Tag: News

  • Apparently, Civil Discourse Requires a Bachelor’s Degree

    Apparently, Civil Discourse Requires a Bachelor’s Degree

    I have to hand it to CC Daily; its article on the recent round of FIPSE grants had a killer closing sentence.

    The recent round of grants from the Fund for the Improvement of Postsecondary Education had focus areas in AI, accreditation and civil discourse. As CC Daily succinctly noted, “No community colleges received awards in the civil discourse category.”

    None. Not one, out of over 1,000 institutions across the country. Zero.

    I know it’s not for lack of applications.

    They were well represented among the awards focused on workforce training but were shut out when it came to addressing larger social issues.

    To be fair, FIPSE wasn’t alone in ignoring community colleges. As Karen Stout pointed out this weekend, The Chronicle’s quarter-century forecast drew on 50 experts from across higher education to talk about emerging trends; only one was from a community college. We have over 40 percent of the students in the country, but received 2 percent of the attention. Two is greater than zero, granted, but come on.

    Who is at the table will affect what gets considered important. From the Chronicle group, for instance, you wouldn’t know that dual enrollment has quietly but steadily redefined the barriers between secondary and postsecondary education around the country and that the funding structures and academic policies in many states (cough Pennsylvania cough) haven’t kept up. That has consequences in myriad ways, ranging from faculty credential requirements to residency-based tuition to the impact on grad school applications for students who got B’s at age 14. Business models based on a previous reality struggle under the emerging one. That’s invisible to people at think tanks who focus on disciplining “the woke left,” but it’s real and it matters.

    The civil discourse piece was just the latest in a long line of reminders that many policymakers see community colleges as workforce training centers and nothing else. Higher education, in their view, belongs to those who can afford it; our job is to produce skilled proles who will produce profit, do what they’re told and stay quiet.

    Well, no. Community colleges are, among other things, colleges; they embody the belief that nothing is too aspirational for anybody, including people from lower-income backgrounds. Workforce training is a key component of the mission, but it isn’t the entire mission—and it shouldn’t be. Our students have just as much dignity, humanity and perspective as anyone else’s.

    Last week I had the opportunity to see a new slate of officers of student government get sworn in. It’s always a happy occasion. Over the course of my career, though, I’ve seen the tone of those events shift. Twenty years ago, I heard students talk about making a difference. Ten years ago, I heard them talk about building their résumés. Now I hear them talk about making friends. That very human need for connection isn’t unique to four-year schools. Community colleges are, among other things, places where people from different backgrounds interact on equal footing, often for the first time. It’s where students learn to practice civil discourse on the ground. Interactions like those are crucial parts of educating a citizenry. That’s part of our mission, and I offer it without apology.

    An old saying suggests that if you aren’t at the table, you’re on the menu. Community colleges deserve to be at the table. When we aren’t, the entire conversation is distorted.

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  • Lessons on Renee Good’s Death and the Politization of Facts

    Lessons on Renee Good’s Death and the Politization of Facts

    Darnella Frazier received a Pulitzer Prize for capturing Minneapolis police officer Derek Chauvin’s murder of George Floyd in May 2020. The then–17-year-old Black girl was not pursuing journalistic acclaim; instead, she instinctively reached for her cellphone to document unspeakable police misconduct.

    There is a chance that without Frazier’s footage, the facts concerning Floyd’s death might have been disputed. There are many reasons why this tragedy ignited protests around the world—one of them is that we all saw with our own eyes how Chauvin pressed his knee on an unarmed Black man’s neck, ultimately killing him. We saw it. Personally, nearly six years later, I remain incapable of unseeing it.

    A U.S. Immigration and Customs Enforcement agent shot and killed Renee Nicole Good in Minneapolis last week. The tragedy occurred just blocks away from where Floyd died. Like Frazier, several eyewitnesses recorded the incident involving Good; her wife, Becca; and ICE agents. Videos have since emerged capturing the shooting from multiple angles. One seems to potentially show that Good’s vehicle may have struck an ICE officer, a claim that President Donald Trump, Vice President JD Vance and U.S. Secretary of Homeland Security Kristi Noem made just hours after the tragedy occurred. These leaders declared this to justify the killing, absent a formal investigation.

    Millions of people around the world have seen the videos of Good’s killing on television and social media. Doing so compelled thousands across the U.S. to take to streets in protest. Presumably, they decided for themselves that they saw what they saw, that it was real and that an egregious crime had been committed that resulted in the loss of a mother’s life. Despite this, the Trump administration continues to cling to and articulate an alternative set of facts.

    Just as people around the world are listening to dueling interpretations of what happened to Good, so too are students in K–12 schools and on college campuses across America. Those who have scrolled social media platforms or watched news with their families in recent days have likely seen at least one video showing the ICE agent firing his gun into Good’s vehicle. Their government leaders are telling them that they don’t see what they see. This is noteworthy for at least three reasons.

    First, it teaches students how to heartlessly politicize the loss of life. Defending the federal government’s actions is seemingly more important than is empathy for Good, her wife and children, and those in her community who witnessed what happened on a snowy Minnesota street that day. The lesson for students is that partisan loyalty and the advancement of a White House administration’s policy agenda (in this case, the mass deportation of immigrants) justify cruel responses to a citizen’s death. Also, they are learning that just about anything rationalizes the relentless pursuit of a partisan mission, regardless of who gets hurt and what crimes are committed.

    Students also are learning that investigations and rigorous analyses of facts are unimportant. Eyewitnesses who were there saw what they saw. They did not need an investigation. Videos that they subsequently released present their versions of what happened.

    Even still, Good and the ICE officer who killed her deserve a nonpartisan, uncontaminated investigation; that is what our laws and policies have long specified. Notwithstanding, the second terrible lesson from last week is that it is seemingly acceptable for elected officials and other leaders to stand on politics in defense of a crime—in this case, one that resulted in the loss of a citizen’s life.

    In recognition of its one-year anniversary, I published an Education Week article in which I insisted that educators teach facts about the Jan. 6, 2021, insurrection (including the truth about the demographic composition of the rioters who committed crimes that day). I predicted then that in future years, there would be efforts to rewrite history and minimize what happened. Because it was just five years ago, many Americans and people around the world remember what we saw. Notwithstanding, because of politics, we have been repeatedly told that something different happened on Jan. 6 and that it was patriots, not criminals, who stormed the Capitol.

    Similarly, because of politics, students are being taught that it is acceptable to gaslight people who saw what they saw on videos emerging from Minneapolis. They are learning that facts and what will eventually become the historical account of Good’s death matter less than do partisan commitments.

    Some of these students will someday become U.S. presidents, congresspersons, governors and leaders. All of this is dangerous for our democracy because it is guaranteed to exacerbate political polarization and result in additional betrayals of our nation’s justice system.

    Shaun Harper is University Professor and Provost Professor of Education, Business and Public Policy at the University of Southern California, where he holds the Clifford and Betty Allen Chair in Urban Leadership. His most recent book is titled Let’s Talk About DEI: Productive Disagreements About America’s Most Polarizing Topics.

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  • Lane Community College Board Approves Budget Reduction

    Lane Community College Board Approves Budget Reduction

    The Lane Community College Board of Education voted to approve college leaders’ plans for a budget reduction on Jan. 7, despite fierce pushback from the faculty union. The latest controversy comes amid a dramatic year for the Oregon community college, marked by long, fractious board meetings and an ongoing battle between administrators and faculty over stalled labor negotiations and course cuts.

    College administrators argue the approved proposal—cutting spending by $8 million over the next three years—is a financial necessity. They say the college regularly falls short of a board requirement to maintain 10 percent of its balance in reserves. Administrators also conducted a new multiyear forecast that predicted expenses are going to grow.

    The college is expected to be “in a deficit every year … if we continue on the same trends that we have been in the last two or three years,” said Kara Flath, Lane’s vice president of finance and operations. The plan also proposes using some of the freed-up money for deferred maintenance and other projects.

    But faculty union leaders disagree with the administration’s view of the college’s financial present and future. Adrienne Mitchell, president of the faculty union, the Lane Community College Education Association, believes leadership’s projections are pessimistic and that a roughly 8 percent cut to the $104 million operating budget is excessive.

    “We don’t believe any of those cuts are necessary,” Mitchell said. “Currently, all of our funding sources—state funding, property taxes and student tuition revenue—are up.”

    The union came out with an independent report last week suggesting that the college is in a sound financial position and should invest more, not less, in faculty and the campus over all. But faculty and administrators fundamentally disagree on how much spending will rise and what tranches of money the college has at its disposal.

    The union’s perspective that the college can spend less “makes the numbers look better,” Flath said. “But as finance people, we have decades of finance experience” and such cost estimates are “not fiscally viable.”

    Mitchell also argued that Oregon Local Budget Law requires the board to follow a legal process that includes forming a committee of board and nonboard members, presenting the budget and hosting a public hearing, before formally adopting a budget. The union put out a legal memo on the matter in September.

    But administrators say their overarching plan isn’t the final budget—it doesn’t specify where exactly cuts will be made—so it doesn’t need to go through such a process yet. They said they plan to review programs, solicit community feedback and draw up a list of recommended cuts in the spring.

    Board members, initially skeptical of the plan’s lack of specificity, held multiple ad hoc budget committee meetings last week to discuss it ahead of the meeting on Wednesday, which lasted almost five hours.

    Board member Zach Mulholland said at the Wednesday meeting that he still sees “red flags and concerns with regards to unspecified cuts” but concluded, “at this moment in time, this appears to be a balanced proposal.” Mulholland and other board members on the ad hoc committee recommended the board move forward with the plan, as long as it includes annual updates and regular progress reports from administrators.

    “Now maybe as a college we can work together,” Flath said.

    Fraught Faculty Relations

    But the college is also mired in other controversies. The faculty union, which represents about 525 full- and part-time professors, has been without a contract since June as administrators and faculty clash over the details.

    Discussions have soured over disagreements about workloads, class-size limits, cost-of-living adjustments, the timing of layoff notices and the college’s efforts to strike some provisions, which Mitchell says amounts to a “net divestment” of over a million dollars in spending on faculty. The administration argued some of the issues in the proposed contract aren’t directly connected to faculty benefits, including proposals to add immigration status to the college’s nondiscrimination policy and ramp up campus safety measures.

    Grant Matthews, vice president of academic affairs, said significant progress has been made since the summer, but “really, we’re stuck on economics.”

    “We’re trying to really have a fiscally sustainable institution, and the proposals that we’re receiving at the table are not fiscally responsible,” he said. He estimated that the current contract proposal could cost the college up to $61 million.

    Professors aren’t pleased with how the process is going. In a December survey of 271 faculty members, 87 percent reported low morale, 90 percent said they didn’t trust the college’s president and 69 percent reported that they fear retaliation for expressing their views. The union has also raised concerns that faculty of color are leaving the college. On Wednesday, about 75 union members and supporters picketed outside ahead of the board meeting.

    Two more bargaining sessions are planned for this month, and mediation is scheduled after.

    Recent course cuts have also frayed relations between faculty and college leaders. Lane cut about 100 course sections for the winter and spring terms after introducing a new system that allows students to sign up in the fall for courses for the entire year.

    Administrators said this is a typical number of course cuts for the college, on par with past years, to optimize their academic offerings, and advisers are ensuring students still get the classes they need. But Mitchell described the move as a blow to part-time faculty, who lost classes that might have filled up later in the year. The union filed an unfair labor practice complaint with the Oregon Employment Relations Board, arguing the eliminated courses should have been a part of bargaining. Mitchell also worries the cuts are a roadblock for students who need to take certain courses, noting that a popular biology class—a prerequisite for many health professions courses—has a wait list of 168 students.

    Leadership Tensions

    The board, meanwhile, has had its own share of drama over the past year.

    The faculty union has accused administrators of encroaching on board responsibilities and criticized the board for failing to exercise its authority.

    “There’s been a lot of controversy surrounding the administration essentially taking over the role of the Board of Education,” Mitchell said.

    Meanwhile, in August, a third-party report concluded that Mulholland, formerly the board chair, and other board members discriminated against President Stephanie Bulger, a Black woman, on the basis of race and sex. The report described Mulholland and some other board members as displaying a dismissive or hostile attitude toward Bulger, cutting her off in conversations, and deferring questions to male staff. The report also found that Mulholland had intimidated a student. In September, the board censured the former board chair, who apologized, and the full board then came out with a joint apology.

    “We are deeply sorry for the negative impact our behavior has had on you and the college community at large,” said Austin Fölnagy, the current board chair, who was also accused of adopting a dismissive tone toward the president. “President Bulger, please accept the board’s apology for treating you badly.”

    Mitchell said the union is “very concerned about any type of discrimination, and we think it’s really important for everyone on the campus to feel safe.”

    The college’s accreditor, the Northwest Commission on Colleges and Universities, also deemed the college “substantially in compliance” with accreditation standards but “in need of improvement” in a notice last March. The accreditor recommended the college evaluate its internal communication and ensure decision-making processes are “inclusive of all constituents,” among other suggestions.

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  • Indiana High Schoolers Set Record Graduation Rate in 2025 – The 74

    Indiana High Schoolers Set Record Graduation Rate in 2025 – The 74


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    Nearly 92% of Indiana’s high school seniors graduated in 2025, setting the highest graduation rate on record, the Indiana Department of Education announced Monday.

    “Today’s record-high graduation rate is a testament to the hard work of Indiana’s students, families, and educators,” Gov. Mike Braun said in a news release.

    “While high school graduation marks the end of a student’s K-12 journey, our schools play an essential role in preparing students for all that comes next, whether that’s going to college, starting a career, or joining the military,” he continued. “This strong improvement in our state’s graduation rate shows that when we focus on academic excellence and establish clear, personalized pathways, our students thrive.”

    The 91.83% graduation rate bested the 90.23% record set in 2024 by 1.6 percentage points.

    It represents the third straight year of post-pandemic improvement kicked off in 2023, when 88.98% graduated. Seniors recorded a decade-low graduation rate of 86.65% in 2022.

    “As we continue to scale the new Indiana diploma and readiness seals statewide, we will not only strengthen the value of high school and help more students graduate, we will ensure that they are prepared to succeed in whatever path they choose for their future,” state Education Secretary Katie Jenner said.

    Numerous student populations improved in the results released Tuesday.

    Almost 87% of Black students graduated in 2025, up 3 percentage points from the previous year, along with nearly 90% of Hispanic students, in a boost of 2 percentage points. White students improved to 93%, or by about 1.5 percentage points, and their multiracial classmates logged a graduation rate of 88%, up by 1 percentage point.

    Seniors learning English, receiving free and reduced-price meals, and in special education also graduated at higher rates than the year prior — but still lagged their native speaker, paid lunch and general education peers.

    The rate of students who graduated without waivers additionally cleared 90%. Students who do not complete or pass some graduation requirements can still qualify for a diploma if they demonstrate knowledge or skill.

    The waivers are intended to help students with special circumstances, like those who’ve transferred to a new school or who have attempted to pass competency tests at least three times.

    State education and policy leaders have for years sought to lower dependence on waivers, including by setting caps on the percentage of graduation waivers that can be counted toward a school’s state and local graduation rate. They took effect with the 2024 cohort.

    Non-public schools outperformed their public counterparts by about 1 percentage point — 93% versus 92% — but the differences between traditional public and public charter schools were not reported. In the 2024 results, about 93% of students at traditional public schools graduated as opposed to just 59% of students at public charter schools.

    Indiana’s federal graduation rate increased, almost hitting 90% compared to 2024’s 89%. The rates are calculated differently because of differences between state and federal accountability models, according to IDOE.

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


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  • Trump Administration Plans to Freeze Billions in Childcare Funding to California – The 74

    Trump Administration Plans to Freeze Billions in Childcare Funding to California – The 74


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    The Trump administration says it’s planning to freeze about $10 billion in federal support for needy families in California and four other Democrat-run states, as the president announced an investigation into unspecified fraud in California.

    The plans come on the heels of the Trump administration announcing a freeze on all federal payments for child care in Minnesota, citing fraud allegations against daycare centers in the state.

    The state’s Democrat governor, Tim Walz — who ran for vice president against Donald Trump’s ticket in 2024 — announced Monday he was dropping out of running for reelection. He pointed to fraud against the state, saying it’s a real issue while alleging Trump and his allies were “seeking to take advantage of the crisis.”

    On Monday, the New York Post reported that the administration was expanding the funding freeze to include California and three other Democrat-led states, in addition to Minnesota. Unnamed federal officials cited “concerns that the benefits were fraudulently funneled to non-citizens,” The Post reported.

    Early Tuesday, President Trump alleged that corruption in California is worse than Minnesota and announced an investigation.

    “California, under Governor Gavin Newscum, is more corrupt than Minnesota, if that’s possible??? The Fraud Investigation of California has begun. Thank you for your attention to this matter! PRESIDENT DONALD J. TRUMP,” the president wrote on his social media platform Truth Social.

    He did not specify what alleged fraud was being examined in the Golden State.

    LAist has reached out to the White House to ask what the president’s fraud concerns are in California and to request an interview with the president.

    “For too long, Democrat-led states and governors have been complicit in allowing massive amounts of fraud to occur under their watch,” said an emailed statement from Andrew Nixon, a spokesperson for U.S. Department of Health and Human Services, which administers the federal childcare funds.

    “Under the Trump administration, we are ensuring that federal taxpayer dollars are being used for legitimate purposes. We will ensure these states are following the law and protecting hard-earned taxpayer money.”

    Gov. Gavin Newsom’s press office disputed Trump’s claim on social media, arguing that since taking office, the governor has blocked $125 billion in fraud and arrested “criminal parasites leaching off of taxpayers.”

    Criminal fraud cases in CA appear to be rare for this program

    Defrauding federally funded programs is a crime — and one LAist has investigated, leading to one of the largest such criminal cases in recent years against a California elected official, which surrounded meal funds.

    When it comes to the federal childcare funds that are being frozen, the dollar amount of fraud alleged in criminal cases appears to be a tiny fraction of the overall program’s spending in California.

    A search of thousands of news releases by all four federal prosecutor offices in California, going back more than a decade, found a total of one criminal case where the press releases referenced childcare benefits.

    That case, brought in 2023, alleged four men stole $3.7 million in federal childcare benefits through fraudulent requests to a San Diego organization that distributed the funds. All four pleaded guilty, with one defendant sentenced to 27 months in prison and others sentenced to other terms, according to authorities.

    It appears to be equivalent to one one-hundredth of 1% of all the childcare funding California has received over the past decade-plus covered by the prosecution press release search.

    Potential impact on California families

    The plans call for California, Minnesota, New York, Illinois and Colorado to lose about $7 billion in cash assistance for households with children, almost $2.4 billion to care for children of working parents, and about $870 million for social services grants that mostly benefit children at risk, according to unnamed federal officials speaking to the New York Times and New York Post.

    In the largest category of funding, California receives $3.7 billion per year. The program is known as Temporary Assistance for Needy Families, or TANF.

     ”It’s very clear that a freeze of those funds would be very damaging to the children, families, and providers of California,” said Stacy Lee, who oversees early childhood initiatives “at Children Now, an advocacy group for children in California.

     ”It is a significant portion of our funds and will impact families and children and providers across the whole state,” she added. “It would be devastating, in no uncertain terms.”

    About 270,000 people are served by the TANF program in L.A. County — about 200,000 of whom are children, according to the county Department of Public Social Services.

    “Any pause in funding for their cash benefits – which average $1000/month – would be devastating to these families,” said DPSS chief of staff Nick Ippolito.

    Ippolito said the department has a robust fraud prevention and 170-person investigations team, and takes allegations “very seriously.”

    It remains to be seen whether the funding freeze will end up in court. The state, as well as major cities and counties in California, has sued to ask judges to halt funding freezes or new requirements placed by the Trump administration. L.A. city officials say they’ve had success with that, including shielding more than $600 million in federal grant funding to the city last year.

    A union representing California childcare workers said the funding freeze would harm low-income families.

    “These threats need to be called out for what they are: direct threats on working families of all backgrounds who rely on access to quality, affordable child care in their communities to go to work every day supporting, and growing our economy,” said Max Arias, chairperson for the Child Care Providers United, which says it represents more than 70,000 child care workers across the state who care for kids in their homes.

    “Funding freezes, even when intended to be temporary, will be devastating — resulting in families losing access to care and working parents facing the devastating choice of keeping their children safe or paying their bills.”

    Federal officials planned to send letters to the affected states Monday about the planned funding pauses, the New York Post reported. As of 3 p.m. Tuesday, state officials said they haven’t gotten any official notification of the funding freeze plans.

    “The California Department of Social Services administers child care programs that help working families afford safe, reliable care for their children — so parents can go to work, support their families, and contribute to their communities,” said a statement from California Department of Social Services spokesperson Jason Montiel.

    “These funds are critical for working families across California. We take fraud seriously, and CDSS has received no information from the federal government indicating any freeze, pause, or suspension of federal child care funding.”

    This story was originally published on LAist.


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  • Student Civil Rights Took Center Stage in 2025. Here’s What’s on the Horizon – The 74

    Student Civil Rights Took Center Stage in 2025. Here’s What’s on the Horizon – The 74

    School (in)Security is our biweekly briefing on the latest school safety news, vetted by Mark KeierleberSubscribe here.

    Happy 2026 — and just like that, we’re more than a quarter of the way through this century. For news about school safety and students’ civil rights, 2025 was one for the history books — unless, of course, they get banned. 

    A bid to close the Education Department. Hundreds of thousands of deportations. A free-speech crackdown. And much, much more. 

    With the new year now underway, I figured I’d look back to highlight some of the largest news stories in the School (in)Security universe in 2025 that could see major developments over the next 12 months. 

    Trump’s immigration crackdown breaches the schoolhouse gate

    In an unprecedented response to President Donald Trump’s ongoing immigration crackdown and its impact on education, Minneapolis Public Schools shut down all of its schools for two days this week. The announcement came after immigration authorities reportedly tear-gassed students and arrested staff outside a high school. The Department of Homeland Security denied using tear gas.

    The encounter occurred just hours after a federal agent shot and killed Renee Nicole Good, a 37-year-old mother of three, who a DHS officer shot dead in her car.

    Students, families and K-12 schools throughout the country have felt the significant and far-reaching effects of the administration’s militarized mission on U.S. soil, which has resulted in more than half a million deportations.

    Student enrollment plunged after the Trump administration eliminated a longstanding policy against conducting raids at schools, churches and other “sensitive locations.” In limited but unprecedented ways, immigration agents acted on the policy change. In Florida, the Pinellas County school district applied to assist ICE in arresting immigrants — only to quickly backtrack as controversy ensued.  

    While agents have conducted “wellness checks” on unaccompanied minors across the country, including through visits to schools, thousands of children have been detained and are reportedly being held “as long as possible to increase the likelihood of deporting them.”

    Through it all, school communities across the country have banded together, my colleague Jo Napolitano reported, to send a clear message: “Not on our watch.”

    Looking forward: The sheer number of agents deployed to Minneapolis, a reported 2,000, and the violence and death that resulted could point to a willingness by the administration to double down on its targeting of cities and schools in the coming year.

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    DEI became a four-letter word

    Following a presidential campaign that centered on anti-immigrant and anti-transgender rhetoric, Trump made good on a promise with an order barring diversity, equity and inclusion initiatives in schools. And, about as quickly, federal courts clapped back. In April, federal judges blocked the Education Department’s effort to withhold federal money from schools that didn’t pledge to carry out the Trump administration’s interpretation of anti-discrimination laws. 

    In December, the Department of Health and Human Services released a set of sweeping regulations designed to block gender-affirming care for minors, a move that advocates warned puts lives at risk. Iowa, meanwhile, became the first state in the country to strip discrimination protections from transgender and nonbinary people.

    Perhaps most consequential is the Trump administration’s efforts to decimate the Education Department — and its Office for Civil Rights, where thousands of unresolved investigations alleging discrimination in schools based on race and gender were left to languish.

    Expect an even smaller federal presence in school civil rights issues moving forward. In December, Attorney General Pam Bondi announced an order rescinding a 50-year-old rule that held schools responsible for neutral policies that negatively affect students of a certain race or nationality.

    Looking ahead: The Supreme Court is scheduled to hear oral arguments next week over whether conservative states can ban transgender students from competing on school sports teams that align with their gender identity.

    PowerSchool is breached — and millions of documents are leaked

    After PowerSchool became the target of a massive cyberattack in late 2024, Massachusetts teenager Matthew Lane was sentenced to prison for carrying out a failed get-rich-quick scheme that led to perhaps the largest student data breach in history. Now that Lane has had his day in court, attention has pivoted back to PowerSchool’s culpability in the breach. 

    The company has faced lawsuits from dozens of students, parents and school districts over allegations it failed to put adequate safeguards in place to protect troves of sensitive student data.

    In a separate complaint, Texas filed suit against the company, charging it deceived its customers about the strength of its cyber protections. 

    “If Big Tech thinks they can profit off managing children’s data while cutting corners on security, they are dead wrong,” Texas Attorney General Ken Paxton said in a media release. “Parents should never have to worry that the information they provide to enroll their children in school could be stolen and misused.”

    The rise of artificial intelligence — and efforts to keep it contained

    Kids fell in love with AI-powered chatbots last year. No, really. As students turned to AI for help with their homework, for fun and to find romantic partnerships, skeptics warned that young people could grow socially and emotionally disconnected from the humans in their lives. Several lawsuits accused chatbots of leading kids down dark paths — even to suicide.

    On Wednesday, Character.AI and tech giant Google agreed to settle lawsuits filed by parents who said their children harmed themselves after using the startup’s chatbot. 

    Keep your eyes peeled: Bipartisan legislation proposed late last year could require chatbot users to verify their age — and force teens to break up with their digital companions.

    The murder of conservative pundit and operative Charlie Kirk was met with swift backlash as K-12 teachers, professors and college students were disciplined for social media posts celebrating his death. As the Trump administration vowed vengeance on Kirk’s critics, First Amendment protections for students were left on even shakier ground.

    Meanwhile, in Texas, Gov. Greg Abbot announced an initiative to launch Turning Point USA chapters at all high schools in the state — and warned educators of “meaningful disciplinary action” if they didn’t fall in line.

    Add to the mix federal efforts to silence pro-Palestinian college student activists. In September, a federal judge ruled a Trump administration effort to arrest and deport international students based on their pro-Palestinian advocacy was a blatant First Amendment violation.

    What happens next will play out in the courts: On Tuesday, the American Federation of Teachers filed a federal First Amendment lawsuit against the Texas Education Agency alleging it violated the free speech rights of educators in the wake of Kirk’s death.


    Emotional Support

    Sinead contemplates what’s to come in 2026 from her perch.


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  • UVA Board Members Blast Lawmakers, Faculty in Texts

    UVA Board Members Blast Lawmakers, Faculty in Texts

    University of Virginia board members blasted state lawmakers as “extremist” and faculty members as “out of control” in a batch of text messages published by the Washington Post.

    Richmond-based author Jeff Thomas sued the university to force the release of communications between board members and university officials from June 2023 through last month; then he released the 947 pages of messages to the newspaper.

    In recent months, the Board of Visitors—stocked with GOP donors and other political figures—has defied state lawmakers, including Governor-Elect Abigail Spanberger, over calls to pause a presidential search. That search concluded with an internal hire last month, though multiple critics have flagged process concerns and state lawmakers have also voiced displeasure.

    The text messages show that board members reacted sharply last year when a Democrat-controlled board rejected multiple university board picks by Republican Governor Glenn Youngkin. The governor lost a subsequent legal fight to seat the picks and several boards remain hobbled.

    In August text messages to Jim Donovan, one of the rejected picks, UVA Board Rector Rachel Sheridan, called the General Assembly’s refusal to approve Youngkin’s nominees “Very disappointing. Completely unprecedented and destructive.” Sheridan added: “I hope this backfires politically and reveals them to be the extremists they are.”

    Sheridan did not apologize or backtrack after the texts were released. In a statement to the Washington Post and Inside Higher Ed, she wrote: “I respect the General Assembly’s authority on these matters but share the frustration of those four individuals that were summarily rejected without the benefit of consideration of their merit and the value these individuals have given and could have continued to give to the university community.”

    Her remarks highlight tensions between the board and the General Assembly, which have spiked since President Jim Ryan resigned under pressure in June and the university signed an agreement with the Department of Justice in October to close multiple investigations into alleged civil rights violations.

    In other text messages, Vice Rector Porter Wilkinson expressed frustration with the UVA Faculty Senate, which has demanded answers about whether Ryan was pushed out by the board and the DOJ agreement.

    When Board of Visitors Secretary Scott Ballenger texted Wilkinson in October that the Faculty Senate was debating a resolution to demand a meeting with Sheirdan and then-Interim President Paul Mahoney, Wilkinson responded “That is insane.” When he told her the Faculty Senate was weighing a resolution of no-confidence in Mahoney, she wrote: “So embarrassing. For them.” Wilkinson added in response to another text from Ballenger: “This is out of control.”

    The published text messages also expose the board’s dramatic behavior behind the scenes. In a text to Sheridan, former Rector Robert Hardie, a Democratic appointee who has since rotated off the board, made vague references to an “unhinged” board member threatening the university administration.

    Hardie called board members Stephen P. Long and “BE” (presumably Bert Ellis) “assholes.” (Ellis was removed by Youngkin in late March for his combative style on the board.) Hardie referred to board members BE, Long, Douglas Wetmore and Paul Harris as “four horses asses.” Hardie also complained about a member that he did not name trying to stir controversy and a “food fight.”

    The full batch of text messages can be read here.

    The release of the texts—spurred by legal action—comes as UVA has been slow to release information in response to public records requests, prompting criticism from a local lawmaker and others. Citing “a significant backlog,” UVA has not yet fulfilled a public records request regarding communications with federal officials sent by Inside Higher Ed in October.

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  • ED Panel Signs Off on New Earnings Test

    ED Panel Signs Off on New Earnings Test

    Photo illustration by Justin Morrison/Inside Higher Ed | skodonnell/E+/Getty Images | tarras79/iStock/Getty Images

    After a week of talks and a final compromise from the Education Department, an advisory committee on Friday signed off on regulations that would require all postsecondary programs to pass a single earnings test.

    The new accountability metric, set to take effect in July, could eventually cut failing programs off from all federal student aid funds—an enhanced penalty that appeared key to the committee reaching consensus Friday. Before the compromise, programs that fail the earnings test would only have lost access to federal student loans. Under the proposal, college programs will have to show that their graduates earn more than a working adult with only a high school diploma.

    In the course of negotiations, committee members repeatedly argued that allowing failing programs to receive the Pell Grant didn’t sufficiently protect students or taxpayer funds, and it appeared unlikely that without more significant changes, the committee would reach unanimous agreement.

    But now, failing programs will also lose eligibility for the Pell Grant if their institution doesn’t pass a separate test, which measures whether failing programs account for either half of the institution’s students or federal student aid funds. If either condition is met in two consecutive years, the programs will be cut off. The timing of the two tests and consequences mean that it will take at least three years for institutions to lose all access to federal student aid. Individual programs lose access to loans after failing the earnings test in two consecutive years.

    Preston Cooper, the committee member representing taxpayers and the public interest, who had opposed the department’s initial proposal, said the agency’s compromise would “protect a lot of students.”

    “By some of our calculations here, this would protect around 2 percent of students and close to a billion dollars a year in Pell Grant funds,” he said.

    The department unveiled this new penalty late Friday morning after what ED’s lead negotiator Dave Musser called an “extremely productive” closed-door meeting with nearly all of the committee members. The proposed regulations aren’t yet final. The department is required to release them for public comment and review that feedback before issuing a final rule.

    Other committee members also praised the compromise as “reasonable’ and “common-sense.” Members representing states and accreditors said the revised earnings test and new penalties would help to ensure institutions offer credentials that boost graduates’ earnings. Some suggested that the accountability framework could better inform discussions between institutions and employers, as it sets clear standards.

    “And those standards are going to influence the decisions that [employers] make, and that’s going to be a pretty large educational effort,” said Randy Stamper with the Virginia Community College System, who represented states on the committee. “But at least we have the tool to hang our hat on to make points that low-earning programs are a result of low pay, and I think that will help us.”

    How Courses Will Be Measured

    The department’s proposal essentially combines two accountability metrics—the Do No Harm standard that Congress passed last summer and the existing gainful-employment rule. Gainful employment only applies to certificate programs and for-profit institutions, whereas Do No Harm covers all programs except certificates.

    Tamar Hoffman, the committee member representing legal aid, consumer protection and civil rights groups, was the only person to abstain from voting. (Abstaining doesn’t block consensus.)

    “The reason I’m abstaining from this vote is because it was made very clear to me throughout this process that protections for students in certificate programs would be taken away altogether if I blocked consensus, and those students are just too important for me to take that risk, especially with the long history of abuse in certificate programs,” Hoffman said.

    About 6 percent of all programs would fail the combined earnings test, including about 29 percent of undergraduate certificates, according to department data. Roughly 650,000 students were enrolled in a failing program as of the 2024–25 academic year, half of whom attend a for-profit institution.

    “Proprietary institutions are eager to be able to demonstrate where we have programs that are of great value and have good outcomes,” said Jeff Arthur, the committee member representing the for-profit higher education sector. “We’re looking forward to having that opportunity to have a level comparison for the first time across several metrics with all other programs.”

    Education Under Secretary Nicholas Kent praised the committee’s work in his closing remarks, saying they made history by adopting a standard accountability metric that will ensure the taxpayer investment in higher education is working for everyone.

    “For years, we have been bogged down in ineffective measures that simply failed to capture the full picture of how all programs were actually performing,” he said. “This new framework is different. It’s about ensuring that all programs meet a baseline for financial value, a baseline that reflects the needs of students and taxpayers alike.”

    What’s Next for OBBBA Regulations

    Friday’s meeting ends two rounds of negotiations at the Education Department to implement Congress’s One Big Beautiful Bill Act. In November, a different advisory committee reached consensus on regulations related to repayment plans, graduate student loan caps and what’s become a controversial plan to designate 11 degree programs as eligible for a higher borrowing limit. Then, in December, this advisory committee approved rules to expand the Pell Grant to short-term workforce training programs.

    The department still has to take public comments and finalize those rules before July 1. Kent said the regulations for the student loan provisions should be published later this month.

    Several outside policy experts doubted whether the department could get through the necessary negotiations and reach consensus on all the topics—a point that Kent addressed as he called out some of the media coverage surrounding the talks.

    “And yet, here we are today,” he said. “Together, we have built something that will stand the test of time and end the regulatory whiplash. Once again, those who bet against us were wrong. They continue to severely underestimate this administration and this committee.”

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  • Proposed Changes to Provider Pay Could Lead to Child Care Rate Hikes, Closures – The 74

    Proposed Changes to Provider Pay Could Lead to Child Care Rate Hikes, Closures – The 74


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    For months now, Shannon Hampson has had August 1 etched in her mind. 

    That day marks an important shift for her and other early care and education providers in Nebraska who serve low-income families. On that date, the state intended to begin paying providers a consistent rate for families who use government subsidies to pay for child care. 

    Instead of reimbursing providers based on children’s attendance — which can vary wildly, especially this time of year, based on factors like illness and family travel — Nebraska would pay providers the same amount each month based on enrollment. 

    Last year, because of the change expected to come in summer 2026, Hampson, who owns a home-based child care program in Lincoln, Nebraska, felt comfortable filling more of her program slots with children whose families pay with subsidies. Today, she does not have one private-paying family. She made the shift assuming the enrollment-based pay would insulate her from the instability that often accompanies subsidy slots. 

    “I was super excited to know more of these families were going to get that quality, consistent care,” Hampson said, adding that reaching more low-income families is important in the field. “It’s not that providers don’t want to.”

    Now, though, that could all be about to change. 

    Nebraska’s transition to enrollment-based pay was part of an effort to get in compliance with a rule established by the Biden administration in 2024. Enrollment-based payments, that administration believed, would create greater predictability for providers, allowing them to serve more low-income families who need child care and, eventually, could entice more providers to participate in the subsidy program. 

    The rule was one of a handful of changes made by the prior administration related to the Child Care and Development Fund (CCDF), the primary federal program that states use to provide financial assistance to low-income families in need of child care. Other shifts include paying providers up front for child care, rather than reimbursing them the following month, and encouraging the use of grants and contracts with providers. State timelines for implementing these changes have varied. As of September 2025, 24 states were paying based on enrollment, according to an analysis by New America. For the others, the latest deadline granted was Aug. 1, 2026. 

    Just this week, however, the U.S. Department of Health and Human Services, through the Administration for Children and Families (ACF), announced that it would seek to rescind many of the 2024 rules, returning these issues to states. 

    The proposed changes cannot be enforced right away. Under federal law, the agency is required to take public comments, review them, and use that input to make final decisions, noted Alex Adams, who leads ACF. He declined to give a timeline for any changes to take effect.

    If approved, the changes would not “make any net new policy decisions,” he added. “It simply goes back to where we were prior to 2024 regulations.”

    The administration wants to rescind the 2024 rules, he said, because all 50 states had requested waivers related to some or all of these rules due to budget constraints and other implementation challenges. 

    “Any time 50 states are asking for a waiver from something,” Adams said, “it suggests to me that maybe the rule isn’t working as intended.”

    He also noted that “attendance-verified payment,” rather than enrollment-based, “is more of a deterrent to fraud.” Leaders in the Trump administration are concerned about programs with “phantom attendance” — suggesting they receive government payments but don’t actually serve the children they say they do — Adams said, but he declined to share specifics of ongoing investigations. 

    Many early care and education advocates and policy experts have expressed skepticism that rampant fraud and abuse is going unchecked. 

    Casey Peeks, senior director of early childhood policy at the Center for American Progress, a left-leaning think tank, called the allegations “unfounded” and worried that they would undo real progress made in the field in recent years. 

    “It is very unhelpful and destabilizing to the sector, in the immediate- and long-term, to take some of these most foundational levers we have to stabilize the sector and claim that they result in fraud,” Peeks said.

    Upon hearing the news this week, Hampson said she’s had to remind herself to “just breathe.” She knew she was taking a risk by enrolling 100% of families on subsidies.

    Now, she said, she will have to rearrange her budget to continue to serve all of those families. Under an attendance-based pay structure, her income is just that much more volatile.

    In December, for example, between holidays, vacation time and children’s absences, Hampson was only able to bill the state for 18 child care days. If the children in her program were from private-paying families, she would have been paid for 23 days, she said. 

    But Hampson’s operational costs didn’t see a material decrease in December. 

    “Without a provider being at fault at all, they could be at 50% attendance one day just because the flu is going around. That shouldn’t harm their bottom line,” Peeks said. 

    “It’s really unpredictable and unfair for the provider,” she added. “Just because attendance is down doesn’t mean operation costs go down.”

    In West Virginia, where providers have been paid based on enrollment since 2020, Katelyn Vandal emphasized how critical the change has been to keeping her rural, center-based program open. 

    “Our mortgage payment doesn’t cost less because two kids in the classroom have the flu,” noted Vandal, director of A Place to Grow, a child care center in Oak Hill, West Virginia. Nor does her electricity bill and a host of other overhead costs. 

    If her state returns to attendance-based pay, she’s not sure A Place to Grow would be able to continue operating. The center serves about 100 kids, with 60% from families that pay with subsidies. 

    “We run such a fine budget line anyway that if, six months from now, we were going back to attendance, we would be looking at closing,” she said. “We would not survive transitioning back to that.”

    Sheryl Hutzenbiler, owner of Munchkin Land Daycare in Billings, Montana, said she suspects that, under attendance-based pay, providers will either raise tuition rates on families — many of whom are already paying the maximum they can afford without one parent leaving the workforce — or, like Vandal, be forced to close their doors. 

    But that is not a decision Hutzenbiler will have to face, should the Trump administration successfully restore attendance-based pay. Since she lives in Montana, where enrollment-based pay became law in 2023, she and other providers in the state are protected from policy fluctuations at the federal level. 

    That’s true for a handful of states, which have either passed laws protecting enrollment-based pay or have continued paying based on enrollment, on a temporary basis, since the pandemic. (West Virginia is in the latter category.)

    Enrollment-based pay has been pivotal for Hutzenbiler, whose home-based program consists of about 60% of families who pay with subsidies. Back when she was paid based on attendance, she said her first sacrifice during low-attendance months would be her own wages. She would pay her full-time teacher first and make sure program costs were covered, often leaving nothing for herself and relying on her husband’s income instead. With the consistent subsidy income each month, though, she’s not only been able to avoid missed paychecks for herself, she’s been able to add two part-time workers to the payroll. 

    Hampson, in Nebraska, said she was part of a group last year advocating for the state to pass legislation around enrollment-based pay. It was ultimately unsuccessful.

    “We wanted to know our state had already said yes, so we wouldn’t go backwards,” she said. “And here we are going backwards.”

    In an industry where profit margins are estimated at less than 1%, these changes will inevitably leave providers who participate in the subsidy program with less revenue to survive on. The shifts will likely also deter providers who participate in the subsidy program, or who might have considered participating, from doing so in the future, said Peeks. This will likely, in effect, leave low-income families with fewer choices about where to go for child care. 

    “When you’re stabilizing providers overall, you’re often creating more options for families overall,” said Peeks. “I think it could definitely have a chilling effect.”


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  • 5 tips for educators using video

    5 tips for educators using video

    Key points:

    When you need to fix your sink, learn how to use AI, or cook up a new recipe, chances are you searched on YouTube, TikTok, Instagram, or even Facebook–and found a video, watched it, paused it, rewound it, and successfully accomplished your goal. Why? Videos allow you to get the big picture, and then pause, rewind, and re-watch the instruction as many times as you want, at your own pace.  Video-based instruction offers a hands-free, multichannel (sight and sound) learning experience. Creating educational videos isn’t an “extra” for creating instruction in today’s world; it’s essential.

    As an educator, over the past 30 years, I’ve created thousands of instructional videos. I started creating videos at Bloomsburg University early in my career so I could reinforce key concepts, visually present ideas, and provide step-by-step instruction on software functionality to my students. Since those early beginnings, I’ve had the chance to create video-based courses for Lynda.com (now LinkedIn Learning) and for my YouTube channel.

    Creating instructional videos has saved me time, expanded my reach, and allowed me to have more impact on my students.

    Tips

    Creating educational videos over the years has taught me a number of key lessons that can help you, too, to create impactful and effective instructional videos.

    Be yourself and have fun

    The first rule is to not overthink it. You are not giving a performance; you are connecting with your students. In your instructional video, talk directly to your students and connect with them. The video should be an extension of your personality. If you tell silly jokes in class, tell silly jokes in the video. You want your authentic voice, your expressions, and your energy in the videos you create.

    And don’t worry about mistakes. When I first did Lynda.com courses, any small mistake I made meant we had to redo the take. However, over the years, the feedback I’ve received on the videos across LinkedIn Learning indicated that flawless performances were not the way to go because they didn’t feel “real.” Real people make mistakes, misspeak, and mispronounce words. Students want to connect with you, not with flawless editing. If you stumble over a word, laugh it off and keep going. The authenticity makes the student feel like you’re right there with them. If you watch some of my current LinkedIn Learning courses, you’ll notice some mistakes, and that’s okay–it’s a connection, not a distraction.

    Speak with the students, don’t lecture

    Video gives you the chance to have an authentic connection with the student as if you were sitting across the desk from them, having a friendly but informative chat. When filming, look directly into the camera, but don’t stare–keep it natural. In actual conversations, two people don’t stare at each other, they occasionally look away or look to the side. Keep that in mind as you are recording. Also make sure you smile, are animated, and seem excited to share your knowledge. Keep your tone conversational, not formal. Don’t slip into “lecture mode.” When you look directly into the camera and speak directly to the student, you create a sense of intimacy, presence, and connection. That simple shift from a lecture mindset to conversation will make the video far more impactful and help the learning to stick.

    Record in short bursts

    You don’t have to record a one-hour lecture all at once. In fact, don’t!  A marathon recording session isn’t good for you. It creates fatigue, mistakes, and the dreaded “do-over” spiral where one slip-up makes you want to restart the entire video. Instead, record in short bursts, breaking your content into segments. Usually, I try to record only about four to five minutes at a time.  The beauty of this technique is that if it’s completely a mess and needs a total “do over,” you only need to re-record a few minutes, not the entire lecture. This is a lifesaver. Before I began using this technique, I dreaded trying to get an entire one-hour lecture perfect for the recording, even though I was rarely perfect in delivering it in class. But the pressure, because it was recorded, was almost overwhelming.

    Now, I record in small segments and either put them all together after I’ve recorded them individually or present them to students individually. The advantage of individually recorded videos for students is that it makes the content easier to learn. They can re-watch the exact piece they struggled with instead of hunting through an hour-long video to find just what they need.

    Keep it moving

    A word of caution: We’ve all seen those videos. You know the ones: A tiny talking head hovers in the corner, reading every bullet point like it’s the audiobook version of the slide while the same slide just sits there for 15 minutes with no movement and no animation–not even a text flying in from the left. Ugh. Don’t let your visuals sit there like wallpaper. Instead, strive for movement. About every 30 seconds, give learners something new to look at. That could mean switching to the next slide, drawing live on a whiteboard, cutting to you speaking and then back to the slide, or animating an illustration to show movement. The point is that motion grabs attention. For a video, cut down your wall-of-text slides. Use fewer words and more slides. If you have 50 words crammed on one slide, split it into three slides. Insert an image, a chart, or even a simple sketch. If you’re teaching software, demonstrate it on screen instead of describing it in words. If you’re explaining a process, illustrate the steps as you go. The more movement, the more likely you are to hold the learner’s attention.

    Keep production simple

    The good news about creating educational videos is that you don’t need a big budget or a film crew to get started. All you need is a camera, a good microphone, and a simple video creation tool. Now, I would advise not using your laptop’s built-in camera or microphone. They don’t do the job well. You don’t want a grainy, pixelated picture or muffled audio. They make it too hard for students to focus and even harder for them to stay engaged. For video, I recommend using an external webcam. Even a modest one is a huge step up from what’s baked into most PCs. For audio, go with an external microphone, or even a good-quality headset. For the video tool, I have not found a simpler or easier-to-use tool than Camtasia’s free online, cloud-based tool. The free version lets you record your screen, capture your voice, do slight edits, and add backgrounds.  It is more than enough to create clear, useful videos that your students can actually learn from. Remember, the goal isn’t Hollywood production. You want clear, effective, and authentic instructional videos.

    By using these five tips, educators can create instructional videos to save time, expand their reach, and create greater impacts on their students. Grab a good camera, a decent headset, and free video software, and create your first instructional video. Just simply start. You’ll wonder why you waited so long.

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