Tag: News

  • Florida equivalent of DOGE to audit state universities

    Florida equivalent of DOGE to audit state universities

    Florida governor Ron DeSantis is launching a state initiative to cut spending and optimize efficiency modeled after the Elon Musk’s federal Department of Government Efficiency, which has cut billions in contracts at federal agencies, The Orlando Sentinel reported.

    Over the course of a year, Florida’s version of DOGE intends to sunset dozens of state boards and commissions, cut hundreds of jobs, and probe university finances and managerial practices.

    “This is the DOGE-ing of our state university system, and I think it’s going to be good for taxpayers, and it’s ultimately going to be good for students as well,” DeSantis said Monday.

    He added that the state would leverage artificial intelligence to help with the initiative.

    The Republican governor also indicated that the state-level initiative would target what he referred to as “ideological study stuff” in an effort to “make sure that these universities are really serving the classical mission of what a university should be, and that’s not to impose ideology. It’s really to teach students how to think and to prepare them to be citizens of our republic.”

    The move comes as the state has already targeted curriculum in recent months, stripping hundreds of courses from the general education offerings of state universities earlier this year. Many of the classes touched on topics such as race, gender, sexuality, and non-Christian religions.

    Florida has also hired multiple GOP officials—some sitting, others who previously served—to lead state universities, including several who have no higher education management experience.

    In a response to DeSantis, who pressed for the need to eliminate inefficiencies, the Florida Democratic Party noted that Republicans have controlled state politics for nearly 30 years and questioned the outgoing governor’s motivations in launching the state equivalent of DOGE.

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  • Top lawyer targets tenure after being sued for ignoring it

    Top lawyer targets tenure after being sued for ignoring it

    Kansas lawmakers are considering a bill that would sap tenure of its meaning for faculty at the state’s public colleges and universities.

    House Bill 2348, introduced this month in the Kansas Legislature, doesn’t specifically say it would ban tenure. But according to the proposed law, “any special benefits, processes or preferences conferred on a faculty member” by tenure “can be at any time revoked” by a higher education institution or the Kansas Board of Regents, which governs the state’s public universities. It also says tenure wouldn’t “create any entitlement, right or property interest in a faculty member’s current, ongoing or future employment.”

    The bill would end such rights not just for future “tenure” earners but for already tenured professors, too. Mallory Bishop, a nontenured instructor at Emporia State University who serves as faculty president, said HB 2348 would “remove the core premise of tenure,” which is “you cannot be fired without cause.”

    “The bill itself seems to remove everything except the name of tenure,” Bishop said.

    It’s part of a growing trend among Republican lawmakers in multiple states seeking to weaken or eliminate tenure in public institutions. Ohio’s Senate passed a bill this year that would weaken tenure, though the House hasn’t yet followed suit. So far, no state has fully banned tenure at public institutions.

    But the Kansas bill is noteworthy for its origins. The Board of Regents and the state’s two top research universities publicly oppose it. So where did it come from?

    Steven Lovett, general counsel for Emporia State University, says he wrote it. And the top of the bill includes one sentence saying a lawmaker requested it on Lovett’s behalf.

    The bill materialized after Emporia State suffered a setback in its continued defense against a federal lawsuit filed by 11 tenured professors whom the university decided to lay off in 2022. A judge—rebuffing the university defendants’ request to toss out the suit—allowed the faculty to move forward with their allegations that they weren’t provided sufficient due process. Emporia State officials, including Lovett himself, are among the defendants in the continuing suit.

    Those faculty were among 23 tenured professors whom Emporia State laid off, citing financial pressures and other possible reasons. The university’s handling of the situation led the American Association of University Professors to censure the institution. The controversy presaged layoffs over the past two years by other U.S. universities, which also cited financial concerns and didn’t spare tenured faculty. West Virginia University made headlines in 2023 for axing a swath of tenured faculty, followed by the University of Wisconsin at Milwaukee and Western Illinois University.

    A university spokesperson wrote in a statement to Inside Higher Ed that Emporia State supports tenure and that Lovett’s “submission of this bill comes as a surprise to the university.” But the statement also defended Lovett’s “constitutional right” as “a private citizen” to submit the legislation.

    The statement doesn’t say whether the university supports or opposes the bill. Emporia State didn’t provide an interview or respond to written questions about its position on the legislation.

    Bishop said she’s asked top university officials for their stance but hasn’t received an answer; she said university president Ken Hush told her in a private conversation that even if the bill were to pass, “tenure still exists.” Lovett—saying he was commenting as a private citizen—has told lawmakers that universities that speak out against the bill are violating state law.

    And while the university says it was surprised by Lovett’s submission of the bill, an online video of an earlier legislative hearing shows Hush appearing to urge lawmakers to support similar legislation not long before his top lawyer introduced it.

    Reversing a Court Loss?

    The university attempted to dismiss the laid-off professors’ lawsuit by arguing that tenure didn’t give them a “property right” to continued employment. “Property right,” or “property interest,” is a legal term, and if tenured professors possess this right, it could mean they should have received due process before being ousted, in accordance with the 14th Amendment.

    In December, a U.S. district court judge in Kansas allowed the case to progress, ruling that the professors’ legal complaint sufficiently alleged that the faculty did have so-called property rights to keep their jobs. The case continues.

    As the Kansas Reflector previously reported, a Kansas House Higher Education Budget Committee member asked Hush about the suit during a Jan. 31 hearing. According to a video of the proceedings, Hush said the property right ruling “means an entitlement and job forever, until this is settled in some form. Obviously, as a state agency, we’re working with the attorney general on this. And the other option to correct that is via legislation.”

    About a week later, House Bill 2348 appeared at the request of Representative Steven K. Howe—who chairs the committee Hush spoke to—on behalf of Lovett. Howe declined to comment for this article.

    The bill, however, is currently before the House Judiciary Committee—not Howe’s committee. Lovett advocated for the legislation during a Feb. 11 Judiciary hearing, in which he was introduced as “Mr. Steven Lovett, private citizen.” Lovett told the lawmakers the university didn’t encourage him to write the bill “and had no knowledge of it before I submitted it.”

    He said the bill “eliminates the property right of tenure but not tenure itself.” The idea that tenure is a property right “obligates Kansans to a long-term, unfunded fiscal liability,” he said, adding that the due process required to oust tenured faculty “costs even more.” He argued the First Amendment makes tenure and due process unnecessary to protect academic freedom.

    “A nontenured faculty member enjoys as much legal protection to pursue academic freedom as a tenured faculty member,” he said. Tenure “primarily results in nothing more than personal gain.”

    Lovett said Board of Regents members echoed part of his arguments amid the lawsuit filed by the laid-off professors, arguing that any universities that opposed the bill would be violating state law that says the board manages public universities. As of now, though, a judge has dismissed all board members as defendants, leaving only Lovett, Hush and one retired Emporia State official facing the lawsuit.

    At the end of his speech, Lovett, who’s also an associate professor of business law and ethics at Emporia State, publicly renounced the tenure the university gave him.

    Doug Girod, chancellor of the University of Kansas, followed Lovett at the lectern.

    “I don’t believe I’m breaking the law, because I am here with the full knowledge of my board,” Girod said. Eradicating “meaningful tenure” would mean losing “our best faculty, and we will not be able to replace them,” he said.

    After Kansas State University’s president spoke against the bill, Blake Flanders, the top administrator at the Board of Regents, told lawmakers the board is also against it, citing similar recruitment and retention concerns. Further, his written testimony suggested he doesn’t buy Lovett’s argument that he’s acting as a private citizen.

    He pointed out that Board of Regents policy requires legislative proposals from institutions it governs first be presented to the board for approval “before being submitted to the Legislature.” He wrote, “That policy was not adhered to in the case of this bill.” A board spokesperson didn’t provide Inside Higher Ed an interview or answer written questions about whether the board is pushing for Lovett to be disciplined.

    Even if the bill passes, it’s unclear whether it would actually help Emporia State in its current suit or erase the meaning of tenure for other Kansas faculty who have already earned it. J. Phillip Gragson, attorney for the laid-off professors, said in an email that that would be unconstitutional.

    “While the state can certainly commit higher education academic and economic suicide by passing a bill that eliminates tenure prospectively only if it wants, the state cannot take away tenure rights from those professors who have already obtained tenure without due process,” he wrote.

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  • Federal judge bars DOGE from accessing student data

    Federal judge bars DOGE from accessing student data

    A federal judge temporarily barred Elon Musk’s Department of Government Efficiency from accessing sensitive student data on Monday, after the American Federation of Teachers sued over privacy concerns. 

    The judge, Deborah Boardman of the District Court of Maryland, said the federal government had not provided convincing evidence that DOGE needed the information to achieve its goals. Last week, in a separate case brought by the University of California Student Association against the Education Department, a different judge declined to bar DOGE from accessing student data, saying the plaintiffs hadn’t shown any harm done. But Boardman, a Biden appointee, argued that DOGE staff being given access was enough to merit the injunction. 

    Education Department staff and student advocates raised concerns about DOGE employees’ access to student loan and financial aid data, which includes troves of uniquely sensitive, personally identifiable information. The injunction prevents the office from executing what Musk has referred to as an “audit” of the student loan system for at least two weeks while the lawsuit is ongoing, as well as from accessing financial aid data.

    “We brought this case to uphold people’s privacy, because when people give their financial and other personal information to the federal government—namely to secure financial aid for their kids to go to college, or to get a student loan—they expect that data to be protected,” AFT president Randi Weingarten wrote in a statement. 

    The court-ordered stoppage is the latest in a string of injunctions issued against Musk and the Trump administration in recent weeks, as lawsuits pile up against the administration’s attempts to swiftly upend the federal bureaucracy. On Friday, a federal judge blocked Trump from enforcing large parts of his executive order against diversity, equity and inclusion initiatives.

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  • Data stories from Achieving the Dream’s latest award winners

    Data stories from Achieving the Dream’s latest award winners

    Each year, Achieving the Dream lifts up at least one community college in its network for adopting practices and strategies leading to a student-focused culture, notable increases in student outcomes and a reduction of equity gaps.

    To be eligible for the Leah Meyer Austin Award, an institution must demonstrate four-year improvement of at least three percentage points in the IPEDS on-time completion for the level of associated credential awarded, or have been selected as one of the top 150 colleges in the Aspen Prize for Community College Excellence. The achievements of this year’s honorees—Chattanooga State Community College in Tennessee and Southwestern Oregon Community College—show how a holistic approach to student success that exists through the institution can result in whole-college transformation.

    Setting the bar: In evaluating applicants, ATD considers gateway metrics, including leading indicators (early momentum metrics) and lagging indicators (completion or transfer), with substantial improvement of three percentage points or more over three years.

    Equity metrics may highlight data such as the equity gap improvement between part-time and full-time student outcomes or between Pell-eligible and non-Pell-eligible students. Substantial improvement means closing or narrowing equity gaps over three years by at least two percentage points.

    The following data demonstrate not just what Chattanooga State Community College and Southwestern Oregon Community College did to earn their honor, but also ways that other institutions can tell their own data stories.

    Chattanooga State Community College actions and results: The Vision 2027 strategic plan has inspired a shift from 15-week to seven-week terms, more personalized academic advising, strengthened commitments to basic needs assistance and wraparound support services, and implementation of an affordable course materials program.

    • Fall-to-fall persistence rate from the fall 2019 cohort to the fall 2022 cohort saw a 7.1-percentage-point gain.
    • The credit completion rate jumped from 54.6 percent among the 2020 fall cohort to 66.4 percent among the fall 2023 cohort.
    • Articulation agreements and course road maps related to Tennessee Transfer Pathways resulted in an 8.2-percentage-point climb in the rate of students who transfer and earn a baccalaureate degree within six years of matriculating between the fall 2015 cohort and the fall 2018 cohort.
    • The adoption of a co-requisite model, with embedded tutors, for gateway English and math courses led to a rise in gateway math completion from 38.5 percent for the fall 2020 cohort to 49.5 percent for the fall 2023 cohort. Completion rates for gateway English courses, meanwhile, grew from 49.3 percent to 66.6 percent in that time frame. Approximately 45 to 48 percent of the college’s student population is still developing essential college-level academic skills.

    Southwestern Oregon Community College actions and results: This rural institution’s recent efforts have included engaging and supporting its community’s adult and part-time learner populations, such as by creating targeted student orientations, evaluating community practices and its portfolio of academic and workforce programs, meeting the special financial needs of first-generation adult learners, and improving online services (40 percent of Southwestern’s overall student body are online learners).

    • In comparing the 2017 cohort to the 2020 cohort, the four-year completion rate among part-time learners improved by 8.7 percentage points, narrowing the equity gap between adult learners and traditional-aged learners by 3.2 percentage points. Between adult learners and traditional-aged learners, the gap narrowed by 6.7 percentage points, as the rate of completion among the former rose 12.3 percentage points.
    • The equity gap between first-generation and continuing-generation learners in fall-to-fall persistence narrowed by three percentage points, from 8.2 percent in the fall 2019 cohort to 5.2 percent in the fall 2022 cohort.
    • From the fall 2017 cohort to the fall 2020 cohort, the overall four-year completion rate grew 6.6 percentage points, and the rate at which students transfer and earn a baccalaureate degree (despite severe geographical hardships) rose 3.7 percentage points from the fall 2015 cohort to the fall 2018 cohort.

    More information on both winners can be found here. In a March 31 webinar, Achieving the Dream will feature both winners.

    Is your institution or department tracking new KPIs related to student success, or using data in a new way? Tell us about it.

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  • Why grad students should prioritize friendships (opinion)

    Why grad students should prioritize friendships (opinion)

    How important is friendship to you? According to a Pew Research Center study in 2023, 61 percent of U.S. adults said having close friends is extremely or very important for people to live a fulfilling life, which is much higher than the share who said the same about being married (23 percent), having children (26 percent) or having a lot of money (24 percent). Meanwhile, almost one in three Americans feel lonely every week.

    In this context, perceptions of workplace friendships are evolving as the world of work transforms. Working professionals consider having a best friend at work to be even more important since the start of the pandemic and the dramatic increase in remote and hybrid work. Younger generations, such as millennials and Gen Zers, want to curate authenticity and set boundaries. They may prioritize job satisfaction and mental health over other traditional factors. How do those new priorities relate to friendship?

    In addition to well-being benefits, having friends at work can contribute to an individual’s professional development and workplace performance. Working in an environment that fosters vulnerability, as friendships often do, enables individuals to challenge themselves in ways they may otherwise avoid.

    The topic of friendship at work often focuses on the postgraduate workforce. We argue for the importance of applying the same principles to the graduate student and postdoctoral experience. We discuss ways in which graduate students and postdoctoral scholars can benefit from prioritizing friendships and essential interpersonal skills, which can lead to a more robust academic experience and support network.

    Navigating Challenges and Life After Graduate School

    Studies show that strong relationships at work are linked to a lower risk of burnout, better mental health and fewer traumatic experiences. Having peer friendships helps graduate students and postdoctoral scholars cope with the rigorous nature of their academic training. Although the demands of this training can make it difficult to prioritize one’s social life, intense work environments in group settings also provide many opportunities for like-minded individuals to get to know each other beyond the immediate tasks at hand.

    Cultivating such relationships helps students and scholars to navigate the challenges of graduate school and/or their postdoctoral training and work with the benefit of a support system. Sometimes people struggle to comprehend the unique and specific nature of graduate training. Having peers in the same environment allows one to work through challenges and problems with someone who knows firsthand the context of what they are experiencing.

    As graduate students and postdoctoral scholars face points of transition, either at the beginning or end of their training, many will leave their current support network and find themselves in need of building new connections. Yet, fulfilling friendships can take time and effort to build. Friendships formed in graduate school can provide an incredible form of support for any moment in life and can have lifelong implications for personal and professional careers. In fact, many of us in the workplace still talk to friends we made during our graduate school years and cherish the memories we built based on understanding and trust.

    Strengthening Academic Research and Performance

    A significant portion of the research on workplace friendships highlights the increase in performance and productivity that results from the presence of such relationships. Happiness leads to increased performance across the board. Developing friendships among peers can result in an increase in potential collaborators for opportunities such as co-authorships, conference presentations or interdisciplinary research. It can also happen the other way around—connections that begin as professional collaborations may turn into friendships.

    The two of us writing this article are real examples of how developing friendships within the workplace can provide benefits to one’s career growth. We met as colleagues and quickly found commonalities in our personal interests and professional goals. While our jobs took us to different institutions, a robust co-writing dynamic emerged from the foundations of our friendship. Our story is similar to that of many scholars who write with their friends.

    Developing Transferable Skills

    Creating meaningful connections also helps graduate students and postdoctoral scholars strengthen key transferable skills that are relevant in preparing for diverse career paths. Consider three that come to mind:

    • Communication: For many friendships, there is a sense of comfort that develops over time. This bond encourages an ease in conversations lacking in other types of interactions. Friends can be a sounding board when you are attempting to process your thoughts and put them into words for an external audience.
    • Collaboration: Some graduate students and postdoctoral scholars may conduct solitary research with little opportunity to work within a team or group setting, especially in the humanities. Identifying opportunities to collaborate with friends helps to develop the ability to contextualize one’s responsibilities within a broader project. This cultivates a skill that employers often prioritize in the hiring process: collaboration or teamwork.
    • Cultural competency: Another benefit to fostering workplace friendships is becoming more aware of different lived experiences from your own. While it is possible to do this through less personal interactions, friendships allow you to share life stories and perspectives and build deeper connections. Expanding your perspective will allow you to become a stronger scholar (during your time in graduate school or postdoctoral training) and professional (whatever your postgraduation plans may be) in an increasingly diverse world.

    Implications for Career Development

    Of course, there are some challenges to keep in mind with workplace friendships. These may include: trusting someone too soon and oversharing, participating in gossip and rumors, and in-group pressure to fit in, which ultimately leads to exclusion of some through group homogeneity and barriers to opportunities. Other challenges exist for individuals with marginalized backgrounds. The lack of diversity or representation in certain disciplines can further feelings of isolation and take a greater toll on one’s well-being.

    Those of us working with this unique population can make an intentional effort to facilitate meaningful relationship-building and address the challenges above through educational programming. Professional development events for marginalized populations often provide a “third space” for individuals to connect in a critical mass, breathe and celebrate, and identify role models and peer collaborators. The University of Maryland system’s Alliance for Graduate Education and the Professoriate is a great example of community-building.

    Another viable option for educators and institutions to consider is to leverage the power of peer or near-peer mentoring. Research highlights the importance of mentoring constellations, which acknowledge the varying needs of a mentee and how mentoring relationships differ in structure or intensity. While a “vertical mentor” may be more senior in an organization and offer guidance to mentees based on career progression or life stages, a “horizontal mentor” refers to a peer at a similar career level who shares the mentee’s experiences and challenges. At the University of Maryland, College Park, the Graduate School has created a near-peer mentoring program that focuses on interdisciplinary knowledge-sharing between a doctoral student and a postdoctoral scholar over a year. This program promotes a culture of mentoring where both parties can develop self-awareness and build skills critical to their respective careers.

    Finally, how can graduate students and postdoctoral scholars go about making friends at work? Begin by prioritizing relationships in the spaces you occupy, especially during moments of uncertainty. Then, attend and leverage university programming around well-being, professional development and mentoring, to meet people with similar interests and values. Next, look carefully within your high-touch professional relationships, and consider how proximity, similarity, and reciprocity can help you facilitate the initiation and development of a friendship.

    Yi Hao is the program director of career and professional development at the Graduate School of the University of Maryland, College Park, and a member of the Graduate Career Consortium—an organization providing an international voice for graduate-level career and professional development leaders.

    Mallory Neil is the director of industry partnerships for the College of Science at Clemson University.

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  • Education Dept. allows some civil rights inquiries to restart

    Education Dept. allows some civil rights inquiries to restart

    After pausing most civil rights investigations, the Education Department’s Office for Civil Rights is resuming some inquiries, but only those related to disability-based discrimination, according to a memo obtained by ProPublica.

    Those involving race or gender will remain on hold, the nonprofit news organization reported.

    The investigation freeze, which had been in place for a month, forbade OCR staffers from pursuing discrimination complaints that had been submitted by thousands of students at schools and colleges across the country. In fiscal year 2024, the office received 22,687 complaints—37 percent of which alleged discrimination based on disability.

    “I am lifting the pause on the processing of complaints alleging discrimination on the basis of disability. Effective immediately, please process complaints that allege only disability-based discrimination,” Craig Trainor, the office’s acting director, wrote the internal memo that was sent to employees, most of whom are attorneys.

    A spokesperson for the department declined to respond to ProPublica’s request for comment.

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  • Chicago Black Student Success Plan Amid Backlash Against Race-Based Initiatives – The 74

    Chicago Black Student Success Plan Amid Backlash Against Race-Based Initiatives – The 74


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    Chicago Public Schools unveiled a five-year plan Thursday to improve the outcomes of the district’s Black students — at a time of unprecedented backlash against efforts to promote diversity, equity, and inclusion in education.

    The release of the Black Student Success Plan, during Black History Month, is part of CPS’s broader five-year strategic plan and aims to address long-standing disparities in graduation, discipline, and other metrics faced by its Black students, who make up roughly a third of the student body.

    The district set out to create the Black Student Success Plan in the fall of 2023, but its quiet posting on Thursday comes as both conservative advocacy groups and the Trump administration are taking aim at race-based initiatives in school districts and on college campuses.

    Late last week, the U.S. Department of Education’s top acting civil rights official warned districts and universities that they could lose federal funding if they don’t scrap all diversity initiatives, even those that use criteria other than race to meet their goals. He cited the 2023 Supreme Court Students for Fair Admissions v. Harvard decision that banned the use of race as a college admissions factor.

    CPS — in a progressive city in a Democratic state — has largely been insulated from standoffs over diversity and inclusion in recent years, when districts in other parts of the country have come under intense scrutiny over how they teach race and how they take it into account in hiring, selective program admissions, and other decisions. Increasingly, though, deep blue cities like Chicago are finding themselves in the crosshairs.

    Last year, a Virginia-based advocacy group challenged a Los Angeles Unified School District initiative aimed at boosting outcomes for its Black students, which CPS said inspired its own plan. At the urging of the Biden administration, Los Angeles made changes to downplay the role of race, causing an outcry from some of its initiative’s supporters.

    Chicago’s plan vows to increase the number of Black teachers, slash suspensions and other discipline for Black students, and embrace more culturally responsive curriculums and professional development to “combat anti-Blackness” — goals some of which could run afoul of the Department of Education’s interpretation of the Students for Fair Admissions decision.

    Still, some district and community leaders in Chicago say CPS’s plan might be better-positioned to withstand challenges than Los Angeles’ initiative — and they said the district must forge ahead with the effort even as it braces for pushback.

    “Now is not the time for anticipatory obedience and preemptive acquiescence,” said Elizabeth Todd-Breland, a University of Illinois Chicago professor of African American history and a former Chicago school board member who served on a working group that helped craft the plan. “This is not the time to shrink but to live out our values.”

    The new plan says Illinois law mandates this work and cites a state statute that requires the Chicago Board of Education to have a Black Student Achievement Committee. That committee has not yet been formed.

    CPS declined Chalkbeat’s interview request and did not answer questions before publication. The district is hosting a celebration at Chicago State University at 3 p.m. Friday to mark the plan’s release.

    Chicago set out to create Black Student Success Plan years ago

    CPS convened a working group made up of 60 district employees, parents, students, and community members that started meeting in December of 2023 to begin creating its Black Student Success Plan.

    The following spring, it hosted nine forums to discuss the plan with residents across the city — what the plan’s supporters describe as one of the district’s most extensive and genuine efforts to get community input.

    The working group in May released a list of recommendations that included stepping up efforts to recruit and retain Black educators, promote restorative justice practices, ensure culturally responsive curriculums that teach Black history, and offer more mental health and other support for Black students through partnerships with community-based organizations.

    The district adopted many of these recommendations in its plan. It sets some concrete five-year goals, including doubling the number of male Black teachers, increasing the number of classrooms where Black history is taught, and decreasing how many Black students get out-of-school suspensions by 40%.

    “The Black Student Success Plan is much more than simply a document,” the plan said. “It represents a firm commitment by the district, a roadmap, and a call to action for Chicago’s educational ecosystem to ensure equitable educational experiences and outcomes for Black students across our district.”

    The effort built on equity work to help “students furthest from opportunity” that started five years ago under former CEO Janice Jackson, said Dominique McKoy, the executive director of the University of Chicago’s To & Through Project. In CPS, by a range of metrics, those students have historically been Black children.

    McKoy, whose work focuses on college access, points out that the district has made major strides in increasing the number of students who go to college. But more students than ever drop out before earning a college degree — an issue that has disproportionately affected Black CPS graduates.

    “There’s evidence and data that we haven’t been meeting the needs of Black students,” he said. “This plan is about responding to the data. Being clear about that is one of the best ways to insulate and defend that process.”

    But McKoy acknowledges that now is a challenging time to kick off the district’s plan.

    “Undoubtedly there will be critics who will think it’s racial preference to help students who need help and will attack the district for doing so,” said Pedro Noguera, the dean of the University of Southern California’s Rossier School of Education.

    Last year’s challenge against a $120 million Los Angeles program aimed at addressing disparities for Black students offers a case study, Noguera notes. Parents Defending Education, which opposes school district diversity and inclusion programs, filed a complaint with the Department of Education’s Office for Civil Rights. The group has also challenged programs to recruit more Black male teachers and form affinity student groups based on race in other districts.

    Ultimately, Los Angeles overhauled the program to steer additional staffing and other resources to entire schools serving high-needs students, rather than more narrowly to Black students. The Los Angeles Times reported that to some critics, those changes watered down the program, which was beginning to show some early results. But Noguera says he feels the program is still helping Black students.

    However, it is clear that the Trump administration plans to go much further in interpreting the Students for Fair Admissions decision and seeking to root out DEI initiatives. In a “Dear Colleague” letter to school leaders Friday, Craig Trainor, acting assistant secretary for civil rights in the Education Department, said efforts to diversify the teaching force or the student bodies of selective enrollment programs could trigger investigations and the loss of federal funding. About 20% of CPS’s operating revenue comes from the federal government.

    “The Department will no longer tolerate the overt and covert racial discrimination that has become widespread in this Nation’s educational institutions,” Trainor wrote. “The law is clear: treating students differently on the basis of race to achieve nebulous goals such as diversity, racial balancing, social justice, or equity is illegal under controlling Supreme Court precedent.”

    ‘Get the help to the kids who need it’

    Chicago, like Los Angeles, might consider a focus on schools — chosen based on metrics such as graduation rates, test scores and others — where the plan would help Black students and their peers, Noguera said. Maybe it doesn’t even have to refer to Black students in its name, he said.

    “The main thing is to get the help to the kids who need it,” he said. But, he added, “In this environment, who knows what’s challenge-proof.”

    He said what helped in Los Angeles was deep community engagement that lent that district’s initiative credibility and good will; the changes that the district made in response to the legal challenge did not erode those.

    Darlene O’Banner, a CPS great-grandmother who served on the working group, said CPS got the community engagement piece right. She thinks the plan will offer a detailed roadmap for improving Black students’ achievement and experience.

    “I am not going to think of the unknowns and what’s going on in the world,” O’Banner said. “We’re just going to hope for the best. We can’t put the plan on hold for four years.”

    The working group issued its recommendation in early fall and stopped meeting following the September resignation of all school board members, who stepped down amid pressure from the mayor’s office to fire CPS CEO Pedro Martinez over budget disagreements.

    Valerie Leonard, a longtime community advocate who also served on the working group, said during the community meetings for the Black Student Success Plan last year, there was no discussion of possible legal pushback to the plan.

    “Illinois is a liberal state,” she said. “It never really occurred to us a year ago that this plan would be in danger.”

    But more recently, as she heard Trump assail DEI initiatives, Leonard said she wondered if the plan would survive.

    Leonard pushed Illinois lawmakers last year to mandate the Board of Education appoint a Black Student Achievement Committee as part of the state law that cleared the way for an elected school board in Chicago. The district’s plan invokes that committee though it hasn’t been formed yet. The board formed a more generic student success committee earlier this month.

    “We believe that the problem with Black children in public schools is so dire that it needs to be elevated to its own committee,” she said. “When our children get lumped into something that’s for all, they inevitably fall between the cracks.”

    McKoy at the University of Chicago said he feels “cautious optimism” and hopes the city and state rally around CPS as it pushes to improve outcomes for Black students.

    “The plan itself isn’t going to do the work,” he said.

    This story was originally published by Chalkbeat. Chalkbeat is a nonprofit news site covering educational change in public schools. Sign up for their newsletters at ckbe.at/newsletters.


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  • ABA suspends DEI standards for accreditation

    ABA suspends DEI standards for accreditation

    The American Bar Association is suspending diversity, equity, and inclusion standards for the law schools it accredits amid President Donald Trump’s crackdown on DEI efforts, Reuters reported.

    An ABA council reportedly voted on the change Friday, suspending DEI standards through August as the organization—which accredits nearly 200 law schools—considers permanent changes.

    ABA officials did not respond to a request for comment from Inside Higher Ed.

    The change comes as the ABA has clashed with the Trump administration in recent weeks, accusing the president of “wide-scale affronts to the rule of law itself” in issuing rapid-fire executive orders that have targeted DEI and birthright citizenship, and sought to shrink the federal government through mass firings and other actions that some legal scholars have deemed unlawful.

    In the aftermath, the Trump administration barred political appointees to the Federal Trade Commission from holding ABA leadership posts, participating in ABA events, or renewing their memberships. FTC Chairman Andrew Ferguson accused the ABA of a “long history of leftist advocacy” and said “recent attacks” on the administration made the relationship “untenable.” 

    State officials have also pressured ABA to drop its DEI standards. In January a group of 21 attorneys general, all from red states, sent a letter to the ABA urging it to drop DEI standards.

    The ABA has reportedly been reviewing its standards on DEI since 2023, when the U.S. Supreme Court upended affirmative action with its ruling in favor of Students for Fair Admissions against Harvard and the University of North Carolina at Chapel Hill.

    Some Republican officials have celebrated the ABA’s move. “This is a victory for common sense! We are bringing meritocracy back to the legal system,” U.S. Attorney General Pam Bondi wrote on X.

    ABA’s suspension of DEI standards comes after the Accreditation Board for Engineering and Technology dropped diversity, equity, inclusion and accessibility from its accreditation criteria.

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  • Detroit District Offered Gift Cards For Perfect Attendance. 4,936 Kids Earned It – The 74

    Detroit District Offered Gift Cards For Perfect Attendance. 4,936 Kids Earned It – The 74


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    Nearly 5,000 Detroit high school students have earned at least one $200 incentive for perfect attendance since early January.

    High school students in the Detroit Public Schools Community District can earn $200 gift cards for each two-week period in which they have perfect attendance, from Jan. 6 through March 21.

    There have been two cycles so far for which students have received the gift cards and, in addition to the 4,936 students who had perfect attendance in at least one of two-week periods, 2,028 have had perfect attendance in both cycles, according to data Superintendent Nikolai Vitti shared with Chalkbeat this week.

    The attendance incentive is aimed at improving attendance in the district, where two-thirds of nearly 49,999 students were considered chronically absent during the 2023-24 school year. The incentive is among a number of efforts the district has employed over the years to create an attendance-going culture among students. The district has invested heavily into attendance agents to improve attendance and this school year announced that students with extremely high rates of chronic absenteeism will be held back a grade at the K-8 level and required to repeat classes at the high school level.

    The number of students earning the perfect attendance incentive is a fraction of the nearly 15,000 high school students in the district, leading one school board member to question last week whether the incentive is working. But Vitti said he is encouraged that the program is getting more high school students to class and resulting in a small decrease in the chronic absenteeism rate for high school students. He said the district and board will have to evaluate the program’s success at the end of the school year.

    Chronic absenteeism has been one of the district’s biggest challenges for years. The chronic absenteeism rate has declined, from a high of nearly 80% at the height of the pandemic, when quarantining rules meant many students missed school because of COVID exposure. But last school year’s much lower chronic absenteeism rate of 66% still means it is difficult to have consistency in the classroom and improve academic achievement.

    Students in Michigan are chronically absent when they miss 10%, or 18 days in a 180-day school year. Statewide, 30% of students are considered chronically absent, compared to 23% nationally. A recent education scorecard cited the state’s rate as being a factor in students’ slow academic recovery from the pandemic.

    Here are some of the highlights of the students who’ve received the incentive so far::

    • 3,473 students had perfect attendance during the first cycle.
    • 3,492 students had perfect attendance during the second cycle.
    • About 10% already had perfect attendance.
    • About 4% were considered chronically absent at the time the incentive began.
    • About 16% had missed 10% of the school year at the time the incentive began.
    • About 25% had missed 5-10% of the school year.
    • About 44% had missed 5% or fewer days in the school year.

    At a Detroit school board meeting last week, Vitti said the statistic showing that just 10% of the students who earned the incentive already had perfect attendance is an indication that “this is not just rewarding those that have already been going to school.”

    Board member Monique Bryant questioned what school leaders are doing to promote the incentive to students who haven’t earned it.

    Bryant suggested that data Vitti shared at the meeting showing that chronic absenteeism is down by 5 percentage points for high school students since the incentive began is an illustration that most students aren’t rising to the goal of the incentive.

    Vitti responded that it depends on how you look at the data.

    “Right now, chronic absenteeism at the high school levels improved by five percentage points,” Vitti said. “That means that 700 high school students are not chronically absent where they were last year. I’d also say that at least on the 97th day, our chronic absenteeism at the high school levels is the lowest it’s been since the pandemic.”

    The question for board members to decide at the end of the school year is whether the incentive “is the right investment with other challenges that we have districtwide,” Vitti said. “But I think the data is suggesting it’s working for many students … but not all.”

    Board member Ida Simmons Short urged the district to survey students to learn more about what is preventing them from coming to school.

    The causes of chronic absenteeism are numerous and include physical and mental health reasons, lack of transportation,and lack of affordable housing. Most of them tie back to poverty. Vitti specifically cited transportation, because half of the students in the district don’t attend their neighborhood school and the district doesn’t provide school bus transportation for high school students, who must take city buses to get to school.

    “Sometimes they’re unreliable, they’re late, they’re too far away from where the child lives,” Vitti said.

    Vitti said traditional school bus transportation for high school students “was decimated” under emergency management and it could cost between $50 million and $100 million to bring that level of transportation back.

    Another factor, Vitti said, is that for some students, school isn’t relevant. Middle and high school students, in particular, “struggle to understand, ‘why am I going to school every day? How is this connected to what I’m going to I need to know for life.’”

    Mi’Kah West, a Cass Technical High School student who serves as a student representative on the board, said that when talking to other members of the District Executive Youth Council last week, many said students overall are excited about the incentive.

    One thing that stuck out, she said, was council members saying they heard students in the hallways or on social media saying they were coming to school because they want the money.

    “And, while we don’t want to just say we want to come to school for the money,” West said, “I think it’s important to see that students … may have stayed home because they don’t want to come to school, but they’re willing to come to school now.”

    Lori Higgins is the bureau chief for Chalkbeat Detroit. You can reach her at lhiggins@chalkbeat.org.

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


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  • Judge extends block on controversial NIH cuts

    Judge extends block on controversial NIH cuts

    A federal judge Friday extended a temporary block on the National Institutes of Health’s plan to slash funding for universities’ indirect research costs amid a legal battle over the policy change.

    The nationwide block, which U.S. District Judge Angel Kelley put in place Feb. 10 soon after a coalition of state attorneys general, research advocates and individual universities sued the agency, was set to expire Monday. But it will now remain in place until Kelley has time to consider the arguments the plaintiffs and NIH presented at a hearing Friday morning.

    It’s unclear when Kelley will rule. But after the two-hour hearing, she said she certainly “has a lot of work to do” to before making a decision.

    “This case is not about whether as a policy matter the administration can target waste, fraud and abuse,” Katherine Dirks, an attorney for the Massachusetts attorney general’s office, told the judge during the hearing. “It’s contrary to the regulations which govern how these costs are determined and how these payments are disbursed. If there were an intention on the administration’s part to change the mechanism by which those occur, there’s a process for it—a statutory process and a regulatory process. Neither of those were followed here.”

    But the NIH’s legal team said the agency has the right to unilaterally cap reimbursements for costs related to research—such as hazardous waste removal, facilities costs and patient safety—at 15 percent. 

    “This is not cutting down on grant funding,” said Brian Lea, a lawyer for the NIH, said at Friday’s hearing. “This is about changing the slices of the pie, which falls squarely within the executive’s discretion.”

    Counsel for the plaintiffs, however, argued that the policy is unlawful and, if it’s allowed to move forward during a protracted litigation process, will cause “irreparable harm” to university budgets, medical breakthroughs and the patients who may not be able to enroll in clinical trials as a result. 

    “A clinical trial is for a lot of people a last hope when there’s not an FDA–approved medicine that will treat their condition. Any minute that they’re not enrolled in that trial brings the risk of irreparable harm,” said Adam Unikowsky, an attorney for the plaintiffs. “Part of these institutions’ mission is serving these patients, and this cut will irreparably harm their ability to fulfill that mission.” 

    Since 1965, institutions have been able to periodically negotiate their reimbursement rates directly with the federal government; university rates average about  28 percent. However, rates can vary widely depending on factors such as geographic cost differences and the type of research, and some institutions receive indirect reimbursement rates of more than 50 percent of their direct grants. 

    Although the NIH argued in court that indirect costs are “difficult to oversee” as a justification for cutting them, the plaintiffs refuted that claim, pointing to a complex negotiation process and regular audit schedule that’s long been in place to ensure the funds are being used to support NIH research. 

    In fiscal year 2024, the NIH sent about $26 billion to more than 500 grant recipients connected to colleges—$7 billion of which went to indirect costs. 

    Saving or Reallocating $4B?

    This isn’t Trump’s first attempt to cap indirect costs, which Elon Musk—the unelected billionaire bureaucrat overseeing the newly created Department of Government Efficiency—recently characterized as a “rip-off” on X, the social media site he owns.  

    In 2017, Congress rebuked President Trump’s attempt to cap indirect costs, and it has written language into every appropriations bill since specifically prohibiting  “deviations” from negotiated rates. Given that, Kelley asked the Trump Administration’s legal team, how in his second term, Trump “can unilaterally slash these previously negotiated indirect cost rates which Congress prevented him from doing previously?” 

    “The money that is saved—it’s not being saved, it’s being reallocated—will be taken from indirect costs and filed into new grants that will be using the same funding formula,” said Lea, who told the judge he was using air quotes around the word saved. “The money is not being pocketed or being shipped somewhere else. It’s being applied back into other research in a way that best fits NIH and what will best serve the public’s health.”

    But Lea’s claims that the money will simply be reallocated contradicted the NIH’s own social media post from Feb. 7, which said the plan “will save more than $4B a year effective immediately,” and Kelley asked for an explanation.  

    In response, Lea said the NIH’s “tweet was at best sort of a misunderstanding of what the guidance does.” 

    The Department of Health and Human Services, which oversees the NIH, did not immediately respond to Inside Higher Ed’s request for comment on whether it plans to issue a widespread public correction on social media and its other platforms to clarify its policy and inform taxpayers that their plan to cap indirect costs is not intended to save them any money. As of Friday afternoon, the post was still up on X.

    Layoffs, Canceled Clinical Trials

    But Unikowsky, an attorney for the plaintiffs, said that funneling money away from indirect costs would still harm the nation’s esteemed scientific enterprise, which is grounded in university research. 

    “Indirect costs are real costs associated with doing research,” said Unikowsky, pointing to the California Institute of Technology as an example. The institute spent $200 million to build a state-of-the-art laboratory and is counting on indirect cost reimbursements from the NIH to help pay off the debt it incurred to construct it. 

    “There’s going to be a hole in Cal Tech’s research budget” and the “money is going to have to come from somewhere else,” Unikowsky added.

    Unikowsky also listed nine different institutions, including the Universities of Florida, Kansas and Oregon, that have said they will have to lay off skilled workers who support medical research, including nurses and technicians, if the cap goes into effect. 

    Lea, the lawyer for the Trump Administration, countered that destabilizing university budgets doesn’t amount to immediate and permanent harm warranting injunctive relief on the rate caps. 

    “That’s not an irreparable thing, or else every business that’s in a money pinch could just come in and get an injunction,” he said. “I understand that many institutions would prefer to use endowments and tuition for other purposes, but unless they’re barred from doing so—and the inability to do so would cause some non-monetary harm—that’s not irreparable harm.”

    Although Kelley gave no indication on when or how she plans to rule, some university leaders who listened to the hearing came away optimistic that she’ll favor the plaintiff’s arguments. 

    “We look forward to the judge’s ruling,” said Katherine Newman, provost at the University of California which is one of the universities suing the NIH. “[We] maintain our position that the Administration’s misguided attempt to cut vital NIH funding is not only arbitrary and capricious but will stifle lifesaving biomedical research, hobble U.S. economic competitiveness and ultimately jeopardize the health of Americans who depend on cutting-edge medical science and innovation.”

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