Tag: Program

  • Trump’s national school voucher program could mean a boom in Christian education

    Trump’s national school voucher program could mean a boom in Christian education

    by Anya Kamenetz, The Hechinger Report
    January 22, 2026

    LACONIA, N.H. — Three dozen 4- and 5-year-olds trooped out onto the stage of the ornate, century-old Colonial Theatre of Laconia in this central New Hampshire town. Dressed in plaid, red, green and sparkles, some were grinning and waving, some looked a bit shell-shocked; a tiny blonde girl sobbed with stage fright in her teacher’s arms. 

    No sooner did the children open their mouths to sing, “Merry Christmas! … This is the day that the Lord was born!” than the house lights came up and a fire alarm went off. 

    It was an unusually eventful annual Christmas concert for Laconia Christian Academy. Then again, it’s been an unusually eventful year. In a small, aging state, where overall school enrollment has been dropping for more than two decades, Laconia reported a 130 percent increase in enrollment in its elementary school since 2020 — and began a three-quarter-million-dollar campus expansion on its 140 acres outside town.

     “We are in a season of incredible growth,” the school’s website reads. 

    One reason for the season: Almost every student at the academy is enrolled in New Hampshire’s Education Freedom Account program, said Head of School Rick Duba. Regardless of their family income, they receive thousands of dollars each in taxpayer money to help pay their tuition.   

    In June, New Hampshire became the 18th state to pass a universal private school choice program. After signing the bill into law, Republican Gov. Kelly Ayotte announced, “Giving parents the freedom to choose the education setting that best fits their child’s needs will help every student in our state reach their full potential.” 

    Yet, as these programs proliferate, with significant expansion since the pandemic, Democrats, teachers unions and other public school advocates are raising the alarm about accountability, transparency and funding. And with President Donald Trump passing a federal voucher program to start in 2027, some are concerned about the future of public education as a whole. 

    “I think these programs are the biggest change in K-12 education since Brown v. Board of Ed,” said Douglas Harris, a scholar at Tulane who recently published two papers on the impact of universal private school choice programs. He argues that vouchers were originally introduced in the 1950s in part to resist desegregation by funding white families to attend private schools.

    According to his October 2025 paper, private school choice “allows schools to discriminate against certain students, entwines government with religion, involves a large fiscal cost, and has shown fairly poor, or at best inconclusive, academic results.” Harris said in an interview, “It changes fundamentally all the basic traditions of the education system.” 

    New Hampshire could be a harbinger of that fundamental change. Experts say the state has one of the broadest and least regulated universal school choice programs in the country. “Universal” refers to the fact that families, regardless of income, are eligible for an average $5,200 a year from the government to pay tuition at a private school or supplement the cost of homeschooling. The number of recipients reached 10,510 this year, and it’s likely to grow again next year.

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.

    “Universal” also describes the fact that any type of school — or nonschools, such as an unaccredited storefront microschool, an online curriculum provider, a music camp or even a ski slope — can be eligible for these funds. 

    These schools and organizations don’t have to abide by state or federal laws, like those requiring accommodation for students with disabilities or other antidiscrimination laws. A 2022 Supreme Court decision, Carson v. Makin, affirmed the right of parents to use public money, in the form of voucher and education savings account funds, specifically for religious schools. 

    And indeed, it seems that in New Hampshire, as nationally, a disproportionate amount of the funding is going to small Christian schools, particularly to evangelical Protestant schools like Laconia. The Concord Monitor found that in the past four years, 90 percent of the revenue from the previous, income-capped EFA program went to Christian schools. This was true even though most of the state’s private schools are not religious. The Concord Monitor found in the first five years of the program, the top 10 recipients grew in enrollment by 32 percent. With the exception of Laconia, none of these schools responded to repeated requests for comment from The Hechinger Report. 

    But state officials have stopped releasing data on exactly where recipients of the Education Freedom Accounts are using those dollars. They told the Concord Monitor that the data is not subject to public record requests because it’s held by the nonprofit that administers the funds, the Children’s Scholarship Fund of New Hampshire. State officials did not respond to Hechinger queries. The Children’s Scholarship Fund directed The Hechinger Report to its website, which features a partial accounting of less than 10 percent of 2025-26 student. This accounting, which may or may not be representative, showed 671 of these students currently attend Christian schools, 64 attend non-Christian private schools and 50 are homeschooled. 

    A national analysis released in September by Tulane’s Harris of publicly available data showed that in New Hampshire and ten other states with similar policies, vouchers have boosted private school enrollment by up to 4 percent. The increases were concentrated at small Protestant religious schools like Laconia. The federal tax credit scholarship program will allow even more funds in additional states to be directed to these schools. 

    One reason that Christian schools are coming out on top, Harris said, is that this type of school tends to have lower tuition than independent private schools, meaning a $5,000 subsidy can make the difference for more families. The schools do this in part by paying teachers less.

    “ Typically, Christian school teachers see their work as a ministry and are willing to work for significantly less than their public counterparts,” said Duba, Laconia’s leader. He added that he is working with his board to try to pay a “living wage” of $55,000. 

    Related: The new reality with universal school vouchers: Homeschoolers, marketing, pupil churn

    At the Christmas concert in Laconia, after the fire department gave the all clear and the performance resumed, the little ones were tuckered out from the extra excitement. In the theater lobby, Nick Ballentine cradled his kindergartner, Perna, who wore two big red bows in her hair and a dress that read “Merry” on the front in cursive. 

    Ballentine said his family chose Laconia because “it was local and it wasn’t a public school.” He also liked that it was Christian and had small class sizes, but his opposition to public school is staunch: “I don’t like public schools, nor the policies that guide them, because they come from the government.” 

    Duba said that families come to Laconia for the small class sizes, the TimberNook outdoor program that has elementary school students spending five hours each week of class time in the woods, and “ for faith.”

    “They don’t want their kids in public schools where their kids are being taught by people who don’t express faith in Christ,” he said. While the school doesn’t require students to have a “profession of faith” to attend, there are lessons about the life of Jesus in preschool, daily prayers and service mission trips for the high school students as far away as Rwanda. 

    Duba said the biggest “social issue” that drives families away from public schools and toward schools like his is “ sexuality and gender identity.” The Concord Monitor previously reported that many of the schools that are the top recipients of aid in New Hampshire won’t admit students who have anyone in their family who is openly LGBTQ+ or supports gay or trans rights. Laconia Christian Academy’s nondiscrimination policy says it does not discriminate on the basis of race, color, national and ethnic origin, but it doesn’t mention sexual orientation or gender identity. Asked about the policy, Duba declined to comment. 

    Like other private schools, these schools also aren’t required by law to serve students who have disabilities. The state says 8.47 percent of EFA recipients are in special education, compared to 20 percent in the state’s public schools. 

    Adam Laats, an education historian at Binghamton University, said these universal school choice programs are part of a long history of conservative evangelical Protestants seeking to make existing public schools more Christian in character on the one hand and divert public money to explicitly Christian schools on the other. 

    “For 100 years, public schools have been the sort of litmus test of whether the U.S. is a Christian nation,” he said, citing battles over teaching evolution, sex education, prayer in schools and more recently climate change, the treatment of race and American history, LGBTQIA rights and book banning. 

    Alongside the culture wars in public schools, said Laats, there have been successive waves of founding and expansion of Christian private schools: “There’s a burst in the 1920s, the next big bump comes in the ’50s and a huge spike in the 1970s, during the height of busing, when for a while there was one new school opening a day in the U.S. of these conservative evangelical schools.” 

    Laats agrees with Harris that the 1950s and 1970s booms were in part responses to desegregation efforts. But, he said, previous enrollment booms have eventually faded, because “it’s expensive” to educate students and offer amenities like sports and arts education. “That’s why the Christians have pushed hard for vouchers.” 

    Related: Arizona gave families public money for private school. Then private schools raised tuition 

    Funding fairness is a hot-button issue right now in New Hampshire. 

    In the summer of 2025, the State Supreme Court found that New Hampshire’s schools are officially inadequately funded. School funding in the low-tax, live-free-or-die state depends heavily on local property taxes, which vary radically area to area. The state spends an average of 4,182 per head; the court found it should spend at least $7,356. 

    So far, the overall percentage of New Hampshire students enrolled in public schools has remained steady at 90 percent. That implies most of the ESA money, so far, is subsidizing families who already were choosing private schools or homeschooling, rather than fueling a mass exodus from public schools. 

    Yet some districts are feeling the bite. According to recently released data from the state, in the small town of Rindge, 29 percent of students are EFA recipients — the highest of any community in the state. 

    “It is taking money away from public education,” said Megan Tuttle, president of New Hampshire’s state teacher union. “If you have a couple kids that are leaving the classroom to take the money, that doesn’t change the staffing that we have at the schools, heat, oil, electricity, all those types of things. And so, what’s happening is the money’s leaving, but the bills aren’t.”

    Duba looks at the math differently, pointing out that the EFA doesn’t equal the full cost of educating a student. “Let’s say I took 30 kids from Laconia. I did not, but for the sake of argument,” he said. “ They don’t have to do anything with those 30 kids anymore. They’re gone.”  

    This year, the advocacy group Reaching Higher NH calculated that the education savings account program will siphon $50 million from the state’s $2.61 billion education trust fund, and it will grow from there. “We’re functionally trying to fund two systems,” said Alex Tilsley, the group’s policy director. “And we couldn’t even fund one system fully.” 

    As the program grows in New Hampshire, the opposition is growing too. 

    “There’s broad opposition to EFAs from the teacher unions, from public school groups and from voters,” sums up Tilsley.* “It’s not generally speaking a highly favored policy across the state.” But with a Republican trifecta in control of state government, school choice in New Hampshire is not going anywhere. And with a national education tax credit program in the offing, more states will soon face these debates. As in New Hampshire, the federal money will be able to be used for private schools, homeschooling costs or anything in between. 

    *Correction: This sentence has been updated to correct the spelling of Alex Tilsley’s last name.

    Contact editor Caroline Preston at 212-870-8965, via Signal at CarolineP.83 or on email at [email protected].

    This story about Christian schools was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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  • Why Continuous Program Portfolio Management Is Now a Competitive and Compliance Imperative

    Why Continuous Program Portfolio Management Is Now a Competitive and Compliance Imperative

    In today’s higher education landscape, the pressure to adapt has never been higher. Institutions are facing increased demands for transparency, affordability, and accountability from both students and the federal government. To thrive amid this scrutiny, colleges and universities must shift from periodic academic program reviews to an “always-on” portfolio management approach.

    The institutions that succeed in the coming years won’t be those with the biggest catalogs. They’ll be the ones with the most disciplined, data-informed portfolios. Those that are regularly evaluated and refined to meet student, market, and regulatory expectations.

    3 market trends forcing a new approach to program strategy

    The following trends are reshaping how institutions must approach academic program strategy. Each highlights why traditional review cycles are no longer enough, and why a continuous, data-informed portfolio management model is essential.

    1. Student affordability sensitivity is rising: Students and families are making more value-conscious decisions. They want proof that an academic program will lead to career outcomes that justify the investment. Programs with unclear value propositions face enrollment decline and reputational risk.
    2. Labor market and skills cycles are accelerating: The pace of change in the workforce means skills needs are evolving faster than ever. If academic offerings don’t keep pace, institutions risk graduating students into irrelevance. Agility is crucial for staying aligned with industry demand.
    3. Program-level scrutiny is intensifying: New regulations, such as those proposed in the bipartisan OBBB bill, formalize expectations around gainful employment and financial value transparency. These changes mark a shift from access-based accountability to market- and outcomes-based accountability. They require institutions to know, show, and grow the value of every program they offer.

    A new operating rhythm: Annual program review

    Many institutions still operate on a five-year program review cycle, a cadence that no longer supports sustainable decision-making. In a faster-moving environment, annual review is the new standard.

    “Program review must evolve into a dynamic, ongoing process. Institutions need a defined, strategic, and systematic rhythm — one that uses valid data to ensure alignment with student demand, workforce needs, and financial sustainability.”

    — Dr. Tracy Chapman, Chief Academic Officer

    A modern review process should include:

    • Internal metrics: enrollment trends, revenue contribution, cost of delivery, and student learning outcomes
    • External data: student and employer demand, competitive positioning, and alignment with learner expectations
    • Financial performance: program profitability, tuition pricing, and resource optimization

    When done consistently, this evidence-based practice can help institutions scale what’s working, fix what’s slipping, and sunset programs that no longer serve students or the institution.

    Make market research a strategic discipline

    Just as accreditation is a continuous, evidence-based process tied to institutional decisions, so too should market research. It cannot be treated as a one-time validation for new programs or a compliance box to check. It should be embedded into institutional strategy.

    That means investing in:

    • Reliable, valid data sources
    • Systems and platforms that connect market signals to internal performance
    • Skilled analysts and decision-makers who can interpret and act on insights

    What it takes to operationalize strategic program management

    To make continuous portfolio management a reality, institutions need the following:

    • Time: Strategic prioritization of program review as a leadership function
    • Talent: Cross-functional collaboration across academic, enrollment, finance, and IT teams
    • Technology: Data platforms like Collegis Connected Core® to unify insights and enable evidence-based decisions at scale

    For institutions that have yet to build the internal expertise or data infrastructure to support this work, Collegis Education brings the strategy, technology, and insight needed to support this type of transformation. From market research and academic portfolio development to data integration and instructional design, we help colleges and universities move from reactive review cycles to proactive portfolio optimization.

    Disciplined portfolios drive sustainable growth

    Whether the White House and Congress tilt red or blue, regulatory oversight of higher education isn’t going anywhere. The institutions that are best suited for long-term success will be those that treat program portfolio management not as a reactive task, but as a continuous, strategic discipline.

    It’s time to make market analysis a routine leadership practice. Protect your students. Protect your resources. And double down on the programs that deliver the most value — to students, to employers, and to your institution’s future.

    Reach out to learn how we can help you make this shift with confidence and clarity.

    Innovation Starts Here

    Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • Connecticut Democrats pitch plan for state-level graduate loan program

    Connecticut Democrats pitch plan for state-level graduate loan program

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    Dive Brief:

    • Democratic leaders in Connecticut are proposing a new state graduate student loan program to fill a vacuum created by the federal lending pullback built into Republicans’ massive spending bill. 
    • That plan would expand the reach of the Connecticut Higher Education Supplemental Loan Authority, using up to $20 million of its funds to create the loan program, according to a press release. It also calls for $10 million in state funding. 
    • The program could reach over 2,000 students in its initial phase, a CHESLA official said at a press conference Wednesday. The chairs of the General Assembly’s education committee plan to introduce and push for the proposal in the upcoming session.

    Dive Insight:

    The federal bill set to take effect in July, dubbed the One Big Beautiful Bill Act, will bring sweeping changes to the federal student loan system, with the largest impacts landing on graduate students and programs. 

    The new law sunsets the Grad PLUS loan program, which allows graduate students to borrow up to the cost of attendance. When it launched 20 years ago, Grad PLUS was the largest new student aid program in decades. 

    Along with the program’s end, OBBBA sets new caps on annual and total borrowing. Federal loans will max out at $100,000 for graduate students and double that for professional students.

    Just who is considered a graduate or professional student is no small financial matter, and one that regulators are mulling. The U.S. Department of Education plans to propose regulations that would exclude some health professionsincluding nursing, occupational therapy and physician associates — from the definition of “professional” that carries a higher loan cap. 

    Much uncertainty hangs over the federal loan changes and could put pressure on states to engineer their own solutions, as Connecticut is considering. 

    “We can ensure that students have the ability to become a doctor or scientist or a nurse or an educator and have their career choice determined by their drive and their talent — not the size of their bank account,” Rep. Gregg Haddad, co-chair of the state House’s Higher Education and Employment Advancement Committee, said at a press conference Wednesday. 

    Haddad and others estimate Connecticut graduate students currently receive $90 million in Grad PLUS loans, leaving a large financing gap in the state once the program ends. 

    The plan to create a state-level loan program would use CHESLA’s existing infrastructure and bond authority, while state funding could make loans more affordable, said Josh Hurlock, deputy director of CHESLA, at the press conference. 

    “The plan is not to just replace the Grad PLUS program,” Hurlock said. “The goal is to provide a more affordable financing option for Connecticut graduate students.” 

    Democrats control both chambers of Connecticut’s legislature as well as the state’s executive branch. 

    Where states don’t create their own lending programs, graduate students could be forced into the private lending market to make up shortfalls in federal loans. 

    Currently, private lenders play a “minimal” role in the market, researchers with the Federal Reserve Bank of Philadelphia’s Consumer Finance Institute said in a recent analysis. 

    The study found that 28% of graduate student borrowers in recent years took out loans over the cap levels set by OBBBA. Of those, 38% had either subprime credit scores or no score at all, meaning they would struggle to borrow in the private sector without a co-signer. 

    Those students could also face higher interest rates and less generous terms from private lenders compared to loans from the federal government, the researchers pointed out. 

    Connecticut officials alluded to this possibility when announcing their proposal. 

    “These arbitrary ceilings do not reflect the reality of rising tuition, and they’ll force students to turn to a predatory private market for lenders that will impose higher interest rates with fewer protections,” Haddad said.

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  • How a Northwestern Program Tackles Student Stress

    How a Northwestern Program Tackles Student Stress

    The stress of managing her engineering classes at Northwestern University didn’t just weigh on Fiona Letsinger mentally—it began to take a toll on her academic performance.

    In her second year, Letsinger’s dean introduced her to PATH, a peer mentor–led program housed in the engineering school that helps students manage stress, perfectionism and personal growth.

    “From the second he described it, my jaw was on the floor,” said Letsinger, a fourth-year civil engineering major. “I was like, ‘Yep—that’s exactly what I need.’”

    Launched in 2016, PATH—short for Personal Advancement Through Habits—is an eight-week program that guides students through reflection and personal development using a mix of online coursework and small-group discussions.

    During the 2024–25 school year, 88 students completed the program. About 90 percent reported a positive personal change, and more than 60 percent said they experienced growth in self-awareness; roughly half said it improved their motivation and goal-setting skills.

    Letsinger said the program gave her the language to recognize and name the ways stress and perfectionism were shaping her college experience.

    “I thought I couldn’t be a perfectionist because I wasn’t performing highly enough,” Letsinger said. “It wasn’t until PATH when I was able to get the vocabulary to identify how stress showed up in my life.”

    Impact on students: Joe Holtgrieve, assistant dean for undergraduate engineering, said his experience supporting students in both short-term and systemic crises inspired him to start the PATH program nearly 10 years ago.

    At the time, Holtgrieve said, Northwestern was reassessing its withdrawal policies and considering making it easier for students to drop courses later in the term. That prompted him to engage in difficult conversations with students about whether withdrawing was the best option—or whether they were experiencing what he calls an MOI, or “moment of intensity.”

    “How you respond is going to be really important for your future success and resilience,” said Holtgrieve, who remains a PATH faculty member. He added that students would later reach out to thank him because they performed better academically than they thought they would.

    Liz Daly, assistant director of academic advising and PATH faculty, said the program was originally intended for engineering students on academic probation but later expanded to include anyone feeling overwhelmed.

    “We had students who would request to take it again because they appreciated the community and the conversations that weren’t happening elsewhere on campus,” Daly said.

    That emphasis on reflection and peer support continued among students who participated in PATH during the 2024–25 school year.

    To better understand students’ experiences, Holtgrieve and Daly surveyed participants, asking them to reflect on their academic challenges and select three goals from a list of seven. More than half chose “shift mindset to embrace challenges, persist and learn from feedback.”

    Participants also completed surveys at the start and end of the program, rating which behaviors they found most challenging.

    Before starting PATH, more than half said they “dwelled on inadequacy after failure” and were “avoidant and/or withdrawn when things were going poorly.” By the program’s end, that number had dropped to about 15 percent.

    Daly said students often cite Holtgrieve’s “flashlight of attention” lesson as particularly helpful.

    “Our attention is like a flashlight … and whatever is illuminated by that light represents our awareness,” Holtgrieve said. “Where we shine that light represents our intention,” he added, noting that students’ intentions are often “yanked back and forth by crises, breaking news or self-critical narratives.”

    “If we can tune in to what’s present in the moment through our awareness and decide whether something is helpful or productive, then we can step back, understand the intention behind the attention that’s creating this awareness and adjust it,” he said.

    Letsinger agreed with Daly, saying this lesson was a game-changer in how she understood her own thinking.

    “I remember hearing that and immediately being like, ‘Yep, I need and want more of that kind of thinking,’” Letsinger said, adding that she not only enrolled in the program again the following quarter but later became a PATH mentor herself.

    What’s next: Holtgrieve and Daly said the program became so popular that other institutions have adapted it, including Smith College, which launched its own PATH-inspired program in fall 2020.

    Daly noted that in conversations about PATH’s impact, faculty and staff often asked whether they could participate as well. As a result, Holtgrieve and Daly now hold multiple sessions each year for Northwestern employees interested in learning strategies to manage stress in their own lives.

    Holtgrieve said that response suggests that many of the conversations happening among students also resonate with faculty and staff.

    “It’s an empathetic bridge, and it helps them to recognize that they’re struggling with some of the same things that their students are struggling with,” Holtgrieve said.

    Ultimately, Holtgrieve said, PATH is meant to help anyone practice responding to moments of uncertainty instead of trying to make them disappear.

    “When you’re feeling or confronting a moment where it’s not clear what to do, it’s human nature to say, ‘I want that to go away,’” Holtgrieve said. “But being able to practice living through and responding to those moments is how you build the skills to be a better person.”

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  • Pell Grant program faces up to $11B annual budget shortfall

    Pell Grant program faces up to $11B annual budget shortfall

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    Dive Brief: 

    • The Pell Grant program faces a 10-year shortfall of up to $97 billion, with the recent expansion to include short-term workforce programs adding to existing structural funding problems, according to a Friday analysis from the nonprofit Committee for a Responsible Federal Budget. 
    • The massive spending package Republicans passed this summer, called the One Big Beautiful Bill Act, gave the Pell Grant program $10.5 billion in one-time funding to avoid a looming budget shortfall. However, this will only delay the shortfall, according to analysts.
    • CRFB expects the Pell Grant program’s costs to exceed its funding by $6 billion to $11 billion each year over the next decade. “The underlying structural gap between costs and appropriations remains unaddressed, and in fact was made worse under OBBBA,” the analysts said.

    Dive Insight:  

    Before Republicans passed their spending package, the Pell Grant program was expected to deplete its reserves by the 2025 fiscal year. With the $10.5 billion infusion, lawmakers staved off that crisis — but only by about two years, according to CRFB’s analysis. 

    That’s in part because the legislative package also expands Pell Grant funding to programs as short as eight weeks, starting in July 2026. CRFB pointed to Congressional Budget Office data estimating that the expansion, known as Workforce Pell, will add about $2 billion to the program’s costs over the next decade. 

    But authors of Friday’s analysis expect this number to be much higher —  $6 billion or more — depending on how many students apply for Workforce Pell, how states and institutions carry out the program, and how the U.S. Department of Education interprets and enforces the accountability measures established by Congress. 

    “History suggests that when new eligibility is created, enrollment often exceeds initial projections,” analysts said, citing a 2020 report on proposals at the time for short-term Pell from New America, a left-leaning think tank.

    In 2008, lawmakers expanded Pell Grants to be available year-round. At the time, the CBO estimated the program would cost $2.6 billion over the next five years. But in 2011, a U.S. Education Department official testified before Congress that the program expansion was costing 10 times higher annually than expected. 

    Similarly, in 2005, Congress lifted restrictions on federal student aid flowing to fully online colleges. While the Education Department expected the change to cost $697 million over 10 years, online-only colleges received “billions in federal aid dollars” in the 2018-19 award year alone, New America found. 

    In Friday’s analysis, researchers estimated the Pell Grant program would face a $61 billion 10-year shortfall if lawmakers keep its appropriations adjusted for inflation and maintain the maximum award of $7,395. If lawmakers keep both appropriations and the maximum award flat, that shortfall would reach $88 billion. 

    Moreover, the shortfall would hit $97 billion if lawmakers raise Pell Grant funding and the maximum award in line with inflation and Workforce Pell enrollment outpaces expectations, the researchers estimated. 

    The Education Department is meeting this week with selected students, employers, college officials and other stakeholders in a process known as negotiated rulemaking to work out regulations for implementing the new program. Under the 2025 statute, short-term programs must have a 70% job placement rate and a 70% graduation rate to be eligible for Pell Grants. 

    In a draft of regulatory language released last week, the Education Department proposed that, for the first couple years of the program, job placements would count regardless of what fields students enter. However, after the 2027-28 award year, programs would have to show that at least 70% of their students land jobs specifically in fields for which they were being trained.

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  • U of Kansas Expands Program for Students With Disabilities

    U of Kansas Expands Program for Students With Disabilities

    The University of Kansas has received a five-year, $1.9 million grant from the U.S. Department of Education’s Office of Postsecondary Education to grow the university’s transition program for students with intellectual disabilities.

    KU Transition to Postsecondary Education (KU TPE) first launched at the Lawrence campus in 2015 to provide experiences for such students to engage in higher education and land a meaningful job. Now, the program will expand to two neighboring institutions, increasing opportunities for learners in the state.

    The background: Approximately one in five individuals with disabilities graduate from college, compared to 38 percent of people without disabilities, according to a 2024 report from the U.S. Government Accountability Office.

    The Transition and Post-secondary Programs for Students with Intellectual Disabilities (TPSID) grant provides funding to colleges and universities to create or expand programming for students who meet the criteria.

    Other colleges, including Utah Valley University, have received similar grants from ED to kick-start educational programs for individuals with intellectual disabilities. For the 2025 award year, Northeastern State University in Oklahoma, Washington State University, Texas A&M University–San Antonio, Georgian Court University in New Jersey, Indiana University of Pennsylvania, the University of Memphis and Curry College in Massachusetts were among the grant recipients.

    How it works: Students enrolled in KU TPE complete two-year undergraduate certificates, with the goal of landing a competitive job after graduation that aligns with their personal and career goals, according to the university press release.

    “Students come in as full-fledged, card-carrying Jayhawks,” Dana Lattin, research project director at KU TPE, said in a university press release. “They take courses like those in any other program of study that are aligned with their career and personal interest.”

    TPE students complete 24 credit hours—about six credits per semester—including nine credits on career and life planning, three credits for communication coursework, three credits for health and wellness classes, and nine for electives. In addition, students are encouraged to find employment and paid internships while enrolled, helping set them up for success after graduation.

    Part of the program’s effectiveness stems from the students’ integration into campus life, researchers said. TPE participants engage in campus resources and activities—including clubs, organizations and events—just like their peers enrolled in bachelor’s degree programs.

    Data shows that 74 percent of graduates are employed in their communities after completing their credential; by comparison, only 6 percent of all adults with disabilities in Kansas are employed in a competitive role.

    Scaling up: Campus leaders plan to use the funding to increase program supports for KU TPE participants, including adding credential programs, bolstering peer supports and establishing more career development elements, according to the program abstract submitted to ED.

    The university will also establish a consortium with Wichita State University Tech and Benedictine College, also in Kansas, to create additional transition programs for students with disabilities. The goal is to increase enrollment opportunities for as many as 48 students across the state.

    The KU research team is also looking for additional funding from the state to ensure the programs are sustainable.

    “Sharing that 75 percent of people with intellectual disability who attend college are competitively employed, many of which are working full-time, will help show the value of ongoing support for these programs in Kansas,” Lattin said.

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  • New Program for College Students’ Executive Functioning Skills

    New Program for College Students’ Executive Functioning Skills

    Since the COVID-19 pandemic forced many schools to move instruction online, some students have struggled to regain or even learn the interpersonal and organizational skills they need to succeed in college.

    To rectify that, the University of Mary Washington created a new four-week program this fall to help incoming students hone their planning and social skills. Called LaunchPad, the program aims to help ease students’ transition into higher education, provide them with life-management skills and connect them with peers and supportive staff.

    What’s the need: Data shows that current traditional-aged college students are less likely than previous cohorts of students to be prepared for postsecondary education. A 2024 report from ed-tech provider EAB found that students increasingly struggle with resiliency and conflict resolution and are less likely to be involved in campus organizations or social opportunities.

    Surveys show that students are interested in receiving additional support to help them get organized and learn to manage their time. A study from Anthology, also published in 2024, found that 40 percent of students feel overwhelmed and anxious about their academic workload, and a quarter say they lack time-management skills. Similarly, a 2023 survey by Inside Higher Ed found that one-third of respondents want help planning their schedules and managing their time, such as a through a deadline organizer.

    At the University of Mary Washington, “many students struggle with organization, time management and involvement, especially post-pandemic,” said April Wynn, director of the first-year experience. “LaunchPad provides structured support in these areas.”

    How it works: LaunchPad teaches students executive functioning and socialization skills, including how to maintain a schedule, track deadlines, employ technology, communicate effectively and respond to adversity, according to a university press release.

    Starting the first week of class, students are invited to participate in a LaunchPad session, beginning with syllabus organization and then in subsequent week moving on to Microsoft basics, campus involvement and time management.

    Each week, students could opt in to a LaunchPad activity to help them develop practical life skills.

    University of Mary Washington

    Teaching the tech tools is essential because students often enroll with more experience using Chromebooks than Microsoft products, Wynn noted. Students also received a physical planner during the syllabus session, marking upcoming deadlines at the start of the term to help them prepare.

    The initiative is supported by a Fund for Mary Washington Impact Grant, which provides donor-funded grants, ranging from $500 to $5,000, to students, faculty and staff for projects. Wynn and Dean of Students Melissa Jones applied for the grant and received $5,000 to fund peer-mentor stipends, day planners, workshops and more.

    LaunchPad involves representatives from a variety of campus offices, including the career center, student activities, new student programs, the writing center, campus recreation, housing and residence life, and the Office of Disability Resources.

    The impact: The fall 2025 pilot offered 51 hours of programming over four weeks, with 378 student participants and 466 hours of work by staff, faculty and peer mentors, Wynn said. “Student and facilitator feedback was collected at each session, with additional student survey feedback scheduled for December, after they’ve had time to test out what they learned in the program,” she said.

    The university is considering a shorter program in the spring semester to capture transfer and other new students, as well as expanding the fall program to six weeks to include major and career advising, Wynn said. “While LaunchPad is geared toward first-year students, we hope to plan it around the fall senior class meeting in the future to provide a refresher for soon-to-be graduates,” Wynn said.

    Getting Students Organized

    Several other colleges have implemented new programs to help students build executive-functioning skills.

    • Faculty at DePaul University created a short course in the College of Communication to help students set goals and reflect on their academic progress.
    • Wake Forest University’s Center for Learning Access and Student Success established a digital syllabus that outlines all assignments and assessments for each class a student is enrolled in, creating a centralized depot for organization.
    • Dartmouth College created regular programming to help students build time management and organization skills, led by peers to normalize challenges.

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  • Is the Federal Trade Commission FOIA program still in operation?

    Is the Federal Trade Commission FOIA program still in operation?

    In light of recent developments at the Federal Trade Commission under the current administration — including staffing reductions and a temporary 2025 government shutdown — many observers and researchers are questioning whether the FTC’s Freedom of Information Act (FOIA) program is still functioning. The answer remains: yes — the FOIA program is still formally operational, but its capacity and responsiveness appear diminished under current conditions.

    The FTC continues to administer FOIA through its Office of General Counsel (OGC), which processes all FOIA requests. As of the 2024 fiscal year, the FTC’s FOIA Unit comprised four attorneys, five government-information specialists, and one paralegal, with occasional support from contractors and other staff. In that year, the agency processed 1,919 requests (and 29 appeals), up from 1,812 in 2023. The agency’s publicly available “FOIA Handbook,” last updated in April 2025, continues to outline how requests should be submitted, what records are on the public record, and how exemptions are applied.

    The FTC’s website still provides instructions for submitting a FOIA request via its online portal, email, fax, or mail. That means requests remain legally eligible — including those related to for-profit colleges, student loan servicers, institutional behavior, complaints, or decision-making memos.

    However, HEI’s own experience in 2025 highlights some of the challenges with the FTC’s current FOIA responsiveness. In January 2025, we submitted a FOIA request asking for a record of complaints against the University of Phoenix. Beyond an automated message, there was no response. In August 2025, we submitted another FOIA request asking for complaints against a company that dealt with student loans; in that case, not even an automated acknowledgment was received. On November 30, 2025, we received an automated response to our FOIA request about AidVantage, a student loan servicer and subsidiary of Maximus. While we did receive a reply, it reflected a stale message stating they would respond after the government reopened — even though the government had reopened on November 13.

    These examples illustrate that while FOIA is formally operational, actual responsiveness has deteriorated. For years, HEI had a good relationship with the FTC, obtaining critical information for a number of investigations in a timely manner. It remains to be seen whether that reliability can be restored.

    Compounding the issue are broader staffing and operational changes at the FTC. In testimony before Congress in May 2025, FTC Chair Andrew N. Ferguson reported that the agency began FY 2025 with about 1,315 personnel but had reduced to 1,221 full-time staff, with plans to potentially reduce further to around 1,100 — the lowest level in a decade. These staffing reductions coincide with scaled-back discretionary activities, such as rulemaking, public guidance publishing, and outreach. During the October 2025 lapse in government funding, the FTC announced that FOIA requests could still be submitted but would not be processed until appropriations resumed.

    For researchers, journalists, and advocates — including those pursuing records related to for-profit colleges, student loan servicers, regulatory decisions, or historical investigations — FOIA remains a legally viable tool. The path is open, though response times are slower, staff resources are constrained, and releases may be more limited, especially for sensitive or exempt material.

    Sources

    Congressional budget testimony on FTC staffing and budget: https://www.congress.gov/119/meeting/house/118225/witnesses/HHRG-119-AP23-Wstate-FergusonA-20250515.pdf

    FTC FOIA Handbook (April 2025): https://www.ftc.gov/system/files/ftc_gov/pdf/FOIA-Handbook-April-2025.pdf

    FTC 2024 Chief FOIA Officer Report (staffing, request volume): https://www.ftc.gov/system/files/ftc_gov/pdf/chief-foia-officer-report-fy2024.pdf

    FTC website instructions for submitting FOIA requests: https://www.ftc.gov/foia/make-foia-request

    FTC 2025 shutdown plan showing FOIA processing paused during funding lapse: https://www.ftc.gov/ftc-is-closed

    Reporting on FTC removal of business-guidance blogs in 2025: https://www.wired.com/story/federal-trade-commission-removed-blogs-critical-of-ai-amazon-microsoft/

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  • South Dakota Opts Into Trump’s Education Tax Credit Program – The 74

    South Dakota Opts Into Trump’s Education Tax Credit Program – The 74


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    South Dakota is the fourth state in the country to commit to President Donald Trump’s federal education tax credit program, Republican Gov. Larry Rhoden announced Friday in Sioux Falls.

    Under the program, South Dakotans who owe federal income taxes can either send up to $1,700 to the federal government, or they can donate that $1,700 to a government-recognized scholarship granting organization to public, private or homeschool entities in the state. The program starts in 2027.

    Nebraska’s Republican Gov. Jim Pillen announced the state’s commitment in September. Republican governors for North Carolina and Tennessee announced their commitment this summer. Oregon, New Mexico and Wisconsin officials said they do not intend to opt into the program. Some critics nationally have questioned whether there will be proper guardrails, accountability and “quality control” in place.

    Rhoden called the imminent program a “winning situation” for South Dakota taxpayers.

    “I’d just as soon give those dollars to a private school than Uncle Sam,” Rhoden said at the announcement, standing in front of a row of students attending the St. Joseph Academy. “I think they know how to spend it a little wiser than the federal government.”

    Rhoden added that the federal tax credit will “pair well” with South Dakota’s existing tax credit program, which allows insurance companies to donate up to a total of $5 million to a private school scholarship program for students whose families have low incomes.

    South Dakota Gov. Larry Rhoden (left) and First Lady Sandy Rhoden (right) speak to St. Joseph Academy students in Sioux Falls on Nov. 11, 2025. (Photo by Makenzie Huber/South Dakota Searchlight)

    The program will further support the state’s growing alternative instruction movement, Rhoden said, including homeschooling and microschools popping up throughout the state. Alternative instruction enrollment has nearly tripled in South Dakota in the last decade, making up about 7% of school-age children in the state.

    Sara Hofflander, founder of St. Joseph Academy, said the school is “grateful” for the potential extra funding, though she plans to “approach everything cautiously.”

    “Running an independent school obviously requires a heavy commitment from families,” Hoffman said, adding that the extra funding would “lift some of that burden, so we can focus more on the needs of our students.”

    Historically, “school choice” efforts in the state have met resistance from the public school industry.

    Advocates vehemently fought former Gov. Kristi Noem’s effort to introduce Education Savings Accounts, which would have provided public funding for private education and homeschool options during the last legislative session, calling the failed effort an attack on public education. Those same advocates referred to the state’s education tax credit program as “backdoor school voucher program.”

    But Rob Monson, executive director for the School Administrators of South Dakota, said the program will benefit public and private education. South Dakotans can direct their tax credit dollars to organizations representing public schools in the state. The funding could be spent on not only tuition and fees for private schools, but tutoring, special needs services for students with disabilities, transportation (such as busing), afterschool care and computers.

    “That’s a huge win for taxpayers of South Dakota, but also every form of education across the state,” Monson said.

    South Dakota Education Secretary Joe Graves said the program will support education innovations and a “robust competitive system.”

    Graves told lawmakers on Thursday, while presenting lackluster test scores to a committee, that “innovation” would be key to improving student outcomes, especially for Native American students and children living in “education deserts.”

    “We’re not doing well enough, and we need to do better,” Graves said at Friday’s announcement.

    If more students attend private or alternative schooling options, that would mean less state funding for public schools because of decreased student enrollment. Monson told South Dakota Searchlight that state revenues could be impacted by participation in the tax credit program, since it would remove federal tax dollars used to support other programs or go toward states. The federal government would still be obligated to fund some federal education programs, Monson added.

    The scholarship funds would be available to families whose household incomes do not exceed 300% of their area’s median gross income. The U.S. Department of Treasury is expected to issue proposed rules detailing the program’s operation.

    Graves said he assumes there will be reporting “at some level” of how the funds are spent.

    South Dakota Searchlight is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. South Dakota Searchlight maintains editorial independence. Contact Editor Seth Tupper for questions: [email protected].


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  • Where the federal school choice program stands

    Where the federal school choice program stands

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    School choice advocates and public school supporters are eagerly awaiting details of the nation’s first federally funded tax credit scholarship — a program that could accelerate private school choice participation while funneling taxpayer dollars to private schools.

    Approval of the first nationwide private school choice program came in the Republican-led “One Big, Beautiful Bill” signed by President Donald Trump on July 4. 

    The U.S. Department of Treasury is expected to issue proposed rules detailing how the program will operate, including how states can opt in and what guardrails will be put on managing the scholarships. However, it’s unclear where this work stands and whether the prolonged federal government shutdown has delayed this work.

    The Treasury Department did not immediately respond to an inquiry from K-12 Dive on Wednesday about the status of the rule.

    The new law allows any taxpayer to donate up to $1,700 annually to a scholarship-granting 501(c)(3) organization, or SGO. That donor would then be eligible for a 100% federal income tax credit for their contribution. The contributions could then be used toward private school tuition at secular and religious schools, homeschooling materials, and expenses at public or private schools. 

    The money generated from contributions could add up to $101 billion per year if all 59 million taxpayers chose to claim the credit, according to a July analysis from the Institute on Taxation and Economic Policy. However, the institute predicts not all taxpayers would participate.

    Taxpayers can begin making contributions to scholarship-granting organizations beginning Jan. 1, 2027. States need to opt in to participate. 

    Advocating for and against federal scholarships

    Since the omnibus budget was signed into law, supporters and critics of the tax credit scholarship provision have been voicing concerns and questions. For instance, a coalition of more than 200 national and state organizations that support education freedom wrote to the Treasury Department on Oct. 24 to offer their recommendations as the agency begins to write proposed regulations, according to the letter posted by Tax Analysts, a nonprofit tax publisher. 

    The group suggested that there be consistent requirements for scholarship-granting organizations and clarity on the timeline for when states submit lists of qualified SGOs.

    “We believe the three guiding principles for rulemaking are to make it: as easy as possible for as many families as possible to access scholarships for their children; as easy as possible for scholarship-granting organizations (SGOs) to participate and provide scholarships; and, as easy as possible for taxpayers to contribute to SGOs,” the letter said.

    ACE Scholarships, a Denver-based nonprofit scholarship-granting organization that operates in 13 states, is part of that coalition. Jackie Guglielmo, vice president of services, said ACE has been busy fielding inquiries from SGOs, families and schools about the new program. It has also worked to help Treasury Department staff understand how current SGOs support private school choice programs. 

    The Treasury Department is “really looking to us to understand the operations,” said Guglielmo, who anticipates proposed regulations will be released early next year.

    The organization is also meeting with state leaders to discuss their potential participation, Guglielmo said. “I think a very, very important part of this initiative that’s sometimes overlooked is that both private and public students are eligible to receive the scholarship, and that’s something that’s really exciting.”

    Arne Duncan, who served as U.S. education secretary in the Obama administration, recently co-wrote an opinion piece in The Washington Post urging states to participate. “Opting in doesn’t take a single dollar from state education budgets. It simply opens the door to new, private donations, at no cost to taxpayers, that can support students in public and nonpublic settings alike,” the op-ed said.

    Meanwhile, organizations critical of the fledgling program are urging states not to opt-in. Although the program includes taxpayer contributions to public schools, people should be aware of the “potential ramifications of opening the door to a voucher scheme that is ultimately designed to benefit private and religious schools,” according to a Sept. 15 fact sheet from Public Funds for Public Schools and the Education Law Center.

    Public school supporters are concerned the program will lead to reduced funding for public schools and worry about educational equity and accountability at private schools. 

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