stands out for its nearly 50-year legacy of delivering effective academic support to students who need it most.

    “Catapult Learning is honored to receive this prestigious national recognition from the NSSA at Stanford University,” said Rob Klapper, president at Catapult Learning. “We are excited to be recognized for our high-impact tutoring program design and will continue to uphold the highest standards of excellence as we support learners across the country.” 

    Each year, Catapult Learning’s programs support more than 150,000+ students with nearly four million in-person tutoring sessions, in partnership with 2,100 schools and districts nationwide. Its tutors, many of whom hold four-year degrees, are highly trained professionals who are supported with ongoing coaching and professional development.

    Recent data from Catapult Learning’s HIT programs show strong academic gains across both math and reading subject areas:

    • 8 out of every 10 math students increased their pre/post score
    • 9 out of every 10 reading students increased their pre/post score

    These results come from programs that have also earned a Tier 2 evidence designation under the Every Student Succeeds Act, affirming their alignment with rigorous research standards. 

    The Badge was awarded following a rigorous, evidence-based review conducted by an independent panel of education experts. The NSSA evaluated multiple components of Catapult Learning’s program – including instructional design, tutor training and support, and the use of data to inform instruction – against its Tutoring Quality Standards.

    “This designation underscores the strength and intentionality behind our high-impact tutoring model,” said Devon Wible, vice president of teaching and learning at Catapult Learning. “This achievement reflects our deep commitment to providing high-quality, research-based tutoring that drives meaningful outcomes for learners.”

    Tutoring is available in person, virtually, or in hybrid formats, and can be scheduled before, during, or after school, including weekends. Sessions are held a minimum of three times per week, with flexible options tailored to the needs of each school or district. Catapult Learning provides all necessary materials for both students and tutors.

    To learn more about Catapult Learning’s high-impact tutoring offerings, visit: https://catapultlearning.com/high-impact-tutoring/.

    About Catapult Learning

    Catapult Learning, a division of FullBloom, provides academic intervention programs for students and professional development solutions for teachers in K-12 schools, executed by a team of experienced coaches. Our professional development services strengthen the capacity of teachers and leaders to raise and sustain student achievement. Our academic intervention programs support struggling learners with instruction tailored to the unique needs of each student. Across the country, Catapult Learning partners with 500+ school districts to produce positive outcomes that promote academic and professional growth. Catapult Learning is accredited by Cognia and has earned its 2022 System of Distinction honor.  

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  • The findings against Harvard are a blueprint for a National Campus Speech Code

    The findings against Harvard are a blueprint for a National Campus Speech Code

    Last month, the Department of Health and Human Services accused Harvard of violating Title VI, which bans discrimination based on race or nationality at any school that takes federal funding. Last week, it was reported that Harvard is nearing a $500 million settlement with the administration to end legal battles.

    In the past two years alone, HHS noted, Harvard has accepted nearly $800 million from the government. But the threat to Harvard’s funding is just the headline. The sweeping theory of “harassment” HHS used to justify its claim has the potential to cause huge damage, not just at Harvard but across the nation, by collapsing protected speech and misconduct into a single charge that could turn campus protest into a civil rights violation.

    There’s nothing new about the idea that we need to ban the expression of certain opinions in order to fight discrimination — that’s the reasoning behind a vast number of speech codes that FIRE has fought since 1999. The new, destructive twist on this is what we at FIRE call the cumulative theory of harassment. That’s the notion that while myriad individual instances of expression by unrelated individuals may be fully protected under the First Amendment, they can together create a cumulative harm, even to those not present and not targeted by the speech, that justifies overriding the Constitution.

    By using the cumulative theory of harassment, the government can smear those following the law with the actions of those breaking it.

    In Harvard’s case, HHS has determined that since the October 7, 2023, Hamas attack on Israel, the accumulation of antisemitic and anti-Israel rhetoric constitutes a “hostile environment on its campus for Jewish students.” HHS claims Harvard failed to “take appropriate corrective action” to end this hostile environment, thus violating Title VI.

    At first glance, this finding may seem justified, or at least not worth worrying about. After all, most Americans are not exactly enthusiastic about their tax dollars going to fund campuses that are hostile environments for Jewish or Israeli students, or anyone else, simply because of their race, color, or national origin. Still, there are several major problems with interpreting the law in the way HHS does here.

    Cumulative theory conflates protected expression with unprotected conduct

    First and foremost, the government has deemed that a hostile environment exists at Harvard by conflating constitutionally protected expression — including core political speech, which gets the highest level of protection — with unprotected conduct such as vandalism, blocking entrances and exists, even acts of physical violence.

    A single paragraph provided an illuminating look at how HHS blurs the line between protected speech and unprotected conduct in order to accuse Harvard of violating federal law:

    Harvard student groups and faculty groups posted to Instagram an antisemitic cartoon that included the Star of David, dollar signs, and nooses. The image depicted “a white hand, marked with a dollar sign inside a Star of David, tightening nooses around the necks of a Black man [Muhammad Ali] and an Arab man [Gamal Abdel Nasser].” This incendiary image was subsequently reposted on Instagram by Harvard Faculty and Staff for Justice in Palestine.

    It’s not hard to see why Jewish and Israeli students (and many others) would find this cartoon offensive. But it is undoubtedly political speech, which lies at the very core of what the First Amendment protects. In fact, the cartoon in question was originally published in 1967 by the Student Nonviolent Coordinating Committee, one of the best-known organizations of the civil rights movement of the 1960s. As the Los Angeles Times pointed out, it was controversial then as well, but this history only serves to clarify that it is indeed political speech. The Harvard groups’ use of the cartoon to make points about “apartheid and occupation” only reinforces the fact that it is political in nature.

    Furthermore, there’s no question that, in a country where the First Amendment continues to protect even the likes of the Westboro Baptist Church holding signs saying “God Hates Fags” and “Thank God for Dead Soldiers” outside military funerals, the government simply cannot take action against others for merely for posting a political cartoon on social media.[1]

    The next sentence in HHS’ paragraph reveals that some or all of these groups (the letter does not specify) apologized for posting the cartoon, but suggests the apology was insincere:

    The apology for these postings came with a photo of a figure known for saying, “The only good Zionist is a dead Zionist.” 

    Indeed, the Harvard groups eventually replaced the cartoon in the infographic with a picture of civil rights activist Kwame Ture (Stokely Carmichael), who was known for his anti-Zionist views and who famously echoed the “dead Zionist” remark during a 1990 speech at the University of Maryland. But the revised post from the Harvard groups did not quote his remark directly, despite HHS implying that the Harvard groups were trying to associate themselves with Ture’s remark from 35 years ago. Besides, even if they had, it would still be protected speech both under the First Amendment and Harvard policies. 

    Then comes the paragraph’s conclusion, where HHS mixes all of that protected speech just discussed with unprotected acts:

    A “series of anonymous acts” occurred on campus, including posters of Israeli citizens taken hostage by Hamas being vandalized with messages such as “Israel did 9/11.” There were also “instances of vandalism on campus and the posting of swastika stickers near Harvard Hillel’s Rosovsky Hall.”

    Unlike the expression in the rest of the paragraph, vandalism, even when expressive, is not protected by the First Amendment. Defacing posters or putting stickers on them, especially if their removal damages the underlying surface, can be and often is prohibited both by law and by university rules. But that’s because it damages or destroys the vandalized item, not because of the content of the speech. Defacing hateful signs with stickers saying “I love everyone!” is still vandalism, and prohibited. Posting political cartoons on Instagram is speech, and is protected. But by using the cumulative theory of harassment, the government can smear those following the law with the actions of those breaking it. 

    Cumulative theory of harassment creates a general civility code

    Another problem with the cumulative theory of harassment is that it holds current speakers responsible for creating a “hostile environment” based on the previous statements and activities of people to whom they may be entirely unrelated. This means anyone can find themselves in the position of perpetrator of hostile environment harassment without himself or herself actually engaging in harassing behavior. 

    Consider, for example, the following account said to “highlight the hostile environment created for Jewish and Israeli students at Harvard,” according to HHS:

    On May 12, 2024, a crudely drawn image of Interim President Garber was also displayed [during an encampment protest] depicting him as a devil with horns and a tail, recalling “medieval antisemitic tropes of Jews as Satan’s minions.” 

    Like posting a political cartoon to Instagram, simply displaying such a picture simply cannot be deemed harassment by any rational measure, let alone be taken as serious enough to deny the person seeing it “equal access to an educational program or activity.” The Supreme Court’s decision in Davis v. Monroe County Board of Education established the standard for peer harassment under Title IX, holding schools liable only when they are deliberately indifferent to harassment that is severe, pervasive, and objectively offensive, and even warns of “the amount of litigation that would be invited by entertaining claims of official indifference to a single instance of one-on-one peer harassment.”

    Under the cumulative theory of harassment, that’s out the window. A school like Harvard must consider each individual student’s choice to display this picture as part of a pattern of behavior that consists of everything everyone else is doing on campus during some undefined period of time, whether or not the student knew anything about it.

    HHS doesn’t tell us who displayed the picture, how long it was displayed, whether others at the protest somehow signed off on it or objected to it, how many people saw it, whether it was intended to be antisemitic, or whether HHS or Harvard knows the answers to any of these questions. It requires no coordination or organization. It doesn’t even matter whether the person who displayed the picture is hostile towards Jewish or Israeli students — maybe the artist just hates President Garber!

    But using the cumulative theory of harassment, even the message the speaker intended to communicate doesn’t matter. The speaker becomes a harasser who the school has a duty to stop, solely because of what other people, who need not even be present, might have thought about the expression that took place before the current speaker arrived. There’s only one sure way to prevent such “offenses”: you must prevent people from expressing certain opinions when and where those opinions might offend members of a protected class.

    Courts struggle to apply the cumulative theory of harassment

    While HHS’s OCR was able to draw the conclusion that the words and actions of a number of unrelated perpetrators somehow added up to a hostile environment on a given college campus, it has proved far less successful when analyzed by courts. 

    Just last month, a federal court dismissed a hostile-environment claim by a coalition of plaintiffs at Haverford College, which sued the institution using the cumulative theory of harassment. As Judge McHugh of the Eastern District of Pennsylvania wrote, the plaintiffs sought to establish their hostile environment claim “by citing some 25-plus incidents purportedly impacting the collective consciousness of 50-plus mostly unnamed individuals comprising Jews at Haverford. But such gestalt pleading cannot be employed as a strategy to avoid scrutiny by the Court.”

    McHugh noted, “several of Plaintiffs’ allegations involve protected political expression, and cannot be regulated under the guise of nondiscrimination,” later adding that “[m]any of Plaintiffs’ allegations fall into the category of pure, protected speech. Although Plaintiffs may have found much of this speech reprehensible, there is no legal cause of action for upset feelings.” 

    Among the examples of speech the plaintiffs cited as harassing, but which the court found to be protected, were a lecture on the “weaponization of Covid,” a student handing out Palestinian flags, a campus organization changing its name to “Bi-Co Students for the Liberation of Palestine,” and a number of posts disparaging Israel made by Haverford students and faculty members on their private social media accounts. 

    The court recognized each of these as instances of political expression protected by the First Amendment. In particular, the court said, “Plaintiffs do not attempt to explain how Haverford could regulate students’ and faculty’s private social media content, offering no basis on which it could assert such invasive authority,” calling into question how HHS could require Harvard to do exactly the same thing. 

    The Haverford students also complained that Haverford had not done enough to communicate its disapproval of the Hamas attack or antisemitism on campus and (with what appears to be good reason) that it had not followed all its own rules in dealing with protests. But the court did not find this to be a violation of Title VI either, noting that “government coercion of speech to adhere to a particular message tampers with First Amendment protections” and that courts “may not compel administrators to make any specific statement on any particular topic,” citing the 1943 landmark Supreme Court decision in West Virginia State Board of Education v. Barnette. (In that case, the Supreme Court found that the government could not force students to say the Pledge of Allegiance, even against the unprecedented backdrop of World War II.)

    Judge McHugh was careful throughout the brief not to discount the discomfort Jewish students at Haverford might have felt during the past year’s pro-Palestinian protests, saying they might have a legal claim that the school didn’t follow its own policies, so that part of their case can move forward. The question, he noted, was not “whether Haverford could have handled each situation better.” Rather,

    Under Title VI, the question is whether Haverford was so indifferent to known acts of harassment that it caused students to undergo harassment or made them more vulnerable to it, and thereby undermined the students’ education. Davis, 526 U.S. at 644-45. And even taking all these allegations as a whole, Plaintiffs’ pleading does not plausibly support a finding of deliberate indifference, especially where countervailing First Amendment concerns are considered in evaluating the often-fragile balance college administrators must strike.

    In another recent case, Gartenberg v. Cooper Union for the Advancement of Science and Art, Judge John Cronan of the Southern District of New York similarly found that much of the expression the plaintiff cited was “pure speech on matters of public concern,” and while some of that speech could be considered to determine intent, “it cannot itself support a claim for an objectively hostile educational environment under this Court’s interpretation of the statute.” On the other hand, the incident that headlined Gartenberg’s complaint was considered to have sufficiently alleged a violation of Title VI to allow the case to proceed to discovery. As Judge Cronan summarized the complaint:

    After first attempting to locate Cooper Union’s president, the mob descended on the building’s library, where a group of students wearing recognizably Jewish attire were sheltering behind locked doors. The demonstrators surrounded the library and proceeded to bang loudly on the library’s doors and on its floor-to-ceiling glass windows, shouting demands to be let in and continuing to direct anti-Israel slogans and wave a Palestinian flag at the Jewish students inside the library. During the roughly twenty-minute ordeal, Cooper Union’s administrators did nothing to disperse the protestors and instead directed law enforcement to stand down, even as the college’s president had just escaped the building through a back exit. None of the protestors subsequently faced any discipline.

    There is a stark difference between that sequence of events and the kinds of expression that courts have consistently protected under the First Amendment. 

    Real discrimination deserves a real response. True threats, vandalism, and violence are not protected speech and schools should act when they occur. But they must do so with the precision the Constitution requires.

    HHS claims Harvard may have been deliberately indifferent to patterns of harassment that violated Title VI. And it does identify potentially troubling incidents, as did Harvard’s own task force studying the issue of campus antisemitism. But because it has mixed and conflated incidents of protected expression with unprotected discriminatory acts, the federal government has made it impossible to separate any objective case that Harvard has violated Title VI as written and intended from an exercise in political speech-policing.

    A bipartisan error

    Given the level of partisan acrimony in American politics, and the Trump administration’s aggressiveness towards Harvard in particular, one might think that this is a right-wing or Republican problem. Unfortunately, though, this is one of the rare issues in which the Biden and Trump administrations are in substantial agreement.

    In the middle of 2024, the Department of Education under President Biden began to issue findings in a number of Title VI complaints filed in the wake of campus activity after the October 7 Hamas-led attack on Israel. As should surprise no one, the letters did highlight some pretty concerning problems at schools like the University of Michigan and (especially) CUNY’s Brooklyn College. But it made these diagnoses using the same cumulative theory of harassment that the Trump HHS is now applying to Harvard. 

    The findings it announced with regard to a third college, Lafayette College, illustrates just how absurd this approach can become. Despite Lafayette’s (apparently) responding to every complaint of antisemitism, including those that were vague or purely based on expression, the Department of Education still found it in violation of Title VI. Why? Because it failed to assess whether “social media and off-campus conduct individually or collectively created or contributed to a hostile environment.” Translation: Lafayette didn’t treat constitutionally protected speech as evidence of actionable harassment.

    As I remarked at the time, 

    If anything, Lafayette was a bit heavy-handed: Most students would think twice about posting on Instagram after being called on the carpet by the college chaplain to “discuss” their political opinions… It’s hard to see what else Lafayette could have done to try to address the allegedly hostile environment on its campus without actually descending into censorship.

    The resurrection of “group libel”

    FIRE has long explained that the U.S. has no legal category called “hate speech.” That’s still true. But the cumulative theory of harassment is starting to look a lot like an attempt to revive the old concept of group libel, a legal relic rightly abandoned decades ago.

    Group libel laws once aimed to ban statements that defamed not individuals, but entire groups. The idea: if you can’t spread lies about a person, why should you be allowed to malign a racial or ethnic group? As University at Buffalo law professor Samantha Barbas details, the press, civil liberties advocates, and even the NAACP frequently warned against these laws as Trojan horses for censorship. In 1935, when New Jersey passed an “anti-Nazi” group libel law, newspapers worried it could be used to ban criticism of Nazis. The ACLU rightly called it a sweeping threat to free speech, and described the law as “more sweeping in its threat to free speech than any measure ever passed in any state,” and in a pamphlet claimed that the law could even be used against Jews for criticizing Nazis.

    The evil of Nazi Germany soon provided the best imaginable example for group libel law advocates, and during World War II, Congress proposed a bill that would have banned sending material through the mail that exposed people to “hatred, contempt, ridicule, or obloquy” based on race or religion. While a number of labor unions supported the bill, the NAACP testified against it, concerned that it would impair constitutional rights and “lead to an aggravation of race and religious tensions.” Thankfully, the bill never got a floor vote, though some states maintained laws regulating group libel.

    While prosecutions appear to have been few and far between, in the 1952 case Beauharnais v. Illinois, the Supreme Court narrowly affirmed the constitutionality of a group libel statute, upholding a 1917 Illinois statute that outlawed making public any material that “portrays depravity, criminality, unchastity, or lack of virtue of a class of citizens, of any race, color, creed or religion [and] exposes the citizens of any race, color, creed or religion to contempt, derision, or obloquy or which is productive of breach of the peace or riots.”

    As is often the case, bad facts made for bad law. Joseph Beauharnais, president of the “White Circle League of America,” had distributed a pamphlet demanding the Chicago government “halt the further encroachment, harassment and invasion of white people, their property, neighborhoods and persons, by the Negro,” asserting that “If persuasion and the need to prevent the white race from becoming mongrelized by the negro will not unite us, then the aggressions . . . rapes, robberies, knives, guns and marijuana of the negro, surely will.” He was convicted and fined $200. 

    But if the Supreme Court’s upholding the Illinois law was group libel’s biggest moment in the sun, it was also its last. Justice Frankfurter couched his majority opinion with caveats, proving that even then, the Court seemed uncomfortable. And they had reason to be. Beauharnais didn’t age well. Legal scholars blasted it. Thurgood Marshall and the ACLU tried to get it overturned. The Supreme Court never cited it again. Even Illinois repealed the law nine years later. By 1969, Brandenburg v. Ohio effectively buried Beauharnais, by making clear that even advocating flatly illegal conduct is protected unless it incites imminent lawless action.

    Conclusion

    Real discrimination deserves a real response. True threats, vandalism, and violence are not protected speech and schools should act when they occur. But they must do so with the precision the Constitution requires — punishing conduct, not ideas, and respecting the robust political debate that higher education exists to nurture. 

    Harvard’s case should be a warning. Unless we properly respect the line between speech and misconduct, Title VI risks becoming not a shield against injustice, but a sword for enforcing the orthodoxy favored by whatever political forces wield it, now or in the future.


    [1] And while, as a private university, Harvard could legally limit freedom of speech in ways the government may not, the government also may not launder demands for censorship through a private organization, campus or not. Furthermore, just like the vast majority of private universities, Harvard promises to provide a great deal of free political expression. While such promises are frequently ignored by those universities, they are nonetheless both legally and morally binding.

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  • National Science Foundation Suspends Grants at UCLA

    National Science Foundation Suspends Grants at UCLA

    Frederic J. Brown/AFP via Getty Images

    (This article has been updated with comment from UCLA.)

    The National Science Foundation said Thursday that it’s suspending grant awards at the University of California, Los Angeles. 

    An NSF spokesperson said that the university’s awards “are not in alignment with current NSF priorities and/or programmatic goals,” though they didn’t offer more specifics. NSF changed its priorities in April and, as a result, cut off funding to programs related to diversity, equity and inclusion and those aimed at combating misinformation

    Freelance journalist Dan Garisto wrote on BlueSky that nearly 300 grants at UCLA are now suspended. That includes a $25 million grant that supports the university’s Institute for Pure and Applied Mathematics. (In 2022, UCLA had about 450 grants from the NSF, totaling more than $350 million.)

    UCLA chancellor Julio Frenk wrote in a letter to the campus community that the freeze extended beyond NSF to include grants from the National Institutes of Health and other federal agencies.

    “This is not only a loss to the researchers who rely on critical grants,” Frenk wrote. “It is a loss for Americans across the nation whose work, health, and future depend on the groundbreaking work we do.”

    Frenk noted that UCLA was prepared for a grant freeze and has developed contingency plans. “We will do everything we can to protect the interests of faculty, students and staff—and to defend our values and principles,” he pledged.

    The Associated Press reported that the freeze affected $339 million in federal grants.

    The grant suspension comes as UCLA finds itself the Trump administration’s latest target in its growing war with higher education. Earlier this week, the university settled a lawsuit in which a group of Jewish students alleged that UCLA enabled pro-Palestinian activists to cut off Jewish students’ access to parts of campus. On the same day the settlement was announced, the Justice Department accused UCLA of violating the federal civil rights law that bars antisemitism and race-based discrimination.

    Frenk said the government claimed “antisemitism and bias as the reasons” for the freeze. But he argued that Trump’s “far-reaching penalty of defunding life-saving research does nothing to address any alleged discrimination.” 

    He added that UCLA shares the goal of eradicating antisemitism, detailing the steps the university has taken in the last year to address the issue, including establishing new policies for campus protests.

    UCLA has until Aug. 5 to respond to the DOJ’s notice of violation; DOJ officials threatened that the university would “pay a heavy price for putting Jewish Americans at risk.” The Justice Department is also investigating the admissions practices at UCLA, but that inquiry hasn’t wrapped up yet.

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