Tag: News

  • With Grant Cuts, Trump Pressures UCLA to Make Deal

    With Grant Cuts, Trump Pressures UCLA to Make Deal

    The Trump administration announced last week it was freezing federal grants for another prestigious research university. But this time, it wasn’t a private institution.

    It was the University of California, Los Angeles, and if the UC system doesn’t make a deal with the federal government, campuses across one of the nation’s largest public higher education systems might incur the administration’s further punishment. State leaders condemned the funding freeze, and faculty at UCLA are urging university administrators to fight. But the university has said little about how it plans to respond to the administration.

    The Department of Justice has been investigating the University of California system for months—looking into alleged antisemitism, alleged use of race in admissions and “potential race- and sex-based discrimination in university employment practices.” The agency’s investigations into the broader UC system are still ongoing, but last week, the DOJ told system officials it had made a finding regarding one campus and demanded a quick response.

    “The Department has concluded that UCLA’s response to the protest encampment on its campus in the spring of 2024 was deliberately indifferent to a hostile environment for Jewish and Israeli students in violation of the Equal Protection Clause and Title VI,” the letter said. (Title VI of the Civil Rights Act of 1964 prohibits universities that receive federal funding from discriminating based on shared ancestry, including antisemitism.)

    The letter didn’t specifically say what the Trump administration wants UC to do now about its alleged failure to handle a pro-Palestine encampment that ended more than a year ago, and that UCLA itself dismantled a week after its creation. The DOJ didn’t provide Inside Higher Ed further information Monday, but U.S. attorney general Pam Bondi’s news release accompanying the DOJ letter suggests the Trump administration wants significant concessions.

    “Our investigation into the University of California system has found concerning evidence of systemic anti-Semitism at UCLA that demands severe accountability from the institution,” Bondi said. “This disgusting breach of civil rights against students will not stand: DOJ will force UCLA to pay a heavy price for putting Jewish Americans at risk and continue our ongoing investigations into other campuses in the UC system.”

    Just hours before the DOJ’s announcement, UCLA had announced that it was paying $6.45 million to settle a lawsuit from Jewish students over reported antisemitism associated with the encampment. But that wasn’t enough to assuage the federal government.

    The DOJ letter said the department “seeks to enter into a voluntary resolution agreement with the university to ensure that the hostile environment is eliminated and reasonable steps are taken to prevent its recurrence.” It asked the UC officials to contact a special counsel by today if they were “interested in resolving this matter along these lines,” providing an email address and a nonfunctional nine-digit phone number for them to contact. The agency is prepared to sue by Sept. 2 “unless there is reasonable certainty that we can reach an agreement.”

    That July 29 letter wasn’t the end of it. In the week between then and today’s deadline for UC to contact the DOJ, multiple federal agencies said they’re cutting off grants to UCLA. The total amount is unclear—other media have reported numbers exceeding $300 million.

    It’s reminiscent of what happened at Columbia and Harvard Universities. But unlike with those private institutions, the Trump administration hasn’t published an overarching demand letter for how it wants UCLA to change its ways, whether in admissions, student discipline or otherwise.

    A spokesperson for the Department of Health and Human Services, which includes the National Institutes of Health, responded to Inside Higher Ed’s requests for information on how much in NIH grant funding has been canceled and why with a two-line response attributed to an unnamed HHS official: “We will not fund institutions that promote antisemitism. We will use every tool we have to ensure institutions follow the law.”

    A National Science Foundation spokesperson wrote in an email that the NSF “informed the University of California, Los Angeles that the agency is suspending awards to UCLA because they are not in alignment with current NSF priorities and/or programmatic goals.” The spokesperson didn’t specify which priorities or which goals, and his email didn’t mention antisemitism.

    The Department of Energy went beyond allegations of antisemitism in its letter to UCLA, saying that “UCLA engages in racism, in the form of illegal affirmative action” and UCLA “endangers women by allowing men in women’s sports and private women-only spaces.”

    Mia McIver, executive director of the national American Association of University Professors, said what’s happening is the “Trump administration is extending its pattern of attacking higher education faculty, staff and students more broadly outward from the Ivy League universities into the public sector.” McIver, who taught at UCLA for a decade, said the administration intends to “exercise pervasive control over colleges and universities in every region of every different sort of institution.”

    “It is the federal government using levers of power that are completely unrelated to the underlying allegations,” McIver said. “Cutting off research for diabetes, cancer, heart disease will not improve the safety of Jewish faculty and students on campus and will not address antisemitism.”

    ‘Enough Is Enough’

    What does the UC system plan to do? A spokesperson deferred comment to UCLA, which also didn’t provide interviews Monday or answer written questions. The UC system spokesperson did forward a statement Friday from system president James B. Milliken, who started in his new job Aug. 1—just after the grant freezes. 

    Milliken called “the suspension this week of a large number of research grants and contracts” at UCLA “deeply troubling,” though “not unexpected.”

    “The research at UCLA and across UC more broadly saves lives, improves national security, helps feed the world, and drives the innovation economy in California and the nation,” he said. “It is central to who we are as a teaching and learning community. UC and campus leadership have been anticipating and preparing for the kind of federal action we saw this week, and that preparation helps support our decisions now.”

    He didn’t, however, say what the decisions would be.

    Also Friday, California governor Gavin Newsom, a potential 2028 presidential candidate and an ex officio member of the UC Board of Regents, released a statement calling it “a cruel manipulation to use Jewish students’ real concerns about antisemitism on campus as an excuse to cut millions of dollars in grants that were being used to make all Americans safer and healthier.”

    “This is the action of a president who doesn’t care about students, Californians, or Americans who don’t comply with his MAGA ways,” Newsom said.

    UCLA chancellor Julio Frenk said in a video on X Friday that “we share the goal of eradicating antisemitism. It has no place on our campus or in our society.” He said his wife is the daughter of a Holocaust survivor, and his paternal grandparents left Germany in the 1930s after being “driven out of their home by an intolerable climate of antisemitism and hate.”

    “These experiences inform my own commitment to combating bigotry in all its forms, but a sweeping penalty on lifesaving research doesn’t address any alleged discrimination,” Frenk said. He said, “We have contingency plans in place,” though he didn’t elaborate.

    In a petition, the UCLA Faculty Association’s Executive Board criticized UCLA administrators for their past “anticipatory obedience” to the federal government, which it said “has not prevented Trump administration attacks.”

    “UCLA’s anticipatory obedience has put itself in a place of weakness and we must instead choose to stand up,” the association wrote. “We do not have to bend to the Trump administration’s illegitimate and bad-faith demands. UCLA is a state university, with the financial backing and moral support of the fourth-largest economy in the world.”

    The association demanded that UC “demonstrate our strength as the world’s largest university system and reject the malicious demands of the Trump administration,” adding that “each university that falters legitimates the Trump administration’s attacks on all of our institutions.”

    It called for UC to fight the administration in court, to use unrestricted endowment funds to “help keep our university’s mission intact” and to work with Newsom and state lawmakers to get financial support. The petition ended with a call for university administrators to not “sacrifice our strengths and our community, deeply nurtured and protected for over 100 years, to a deeply callous and unfair federal administration that will only ask for more.”

    Meanwhile, Faculty for Justice in Palestine at UCLA said in a statement that “Israel continues to tighten its US-enabled siege of Gaza, where the calculated denial of humanitarian assistance is causing mass starvation amid ongoing aerial bombing. The theatrics of the Trump administration, echoed by UCLA, are part of a larger attempt to cover up this genocidal catastrophe in which all of us, and our university, are complicit.”

    McIver urged the UC system not to cut deals like Columbia and Brown Universities have.

    “There are always alternatives,” she said, “and every deal that is cut makes it harder for those who are downstream of the deal to continue resisting these attacks.”

    “The Trump administration is aiming to control colleges and universities at all levels in all states, and every settlement that is reached basically contributes to that goal,” she said. “And so there has to be a point at which everyone across the country stands up and says, ‘Enough is enough, we’re not going to tolerate this extortion, you can’t hold our campuses hostage and we’re not going to take it anymore.’”

    Source link

  • So, Did I Miss Anything?

    So, Did I Miss Anything?

    My erstwhile wise and worldly readers will remember that I wrote this column for many years, trying to shed light on the inner workings of public higher education in hopes of making things better.

    In 2023, my career took an unexpected turn, and I found myself working at a public policy think tank in another part of the country. Though I’m proud of the work we did there, ultimately, it just wasn’t me. I’ve returned to the world of community colleges, this time as VPAA at Westmoreland County Community College, near Pittsburgh. Being back in public higher education feels right, and being within driving distance of family again makes a difference.

    So, in the two years away, did I miss anything?

    When I stepped away, the public discourse around higher education involved deciding how much of it should be free and how much student debt should be forgiven. Colleges proudly trumpeted their commitments to diversity and inclusive student success. Harvard and its counterparts enjoyed massive public prestige and had more money than they knew what to do with. (I was known to comment that Harvard was wildly unrepresentative of American higher education, which is still true.) Debates around academic integrity tended to focus on whether it was reasonable to use detection software to figure out if students plagiarized from existing websites. The president of the United States openly lauded community colleges, and not only because his wife worked at one.

    Hmm. I might need to update a few things.

    I regularly included stories about family, partly because they’re fun to share, but mostly to make the point that men, too, need to own the implications of being working parents. I’m happy to report that the main characters are still around, and thriving. The Wife and I had our 26th wedding anniversary this year. The Boy (!) is 24, living in New York City, working in a clinical research lab and applying to medical schools. The Girl (!) is 21, a rising senior in college, and writing papers that earn effusive praise from her professors. Even Penny, our dog, is still around, making new friends wherever she goes.

    The new job started before we found a house in Pennsylvania, so we’ve been staying in an apartment. Our previous houses had sliding doors that led to the backyard, so Penny learned that when she needed to go outside, she’d stand by the sliding door. In the apartment, the sliding door opens onto a second-floor balcony; the first time Penny stepped out there, she looked confused and even a little betrayed.

    Since then, we’ve found a house, so we’ll be moving over the next few weeks. It has a backyard, so sanity will be restored to Penny’s world.

    I’m unspeakably grateful to WCCC for letting me back into the world I’ve spent much of my adult life trying to help. And I’m grateful to Sara Custer at Inside Higher Ed for letting me unretire the jersey and bring “Confessions” back to life. Inspired by Jon Stewart’s example, I’m setting a goal of posting twice a week, as opposed to the four or five posts per week from before.

    So, to my longtime readers: It’s great to see you again! And to new readers: Welcome! I hope we can make some sense of what has abruptly become a much more complicated field. The students, as always, are worth it. And as before, reader questions are welcome at deandad (at) gmail (dot) com. See you soon!

    Source link

  • What to Do When Your Job Search Stalls (opinion)

    What to Do When Your Job Search Stalls (opinion)

    Graduating into a tight job market can feel very daunting. You’ve invested years into your education and training, built strong skill sets, and followed the advice given by mentors and peers to make yourself competitive. So why aren’t the offers coming?

    If you find yourself in this situation, it’s normal to feel discouraged, demoralized or unsure of what to do next. Below are some steps you can take to help jump-start your job hunt by evaluating what’s working and identifying what might need adjusting so you can move forward and maintain momentum.

    Step 1: Evaluate Your Job Search Strategy

    Before making any major changes, start by examining your current approach.

    Are you submitting lots of job applications but not hearing back? This could be a sign that your application materials need refinement. Ask yourself: Are my CV or résumé and cover letter polished and tailored to each role? Am I clearly highlighting how my skills align with the job description? If you’re unsure, reach out to a professional in your field, mentor or career coach to review these materials and provide feedback.

    Are you getting interviews but not progressing to the next round or receiving final offers? This may signal that your interview approach needs improvement. Using structured interview methods, such as the STAR method (situation, task, action, result), can help you learn how to better organize your responses to highlight your experiences in a more focused manner. Practicing with a mentor or even a peer can help you identify gaps in preparation or missteps in how you present yourself. Many universities offer free career services, including mock interviews, to their students and alumni.

    In a competitive market, job searching also requires proactive strategies beyond submitting applications. I often see job seekers hyperfixate on tweaking applications that are already strong when their time would be better spent networking. Reach out to professionals, schedule informational interviews and make connections that help you uncover hidden opportunities and potentially receive internal referrals. These conversations can also help you better understand your target roles and the broader job landscape.

    Step 2: Broaden Your Search Strategically

    If networking and refining your materials isn’t enough, it may be time to broaden the types of jobs you’re considering. This doesn’t mean giving up on your long-term career aspirations; instead it means exploring bridge or adjacent roles that can help you stay on track while you continue to grow professionally. While bridge roles may not be your first choice, they can support future career moves by helping you gain relevant work experience, build new skills and expand your professional network.

    One way to identify bridge roles is to explore LinkedIn profiles of alumni and professionals in your field. Examining the positions they held after graduating and where they are now can help expand your list of possible bridge roles. Take this a step further during informational interviews by asking professionals about their knowledge of bridge roles. For example, a person targeting a medical science liaison role might ask an MSL in an informational interview, “I have been applying to MSL roles without any success; what other roles could help me work toward this path?” They might learn of opportunities in medical communications, clinical research or technical sales, positions that develop many of the same skills valued in MSL roles and often done by professionals before landing an MSL position.

    Bridge jobs can also provide financial stability while allowing you to build your skills. For example, I work with many students who aim to move directly into industry as scientists. However, if the job search stalls, an academic postdoc can be a strategic choice, especially when it aligns with building specific skills and provides much-needed income. One graduate I advised discovered through informational interviews that he would need additional expertise in advanced sequencing techniques to be competitive for the R&D roles he was targeting. He chose to take a two-year academic postdoc with a clear plan to build those exact skills, positioning himself for a stronger transition into industry while providing financial stability for his family. A postdoc can offer time to deepen your technical expertise, build a more competitive research portfolio and prepare for roles in biotech, R&D or other sectors.

    If you pursue a postdoc as a bridge role, be transparent with the postdoc mentor about your intentions. Take the earlier example of the graduate pursuing industry R&D roles. He was clear in communicating both the specific skills he needed to gain (RNA sequencing) and the time frame he would commit (two years). That kind of clarity helps establish shared expectations and ensures the postdoc experience is mutually beneficial for both you and the lab.

    Another important strategy for broadening your job search is to reflect carefully on your needs versus preferences. Needs are the nonnegotiables, such as visa requirements, caregiving responsibilities or a two-income household situation. A person’s preferences might include living in a specific city, having a certain job title or starting at a particular salary. While all of these are important to consider, being flexible on preferences can help you uncover new possibilities. Ask yourself: Are there geographic areas I’ve ruled out that might be worth reconsidering? Could I shift my salary expectations temporarily to get a foot in the door? Widening your criteria doesn’t mean compromising your goals; it’s a strategic step in reaching them.

    Step 3: Know When to Pivot

    If you’ve been searching consistently and not gaining traction, it may be time for a bigger strategic shift. Sometimes we become so focused on our initial ideas about our career that we overlook other options that could be equally or more fulfilling. Ask yourself: Could there be paths that better match my strengths or allow me to grow in ways my original plan didn’t? Have I overlooked opportunities that may better align with my values, interests or lifestyle goals as they are now?

    In the book Designing Your Life: How to Build a Well-Lived, Joyful Life (Knopf, 2016), authors Bill Burnett and Dave Evans suggest that being stuck can be a powerful launchpad for creativity and personal growth. They encourage readers to approach career planning as a design problem that benefits from curiosity, experimentation and iteration. One recommended exercise to stimulate curiosity is to brainstorm multiple career paths for yourself. Once you have your list of possible futures, you can then explore the most promising options through research and conversations with professionals in those roles.

    If you need help identifying new directions, the individual development plan can be a useful tool. Platforms such as myIDP or ImaginePhD offer exercises and assessments to help you identify your skills, interests and values and pinpoint career paths aligned with your results. These platforms also include resources to guide you toward researching and setting goals to reach a new path.

    Importantly, pivoting doesn’t mean giving up. It means recognizing that there are many viable paths available and you may end up at a better destination than originally planned.

    Managing the Emotions of Job Searching

    Job searching can take a real emotional toll, especially when it feels like you’re doing everything right and not seeing results. Many students feel intense pressure to secure a job after graduation, and when that doesn’t happen quickly, feelings of inadequacy can creep in. These feelings can make it harder to ask for help, reach out for support or even acknowledge how difficult the process has been. When the process feels overwhelming, shift your focus to what you can control. Set small, achievable goals each week to keep your momentum going during a slow-moving search. For example, set a goal of applying to a defined number of jobs, completing a short online course to build a new skill or attending a virtual or local networking event in your field.

    One trend I’ve noticed is that some students reach a point in which they are tempted to pay someone to “fix” the problem. If you are considering investing in paid career coaching, do your homework first. This should be a thoughtful decision, not an emotional reaction driven by frustration. Some paid coaches and services are legitimately helpful, but others overpromise results and prey on frustrated job seekers. Ask about outcomes, get referrals and make sure that their services align with your goals.

    Take Your Next Steps

    After reading this, you may have several new ideas or directions you are considering. To avoid feeling overwhelmed, start by writing down one microgoal you can complete in the next few days that is simple but still meaningful. For example, you might set up a meeting with a mentor, revise a section of your résumé or research a new role. Choose something that is doable and aligned with where you want to go. Small steps like these can really jump-start your progress.

    Even if it’s not going according to your original timeline, remember that the job search is a dynamic process. By keeping an eye on your long-term goals but remaining flexible, you’ll be open to the roles and experiences that can help you get there. Most importantly, give yourself credit for working the problem, pushing forward and continuing to put yourself out there.

    Raquel Y. Salinas is the assistant dean of career and alumni engagement at the University of Texas MD Anderson Cancer Center UTHealth Houston Graduate School of Biomedical Sciences. She is a member of the Graduate Career Consortium, an organization providing an international voice for graduate-level career and professional development leaders.

    Source link

  • Don’t Wait for Permission to Write for the Public

    Don’t Wait for Permission to Write for the Public

    Welcome to the first installment of my monthly column, “The Public Scholar,” in which I invite academics and other experts to step forward—thoughtfully, clearly and with purpose—to help shape public conversations that matter. In this space, I’ll offer practical, field-tested strategies for turning academic expertise into public impact, including how to know if an idea is op-ed–worthy, how to turn a classroom anecdote into publishable prose, how to know when it’s time to query a literary agent about your book idea and more.

    I’m Susan D’Agostino, a mathematician whose stories have been published in The Atlantic, the BBC, Scientific American, The Washington Post, The Financial Times, Wired, Quanta and other leading publications. (You may recall that I wrote with some frequency about math and technology for Inside Higher Ed a couple of years ago.) My last book, How to Free Your Inner Mathematician (Oxford University Press, 2020), won the Mathematical Association of America’s Euler Book Prize for an exceptionally well-written book with a positive impact on the public’s view of math. My next book, How Math Will Save Your Life, to be published by W. W. Norton, makes the case for harnessing mathematical thinking in the face of personal and global crises.

    But none of that came easily or automatically. A decade ago, I was a tenured mathematics professor who had spent years honing proofs and lectures. Yet amid lagging public math literacy, I felt an unshakable urge to reach beyond the walls of academia and write for the public. Still, I hesitated. Was my voice or expertise welcome outside of peer-reviewed journals? Did I have the authority to write for readers I could not picture in a seminar room? Did I even know how?

    That transition—from academic to public scholar—was bumpy. I made mistakes. I received more rejections than I care to count. (Stay tuned for a future column about all those rejections!) I had to unlearn some academic habits and relearn how to communicate with clarity for broad audiences. But step by step, I found my way.

    You don’t need to leave higher ed to write for the public. And you certainly don’t need permission. Academia often trains scholars to seek approval—through grants, press offices and peer-reviewed publications. But the reality is that institutional support often follows after a scholar gains visibility. You already have the credentials to write for the public in your area of expertise. Now you need the courage and practical tips for doing so.

    Maybe you’re a historian who sees how your field illuminates today’s political divides. Or a scientist concerned about climate change, misinformation or public health. Or an artist reflecting on what the arts can—and do—offer society. Or a literary scholar exploring how stories shape our moral imaginations. Or an educator with hard-won insights into what learning looks like in today’s classrooms. If you feel the tug to engage beyond campus gates, this column is for you.

    Many academics assume that public writing takes time away from scholarship. But making your work accessible to a wide audience forces you to think harder, not less. How can you distill the central argument of your research so that an intelligent friend with no training in your field can understand? Why should they care? Honing translation skills is an art. Your goal is to show up with clarity and generosity.

    As a bonus, crafting the occasional op-ed can energize your research and teaching—not distract from it. You can clarify your ideas and receive real-time feedback on your argument and may even attract collaborators. Public writing can also be personally restorative. It reconnects you with the real-world questions that made you fall for your field. Your op-ed may even catch the eye of a literary agent or editor who’s interested in discussing book ideas. Also, your willingness to be a novice again may offer credibility among students, as that’s what many are wrestling with in your classroom.

    When I began writing in public-facing newspapers and magazines, I felt newly connected to issues that mattered beyond academia. While campus conversations are vital and intellectually rich, I found that engaging the broader public offered a different kind of clarity and urgency—to respond to a moment unfolding in real time and to make research relevant to people’s lives.

    Scholars across disciplines have watched with rising unease as the Trump administration has terminated research grants, dismissed government scientists without cause and wielded funding as a cudgel against universities. In this atmosphere, it can be tempting to self-censor or to wait for more hospitable times.

    But the cost of silence must be weighed against the consequences of inaction. Public conversations—about health care, history, science, democracy, libraries, public art and education—unfold every day, with or without scholars who can offer nuance, evidence and context.

    “Opinions are most malleable before they are fully formed,” wrote Lisa Fazio, a psychology professor at Vanderbilt whose federal grant for misinformation research was terminated. “We must not shy away from the spotlight.”

    Fazio’s warning is especially resonant now, as academics face mounting pressure from funding threats to political scrutiny. These pressures are real, and they are unevenly distributed. As University of Washington computer scientist Kate Starbird, also a target for her work on misinformation, told Science magazine, “I never had the option of keeping my head down.”

    And yet: Sharing knowledge, humanizing data and contextualizing history are profound acts of public service in consequential times. The OpEd Project puts it plainly: “If you say things of consequence, there may be consequences. The alternative is to be inconsequential.”

    Here’s some good news: Editors at newspapers and magazines want academic voices in the mix, and they’re often willing collaborators in helping your ideas rise above the noise. Editors want assurance that you are trained in your area of expertise, but they are less concerned with titles or tenure than your academic colleagues. Whether you’re a graduate student, an adjunct, new on the tenure track or a full professor, what matters is your voice, your argument and your ability to meet the moment.

    Ready to begin? Here are a few prompts to spark your first (or next) op-ed:

    • What’s one thing people misunderstand about your field, and why does it matter?
    • What recent news headline made you think, “If only they understood this about my field …?”
    • What conversation is already happening in the news, online or in your community that your research can help reframe, complicate or clarify?
    • What’s one counterintuitive idea from your work that could shift how people think?
    • Has your research or teaching ever changed how you see the world, and could it do the same for others?
    • Where is your field falling short in meeting a public need, and what would it take to change that?

    You don’t need to have all the answers. Often, a strong op-ed starts with one sharp insight, thoughtfully delivered and timed to the news cycle.

    Try drafting a few notes in your phone during your commute, between classes or even while multitasking in that faculty meeting (I won’t tell). Write as if you’re talking to a smart, curious friend. Make it clear, specific and real. Proofread like your reputation depends on it, because for the editor you’re pitching, it does. Make it short, too! Aim for 800 words max.

    And if you’d like more help along the way, sign up for my monthly newsletter. You’ll get notice of each new article in “The Public Scholar,” practical writing tips, behind-the-scenes insights from my work and inspiration from other academics finding their voice in public spaces. Your expertise is hard-won. What might happen if you shared what you know more broadly?

    Susan D’Agostino is a mathematician whose stories have been published in The Atlantic, the BBC, Scientific American, The Washington Post, Wired, The Financial Times, Quanta and other leading publications. Her last book, How to Free Your Inner Mathematician (Oxford University Press, 2020) won the Mathematical Association of America’s Euler Book Prize for an exceptionally well-written book with a positive impact on the public’s view of math. Her next book, How Math Will Save Your Life, will be published by W. W. Norton. She has been a journalism fellow at Oxford University’s Reuters Institute, Columbia University’s Graduate School of Journalism and the Mila-Quebec AI Institute. For notice of each new article in Susan’s Inside Higher Ed column, “The Public Scholar,” practical writing tips, behind-the-scenes insights from her work and inspiration from other academics finding their voice in public spaces, sign up for her free, monthly newsletter here.

    Source link

  • 4 Initiatives for Graduate Student Success

    4 Initiatives for Graduate Student Success

    Ivant Weng Wai/E+/Getty Images

    Graduate student success has been a growing priority for institutions of higher education; national data points to a lower return on investment for some programs, leaving students saddled with debt. Nationally, only 58 percent of students who enter graduate programs complete their degree within six years.

    The elimination of Grad PLUS loans, included in the recently passed One Big Beautiful Bill Act, may further impede students’ ability to pay for graduate degrees, threatening enrollment and persistence in some programs.

    Graduate students can also struggle with basic needs insecurity; 12.2 percent of students pursuing a graduate degree experience food insecurity and 4.6 experience homelessness, according to the U.S. Department of Education’s National Center for Education Statistics.

    Inside Higher Ed compiled four examples of institutions that are devoting resources toward boosting graduate students’ financial and personal well-being.

    1. Texas Christian University: Suits for M.B.A. Students

    Campus leaders at Texas Christian University’s Neeley School of Business created a program to provide M.B.A. students with free professional clothes, helping low-income enrollees dress for success.

    Through a partnership with suit maker Reveal Suits, eligible students receive a custom suit with a TCU-branded lining that includes their name. Thanks to donations, they can also receive shoes and a shirt and tie if needed.

    To receive a suit, students submit an application detailing their career goals and a brief statement of financial need, which university leaders use to select recipients.

    By the Numbers

    Master’s of business administration degrees are among the most popular graduate programs in the U.S.; over 205,000 students earned an M.B.A. in 2021–22, according to data from the National Center for Education Statistics. However, affordability remains a top barrier to students looking to advance their careers.

    Nearly half of students say the cost of an M.B.A. program is one of the top barriers to their pursuit of additional education, according to the 2025 GMAC Prospective Students survey.

    The survey also found that the average candidate plans to fund their degree using more financial aid and less support from their parents, compared to pre-pandemic.

    1. Wichita State University: Mental Health Course

    To emphasize the importance of well-being to executive M.B.A. students, Wichita State University faculty designed a mandatory course that teaches wellness as a leadership skill.

    The course, Mental Wellness as a Business Strategy, launched in fall 2024 and focuses on integrating mental health initiatives into company culture as a way to gain a competitive advantage. Students learn to build psychologically safe teams, incorporate mental health policies into leadership practices and drive business success using well-being.

    1. California State University, Fullerton: Mentorship and Education

    Project upGRADS, short for Utilizing and Promoting Graduate Resources and Access for Disadvantaged Students, provides advising, mentorship and scholarships to students enrolled at CSUF. The program has supported nearly 7,000 students from all levels of higher education since 2019; Excelencia in Education recently recognized it as a model of innovative support for Latino students, according to a university press release.

    The program provides information about the benefits of graduate school, how to navigate the admissions and financial aid processes, and the advantages of participating in faculty mentorship and professional networking.

    Through Project upGRADS, graduate students can ask to be matched with a faculty member who provides support for research, career development and overcoming impostor syndrome. Students can also opt into GRAD 700, a Canvas community that offers deadlines and guidelines for thesis writing in addition to a workshop calendar and upcoming events database.

    1. Ohio State University: Mental Health Resources

    In 2024, Ohio State University bolstered on-campus and online mental health resources for graduate students.

    The university invested in training peer mental health ambassadors, providing teletherapy services and developing online mental health modules for self-paced learning and preventative care.

    Ohio State also extended on-campus services to ensure students who need after-hours care on the weekends or evenings can continue to receive support.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

    Source link

  • In Columbia’s Deal, More Gaslighting (opinion)

    In Columbia’s Deal, More Gaslighting (opinion)

    Columbia University president Claire Shipman would have us believe she snatched academic freedom from the flames of Trump’s higher education dumpster fire, but this is more of the same gaslighting we’ve endured for almost two years. Beginning with the first university administrator’s response to the first campus protest against the war in Gaza, university administrations everywhere repeatedly decried antisemitism while rarely naming what the students were actually calling for—namely, for the harm to the Palestinian people to stop, not for harm to come to the Jewish people.

    The words “Palestine” and “Gaza” almost never appeared in university administrators’ statements. That they also don’t appear in Shipman’s announcement of the agreement Columbia reached with the federal government to settle allegations of antisemitism is one tell that protections for academic freedom were not “carefully crafted” over the course of the negotiations but that they were abandoned instead. (For a thorough analysis of the settlement’s many failures that goes beyond the focus of this article, see “An Agreement That Settles Nothing,” by the Columbia chapter of the American Association of University Professors.)

    On CNN, Shipman claimed that the resolution “protects our academic integrity,” calling that a “red line” for Columbia. In her announcement, Shipman offers as evidence of this integrity a sentence in the settlement that reads, “No provision of this agreement, individually or taken together, shall be construed as giving the United States authority to dictate faculty hiring.” She glosses this by adding, “The federal government will not dictate … who teaches.”

    When reading the official document, one is startled, then, to find that faculty hiring is dictated by its terms:

    “13. Columbia shall, consistent with its announcement on March 21, 2025, appoint new faculty members with joint positions in both the Institute for Israel and Jewish Studies and the departments or fields of economics, political science, or SIPA [the School of International and Public Affairs].”

    The government should not be determining which programs Columbia chooses to invest in. I suspect that the slippage in Shipman’s statement from “faculty hiring” (the government cannot dictate faculty hiring) to “who teaches” (the government cannot dictate who teaches) is purposeful. She can always say that no member of the multiagency Task Force to Combat Anti-Semitism that had her by the throat will be personally reviewing candidate files, so Columbia retains control over the who of who teaches. But this is a distinction without substance when the ideological viewpoint of candidates is guaranteed in advance.

    The Institute for Israel and Jewish Studies “is dedicated to the academic study and discussion of Israel and Jewish Studies,” we learn from its webpage. “The Institute for Israel and Jewish Studies supports the State of Israel’s right to exist and to flourish,” its webpage also tells us. Can an academic department be a kind of lobbying organization at the same time? And can an academic department on Israel exclude some of the best thinking on its formation, that of anti-Zionist Jewish scholars? Isn’t this combination of the academic and the ideological a bit like the nonsensical liberal platitude calling Israel a Jewish and democratic state? The conjunction “and” does a heck of a lot of spackling work.

    By sharing the hires in the Institute for Israel and Jewish Studies as joint appointments with other departments, the work performed by phrases like “Israel’s right to exist” is amplified. In this way, the settlement seeks to multiply a particular, pro-Israel point of view in the university, potentially helping to shield Israel from criticism at the very moment it most needs to be criticized. This is not institutional neutrality. This is an intentional tilting of an already painfully tilted playing field.

    If anyone doubts that this tilt is precisely what the settlement seeks to secure, they need only consult No. 12 in the agreement, which stipulates that “the Senior Vice Provost, acting with the authority of the Office of the Provost, will conduct a thorough review of … the Center for Palestine Studies; the Institute for Israel and Jewish Studies; Middle Eastern, South Asian, and African Studies; the Middle East Institute; the Tel Aviv and Amman global hubs; the School of International and Public Affairs Middle East Policy major; and other University programs focused on the Middle East.”

    This person will “make recommendations to the President and Provost, in accordance with academic procedures, about any necessary changes, academic restructuring, or investments.” We already know which program on this list will find its fortunes soon improved. It’s not hard to imagine which ones might find themselves impoverished under the heading “necessary changes” or “academic restructuring.”

    Columbia did negotiate something wise. As Shipman wrote, “We have agreed on a robust dispute resolution process that includes a mutually agreed upon independent monitor and arbitrator as neutral third parties, rather than ceding authority to the government or a court.” Without this provision, Columbia would face a future of potentially endless arbitrary civil rights investigations.

    As more journalists report on the transformation of the federal civil service from a body of mostly nonpartisan experts into one evaluated on loyalty to the president, and as more stories expose the illegitimate tactics and methodologies used to levy accusations of antisemitism, this caveat providing for a third-party arbiter will be one that every institution will want to negotiate before discussing anything else. Columbia’s saga is, after all, only one of the first of many likely to come—last week, Brown University became the second institution to strike a deal with the Trump administration, and Harvard University is reportedly making progress toward one). After the Columbia settlement was announced, Trump posted on Truth Social, “Numerous other Higher Education Institutions that have hurt so many, and been so unfair and unjust, and have wrongly spent federal money, much of it from our government, are upcoming.”

    But this third-party provision holding out the hope that saner heads than those in the federal government will adjudicate going forward—a provision that will have to be negotiated individually by each institution—isn’t good enough, is it? Each institution, in this scenario, stanches its own bleeding, but not one of them directly challenges the federal administration’s use of antisemitism as a weapon of intimidation. It’s a rational calculation for each institution, I suppose, but a disastrous one taken as a whole.

    “For months,” Shipman says, “Columbia’s discussions with the federal government have been set up as a test of principle—a binary fight between courage and capitulation. But like most things in life, the reality is far more complex.” No doubt Shipman has in mind the real tragedies that would have resulted from a show of courage that might have cost Columbia its federal funding—critical research halted, jobs lost, students’ lives derailed, perhaps even the end of Columbia’s continued existence. The stakes were very high for Columbia, as they remain very high for all but the most financially insulated universities and colleges.

    And I suppose the compromises to academic freedom our institutions make, with no end in sight, in order to keep doors open and funds flowing might be forgivable, were it not for the 60,000 people and counting who are now dead—18,500 of them children. Were it not for the “worst-case scenario of famine” now unfolding. Were it not for the “war crimes in plain sight.”

    When the presidents of our universities and colleges compromise our academic freedom, they are doing so by playing along with a narrative of widespread antisemitism that they know is a pretext and a deflection. By going along with this narrative rather than challenging it, they co-create with the federal government a culture of fear that makes us scared to use our voices as professors to name and discuss a genocide. When we hesitate to openly address what is morally undeniable, the world begins to wobble. Yes, the reality is more complex than “a test of principle,” because we do not lose an abstract principle when we lose academic freedom; we slowly but surely lose our ability to tell right from wrong.

    Jennifer Ruth is a professor in the School of Film at Portland State University. She is co-author, with Michael Bérubé, of It’s Not Free Speech: Race, Democracy, and the Future of Academic Freedom (Johns Hopkins Press, 2022); coeditor, with Ellen Schrecker and Valerie Johnson, of The Right to Learn: Resisting the Right-Wing Attack on Academic Freedom (Beacon, 2024); and co-director, with Jan Haaken, of the film The Palestine Exception: What’s at Stake in the Campus Protests?

    Source link

  • LA Preschool Teacher Closed Her Doors After Almost 20 Years. What It Says About the State of Childcare – The 74

    LA Preschool Teacher Closed Her Doors After Almost 20 Years. What It Says About the State of Childcare – The 74


    Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

    After almost 20 years in business, Milestones Preschool in Inglewood closed its doors this month.

    It was a decision that preschool director Milena Bice had been putting off for years. She’d turned her family home into a small business, transforming the house on a quiet tree-lined street into a playground of childish delights, complete with a sand pit, fruit trees and even a brood of chicks waddling around a small pen.

    Bice loved her preschool. She loved the way it allowed her to care for her own kids when they were little, and how she could continue to apply therapeutic approaches to her work long after they’d outgrown preschool. Over the years, she developed a reputation for her care for children with neurological differences.

    But child care is no easy business. Margins were about as slim as can be. When parents couldn’t afford to pay full tuition, Bice felt it was her duty to keep caring for their kids anyway. The question of closing loomed over her as her business survived the ups and downs of the global economy: first, the 2008 recession, and the COVID-19 pandemic more than a decade later.

    But this month, Bice finally called it quits. She was sick of charging families high fees and still struggling to pay herself at the end of the month. And for the first time this year, she said her preschool didn’t have anyone on her waitlist. One reason is universal transitional kindergarten — or TK — no-cost public kindergarten that becomes an option for all California 4-year-olds this fall.

    “ I can’t compete with free,” she told LAist in a recent interview. “And in this economy, I think a lot of families are hurting.”

    Bice’s predicament mirrors a statewide challenge. As families sign their 4-year-olds up for TK, some childcare and preschool providers say they’re losing enrollment and it’s threatening their businesses. While teachers struggle to adjust, childcare remains an unaffordable and unmet need for many families across California, especially with very young children.

    Child care is still a major need for CA families

    Even as transitional kindergarten expands, there’s no shortage of need for child care. The California Budget & Policy Center estimates that just 19% of infants, toddlers and preschool-aged children who are eligible for state subsidized care are enrolled. The need is especially great for children age 2 or younger — the most expensive age group to care for.

    recent report from the Center for the Study of Child Care Employment found that most early education programs will need to pivot to younger kids to meet the need and stay in business, and that centers and home-based childcares are hurting from declined enrollment since the pandemic.

    Anna Powell, the lead author of that report, said early educators struggling to adapt to the changing landscape of their industry are a byproduct of the state’s massive investment in universal TK, but lack of similar investment in others.

    “ If one area, for example TK, receives a lot of resources to scale up to reach demand, in theory, that is positive,” she said. “What happens when you don’t invest in all the quadrants at the same time is that there can be these unintended consequences.”

    Transitioning to younger kids is a challenge

    Powell said that caring for younger kids requires a number of shifts in how child care programs operate. Teaching expertise is different for younger children, and staffing ratios are smaller. The time a provider might expect to have a child enrolled is also shorter, since kids are heading to the public school system earlier. This means early educators could face more turnover.

    There’s also the matter of teaching preferences. Caring for a 3- or 4-year-old is very different from taking care of a 1-year-old. In a survey of nearly 1,000 early educators, just 20% said they’d be interested in teaching infants and toddlers.

    David Frank, who runs a preschool in Culver City, told LAist in April that he’s also closing his doors this year. He said that 4-year-olds used to make up a third of the school’s students, and his enrollment was down from 34 to 13. His preschool already took 2 -year-olds, but he didn’t want to go any younger. One reason is it would require him to reconfigure the school to create a separate space for the youngest children.

    Frank said he’s not against TK, but he couldn’t keep making it work.

    “ I’m happy that children will have good, free education,” he said. “But as a person trying to run a business … it’s just no longer a viable plan to stay open anymore.”

    Advocates say even more investment is needed

    California’s transitional kindergarten is a plan years in the making, and, despite kinks, it has achieved a big goal: offering a free option for every family with a 4-year-old in the state.

    That program runs through the public school system, but child care and early education offerings for the state’s youngest children continue to be a patchwork of different types of care with no similar central system. The state funds a public preschool program for 2- to 5-year-olds for low-income families, which has received more money in recent years. Many private programs receive state subsidies for serving low-income families, and the state has increased the number of seats it funds in recent years.

    It also bumped up reimbursement rates for 3-year-olds to entice more providers to take younger kids.

    Gov. Gavin Newsom’s office pointed to these changes, telling LAist that it has invested heavily in a universal Pre-K program that extends beyond transitional kindergarten.

    Some advocates and childcare providers say still more game-changing investment is needed. The state has promised the childcare providers that receive its subsidies to overhaul its payment system to reflect the “true cost” of care, but this year deferred offering them pay bumps. The union representing those workers is currently bargaining with the state, saying providers can’t wait for a raise.

    Patricia Lozano, the executive director of advocacy organization Early Edge California, said TK’s ripple effect on early education programs shows that the state needs to do more to provide for its youngest children.

    “ TK was one of the key things we’ve been advocating since it was passed,” she said. “But that’s just one piece. I think the whole system itself is problematic. It’s underfunded.”

    Lozano pointed to New Mexico as a potential model for California. The state has boosted teacher pay and expanded eligibility for free care by directing gas and oil revenue to state childcare programs. She said this type of consistent source of money is especially important amid threats to federal funding and state budget cuts.

    “The  bottom line is we need to have that source of funding protected,” she said.

    In the meantime, Milena Bice’s preschool in Inglewood is closed. She’s not sure exactly what happens next. She can’t go work at a public school. Despite decades in the business, she doesn’t have a bachelor’s degree or teaching credential.

    While she debates the future, Bice is holding onto her childcare license. Who knows? Maybe she’ll want to reopen someday.


    Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

    Source link

  • How a Rhode Island Teen’s $1M Changed the State’s 6th Largest City – The 74

    How a Rhode Island Teen’s $1M Changed the State’s 6th Largest City – The 74


    Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

    When then-16-year old Mariam Kaba won $1 million through the Transform Rhode Island scholarship three years ago, she saw it as her opportunity to create the change she wanted to see in her nearly 45,000-person community of Woonsocket. 

    “I don’t see much positive representation from our community all the time,” Kaba said. “I was thinking ‘my scholarship won’t get picked.’ But it did … and I was able to bring something so big to my community, a community that already doesn’t have the most funding in the world.” 

    The scholarship, funded by the Papitto Opportunity Connection Foundation, asks students to answer, “if you had $1 million how would you target the lives of those in Rhode Island and how would you create change?”

    Kaba’s investments resulted in a number of youth-centered spaces and opportunities popping up across the city, including 120 calm corners in elementary classrooms to support students’ sensory functions, new physical education equipment for all Woonsocket elementary schools, job fairs, hundreds of donated books, and field trips to local colleges & universities, among others.

    Kaba, who is now a rising sophomore at Northeastern University, describes the experience of winning the scholarship as surreal.

    “It didn’t occur to me that I was the last person standing and I won $1 million,” Kaba said. “But when I won, the first thing I thought was, ‘OK, let’s get to work. I’m given this opportunity to help improve my community. What steps can I take? And when does the groundwork start happening?’”

    When a teen leads, adults follow

    Bringing Kaba’s vision to life meant working alongside adults with experience in project management and community engagement while keeping up with her student life at Woonsocket High School.

    “In high school, I managed both classwork and extracurriculars like student council, being a peer mentor and participating in Future Business Leaders of America,” Kaba said. “Balancing those things with my work with the scholarship came easy to me.”

    Kaba partnered with community organizations across the state like nonprofit Leadership Rhode Island. This collaboration helped lay out a roadmap for Kaba’s proposal, manage the scholarship funds and coordinate meetings with community leaders. 

    The winning student also sits on the board of the Papitto Opportunity Connection Foundation for a year. This provides an opportunity for them to build their network and connect with leaders in Rhode Island. 

    High schoolers can make a difference through spaces and support like this, Kaba said, and also advises teens interested in engaging with their community to “not be afraid to start off small.”

    This “small” gesture, Kaba added, can be as simple as gathering a group of friends to organize a community cleanup or starting a school club or Instagram to advocate for something they’re passionate about.

    “Starting off small is going to give you those steps to leading these big impactful projects,” Kaba said.

    The feedback Kaba received on her community investments, primarily from peers, community members and teachers in Woonsocket, was overwhelmingly positive.

    “People told me, ‘I was able to go to this job fair and I got connected to this job,’ or, ‘I’m going to the Harbour Youth Center to get items from the food pantry you created and it’s been helping my family a lot,’” Kaba said. “Community organizations reached out to me to let me know they would love to find a way to work together and do their part to take action too.”


    Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

    Source link

  • Students Increasingly Rely on Chatbots, but at What Cost? – The 74

    Students Increasingly Rely on Chatbots, but at What Cost? – The 74


    Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

    Students don’t have the same incentives to talk to their professors — or even their classmates — anymore. Chatbots like ChatGPT, Gemini and Claude have given them a new path to self-sufficiency. Instead of asking a professor for help on a paper topic, students can go to a chatbot. Instead of forming a study group, students can ask AI for help. These chatbots give them quick responses, on their own timeline.

    For students juggling school, work and family responsibilities, that ease can seem like a lifesaver. And maybe turning to a chatbot for homework help here and there isn’t such a big deal in isolation. But every time a student decides to ask a question of a chatbot instead of a professor or peer or tutor, that’s one fewer opportunity to build or strengthen a relationship, and the human connections students make on campus are among the most important benefits of college.

    Julia Freeland-Fisher studies how technology can help or hinder student success at the Clayton Christensen Institute. She said the consequences of turning to chatbots for help can compound.

    “Over time, that means students have fewer and fewer people in their corner who can help them in other moments of struggle, who can help them in ways a bot might not be capable of,” she said.

    As colleges further embed ChatGPT and other chatbots into campus life, Freeland-Fisher warns lost relationships may become a devastating unintended consequence.

    Asking for help

    Christian Alba said he has never turned in an AI-written assignment. Alba, 20, attends College of the Canyons, a large community college north of Los Angeles, where he is studying business and history. And while he hasn’t asked ChatGPT to write any papers for him, he has turned to the technology when a blank page and a blinking cursor seemed overwhelming. He has asked for an outline. He has asked for ideas to get him started on an introduction. He has asked for advice about what to prioritize first.

    “It’s kind of hard to just start something fresh off your mind,” Alba said. “I won’t lie. It’s a helpful tool.” Alba has wondered, though, whether turning to ChatGPT with these sorts of questions represents an overreliance on AI. But Alba, like many others in higher education, worries primarily about AI use as it relates to academic integrity, not social capital. And that’s a problem.

    Jean Rhodes, a psychology professor at the University of Massachusetts Boston, has spent decades studying the way college students seek help on campus and how the relationships formed during those interactions end up benefitting the students long-term. Rhodes doesn’t begrudge students integrating chatbots into their workflows, as many of their professors have, but she worries that students will get inferior answers to even simple-sounding questions, like, “how do I change my major?”

    A chatbot might point a student to the registrar’s office, Rhodes said, but had a student asked the question of an advisor, that person may have asked important follow-up questions — why the student wants the change, for example, which could lead to a deeper conversation about a student’s goals and roadblocks.

    “We understand the broader context of students’ lives,” Rhodes said. “They’re smart but they’re not wise, these tools.”

    Rhodes and one of her former doctoral students, Sarah Schwartz, created a program called Connected Scholars to help students understand why it’s valuable to talk to professors and have mentors. The program helped them hone their networking skills and understand what people get out of their networks over the course of their lives — namely, social capital.

    Connected Scholars is offered as a semester-long course at U Mass Boston, and a forthcoming paper examines outcomes over the last decade, finding students who take the course are three times more likely to graduate. Over time, Rhodes and her colleagues discovered that the key to the program’s success is getting students past an aversion to asking others for help.

    Students will make a plethora of excuses to avoid asking for help, Rhodes said, ticking off a list of them: “‘I don’t want to stand out,’ ‘I don’t want people to realize I don’t fit in here,’ ‘My culture values independence,’ ‘I shouldn’t reach out,’ ‘I’ll get anxious,’ ‘This person won’t respond.’ If you can get past that and get them to recognize the value of reaching out, it’s pretty amazing what happens.”

    Connections are key

    Seeking human help doesn’t only leave students with the resolution to a single problem, it gives them a connection to another person. And that person, down the line could become a friend, a mentor or a business partner — a “strong tie,” as social scientists describe their centrality to a person’s network. They could also become a “weak tie” who a student may not see often, but could, importantly, still offer a job lead or crucial social support one day.

    Daniel Chambliss, a retired sociologist from Hamilton College, emphasized the value of relationships in his 2014 book, “How College Works,” co-authored with Christopher Takacs. Over the course of their research, the pair found that the key to a successful college experience boiled down to relationships, specifically two or three close friends and one or two trusted adults. Hamilton College goes out of its way to make sure students can form those relationships, structuring work-study to get students into campus offices and around faculty and staff, making room for students of varying athletic abilities on sports teams, and more.

    Chambliss worries that AI-driven chatbots make it too easy to avoid interactions that can lead to important relationships. “We’re suffering epidemic levels of loneliness in America,” he said. “It’s a really major problem, historically speaking. It’s very unusual, and it’s profoundly bad for people.”

    As students increasingly turn to artificial intelligence for help and even casual conversation, Chambliss predicted it will make people even more isolated: “It’s one more place where they won’t have a personal relationship.”

    In fact, a recent study by researchers at the MIT Media Lab and OpenAI found that the most frequent users of ChatGPT — power users — were more likely to be lonely and isolated from human interaction.

    “What scares me about that is that Big Tech would like all of us to be power users,” said Freeland-Fisher. “That’s in the fabric of the business model of a technology company.”

    Yesenia Pacheco is preparing to re-enroll in Long Beach City College for her final semester after more than a year off. Last time she was on campus, ChatGPT existed, but it wasn’t widely used. Now she knows she’s returning to a college where ChatGPT is deeply embedded in students’ as well as faculty and staff’s lives, but Pacheco expects she’ll go back to her old habits — going to her professors’ office hours and sticking around after class to ask them questions. She sees the value.

    She understands why others might not. Today’s high schoolers, she has noticed, are not used to talking to adults or building mentor-style relationships. At 24, she knows why they matter.

    “A chatbot,” she said, “isn’t going to give you a letter of recommendation.”

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


    Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

    Source link

  • Undocumented Kids Face Narrowed Pathways, Stifled Futures – The 74

    Undocumented Kids Face Narrowed Pathways, Stifled Futures – The 74

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

    In a battle over undocumented students’ access to public schooling — and, frankly, their futures — the Trump administration agreed this week to pause new federal rules designed to bar immigrants from Head Start and other education programs. 

    My colleague Jo Napolitano reports the reprieve, through Sept. 3, applies in 20 states and Washington, D.C., after state attorneys general sued to stop new rules designed to give undocumented preschoolers and other immigrant students the boot.

    Health and Human Services Secretary Robert. F. Kennedy Jr. visits a Head Start program on May 21 to promote healthy eating. On July 10, he issued a directive barring undocumented students from the federally funded early education program. (Facebook/HeadStart.gov)

    Those regulations could end up restricting educational opportunities for the youngest learners. But as Jo explains in her newest analysis, it’s just one part of a multifaceted approach to bar undocumented students from learning from cradle to career. 

    Read Jo’s full analysis — and learn how the changes could undercut the chance immigrant youth get for a better life. 


    In the news

    More on Trump’s immigration crackdown: In Arizona, unaccompanied minors are facing immigration judges alone — without help from lawyers — after the administration cut off access to funding for their defense. A court order has restored the money temporarily through September. | Arizona Republic

    • The Trump administration instructed federal agents to give detained migrant teenagers the option of voluntarily returning to their home countries instead of being confined in government-overseen shelters. | CBS News
    • Attorneys for immigrant children say youth and families are being detained in “prison-like” facilities even as the administration seeks to terminate rules that mandate basic safety and sanitary conditions for children. | CBS News
    • The Denver school district says fear of federal immigration enforcement led to a surge in student absences. A review of attendance data by The Denver Gazette suggests a more nuanced picture. | The Denver Gazette
    • Undocumented students who attended K-12 schools in the U.S. last year before getting deported share their stories. | USA Today
    Sign-up for the School (in)Security newsletter.

    Get the most critical news and information about students’ rights, safety and well-being delivered straight to your inbox.

    Penny Schwinn, who was in line to be the Education Department’s second in command, has dropped out of consideration following critiques of her conservative bona fides, including for past support of campus equity initiatives. | The 74

    ‘Trampling upon women’s rights’: The Oregon Department of Education is the latest agency to come under federal investigation over allegations the state allows transgender students to compete in women’s sports. | Oregon Public Broadcasting

    New Education Department guidance encourages the use of federal money to expand artificial intelligence in classrooms, which the agency said has “the potential to revolutionize” schools. | Education Week 

    • The Trump administration’s “AI Action Plan” comes after the Senate failed to pass rules in the “big, beautiful” tax-and-spending bill designed to prevent states from regulating AI. Instead, Trump’s guidance directs the Federal Communications Commission to evaluate state regulations and block any “AI-related federal funding” to any states with rules deemed “burdensome.” | The White House

    How a 45-second TikTok video portraying a campus shooting — created by middle school cheerleaders — led to criminal charges. | ProPublica

    A phishing campaign has taken advantage of mass layoffs at the Education Department by mimicking a portal maintained by the agency to manage grants and federal education funding. | DarkReading

    Drones are being pitched as the next big thing to thwart school shootings — but district leaders are balking at the million-dollar price tag. | WCTV

    ‘Critical gaps’: An inspector general report in Washington, D.C., uncovered flaws in the city school system’s gun violence prevention efforts, including a backlog on repairs to security equipment. | The Washington Post

    Wisconsin schools are installing controversial license plate readers that have been used by law enforcement to track down undocumented immigrants. | Milwaukee Journal Sentinel


    ICYMI @The74

    Sierra Rios and her daughter Nevaeh (Sierra Rios)

    For Decades, the Feds Were the Last, Best Hope for Special Ed Kids. What Happens Now?

    A Student’s View: Cell Phone Bans Won’t Fix Education

    Report: ‘A Mixed Picture’ in Pandemic Recovery for American Children


    Emotional Support

    Chompers gonna chomp. Photo credit: Bev Weintraub


    Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

    Source link