Butler County Community College is discontinuing credit-bearing, in-person programs at its LindePointe campus in response to enrollment troubles and the looming demographic cliff in Pennsylvania. The programs are scheduled to continue through the spring semester and shut down in August.
Enrollment at the LindePointe campus has fallen sharply, from 300 students in fall 2014 to 45 in fall 2024, with a particularly steep drop during the pandemic, according to a news release from the college Tuesday.
“Our numbers simply have not rebounded to a sustainable level,” Joshua Novak, vice president for student affairs and enrollment management, said in the release.
College leaders estimate ending in-person programs will save approximately $450,000 annually.
Students in Mercer County, where the LindePointe campus is located, will still be able to take online classes and participate in dual-enrollment and workforce training programs, including training in emergency medical and fire services at a local fire department. The college has promised to create degree-completion plans for each student, which may include online courses or classes taught at its five other locations. All the other campuses continue to offer in-person courses for credit. It’s unclear what will happen to LindePointe faculty and staff, though the college plans to “explore opportunities” for them, including potential reassignments, according to the release.
The move comes after the college previously considered but didn’t ultimately move forward with plans to teach its LindePointe courses and programs at Pennsylvania State University at Shenango as part of a potential partnership between the two institutions.
“While we looked at potential partnerships and alternative models, we could not identify a solution that was feasible long term,” Megan Coval, the college’s interim president, said in the release.
On February 14, the Department of Education’s Office for Civil Rights (OCR) published a “Dear Colleague” letter “to clarify and reaffirm the nondiscrimination obligations of schools … that receive federal financial assistance” from the department. The letter specifically states that “Federal law … prohibits covered entities from using race in decisions pertaining to admissions, hiring, promotion, compensation, financial aid, scholarships, prizes, administrative support, discipline, housing, graduation ceremonies, and all other aspects of student, academic, and campus life” (emphasis added).
The department warns that “institutions that fail to comply with federal civil rights law may, consistent with applicable law, face potential loss of federal funding,” and cites the government’s authority to do so under “Title VI of the Civil Rights Act of 1964, the Equal Protection Clause of the U.S. Constitution, and other relevant authorities.”
The letter reiterates institutions’ existing legal requirements under federal antidiscrimination laws and is intended to provide clarity to institutions of their nondiscrimination obligations. However, in addition to pointing to existing federal antidiscrimination laws, OCR expands upon the Supreme Court’s decision in Students for Fair Admissions v. Harvard (SFFA) — which banned the use of race-conscious admissions practices at institutions of higher education — to apply more broadly to programs and practices at institutions. Specifically, OCR states that the court’s decision and applicable federal law prohibits covered entities “from using race in decisions pertaining to admissions, hiring, promotion, compensation, financial aid, scholarships, prizes, administrative support, discipline, housing, graduation ceremonies, and all other aspects of student, academic, and campus life.”
OCR provides a few examples of practices that would be illegal under federal antidiscrimination law. One example, which was prohibited in the text of the SFFA decision, is using “students’ personal essays, writing samples, participation in extracurriculars, or other cues” as a means to determine a student’s race to grant preferences to that individual. Additionally, the letter states that using proxies like the one just described is illegal on the systematic level, stating that it is unlawful for institutions to eliminate standardized testing to “achieve a desired racial balance or to increase racial diversity.” In both examples, OCR appears focused on the motive for the action rather than the action itself. Thus, an institution can choose to use or not use standardized tests or focus on certain criteria in applications as long it is not doing so for an impermissible reason.
The letter also says that other programs violate antidiscrimination laws in less direct ways. Specifically, the letter states that “DEI programs … frequently preference certain racial groups and teach students that certain racial groups bear unique moral burdens that others do not” and that “such programs stigmatize students who belong to particular racial groups based on crude racial stereotypes.” They assert that these programs ultimately deny students the ability to fully participate in “the life of a school.”
The letter states that the Department of Education will begin to assess institutional compliance with antidiscrimination law and regulations no later than 14 days after of the date of publication of the letter. In the letter, OCR advises schools to:
Ensure that their policies and actions comply with existing civil rights law.
Cease all efforts to circumvent prohibitions on the use of race by relying on proxies or other indirect means to accomplish such ends.
Cease all reliance on third-party contractors, clearinghouses, or aggregators that are being used by institutions in an effort to circumvent prohibited uses of race.
Possible Implications for Higher Education HR Professionals
As noted above, the letter specifies using race in hiring, promotion and compensation decisions is prohibited under federal law, though the Department of Education does not provide examples of hiring and compensation practices that could be violations of such laws. While the primary federal laws prohibiting discrimination in employment are Title VII of the Civil Rights Act of 1964 and similar equal employment opportunity laws enforced by the Equal Employment Opportunity Commission (EEOC), Title VI can apply to employment decisions. It is unclear how the department intends to enforce this letter with respect to hiring, promotion and compensation practices and whether the Department of Labor or the EEOC will provide further guidance. CUPA-HR intends to seek clarification from the Education Department and the other agencies.
CUPA-HR is assessing the impact that this enforcement letter will have on institutions and will keep members apprised of further developments related to the Trump administration’s DEI orders.
West Virginia State University has been tasked with reviewing its programs and practices after the state’s governor issued an executive order against diversity, equity and inclusion. While other public institutions in the state have to do the same, West Virginia State University is in a somewhat unique position: It’s a public, historically Black institution with a predominantly white student body. The university serves all, but diversity and inclusion are part of its founding mission.
Higher ed experts say that while few public HBCUs are openly discussing the issue, West Virginia State isn’t the only such institution that’s undergoing this kind of review process as DEI bans proliferate. Some argue that subjecting HBCUs to these reviews is counterintuitive in light of their historic mission, raising questions about how such institutions will fare in the current state and federal policy landscape.
West Virginia State launched its review after Governor Patrick Morrisey last month banned state institutions from using “state funds, property, or resources” to “grant or support DEI staff positions, procedures or programs.” He also prohibited mandating DEI statements or any training or programming that “promotes or encourages the granting of preferences based on one person’s particular race, color, sex, ethnicity, or national origin.” The Foundation for Individual Rights and Expression, an advocacy organization for free speech rights, castigated the executive order as overly broad and warned it could limit what’s taught in West Virginia classrooms.
The executive order also required “all cabinet secretaries and department heads under the authority of the Governor” to complete a report within 30 days, identifying any positions, procedures or programs based in “theories of DEI.”
In response, West Virginia State University, along with other public universities in the state, submitted a letter outlining diversity-related positions, programs and activities, said Ericke Cage, the university’s president.
“If there are concerns raised by the governor’s office … then we need to work to negotiate possible resolutions,” Cage said, though he expects it won’t come to that.
In the letter, the university’s general counsel, Alice R. Faucett, argued that a comprehensive review found no evidence the university engages in or supports “preferential treatment” based on DEI principles.
At the same time, the response readily acknowledged the university’s history and mission as an HBCU.
“All procedural practices and programs at WVSU are designed to foster an inclusive and equitable environment,” Faucett wrote. They also “promote fairness and equal access while ensuring no group receives preferential treatment. The University remains dedicated to serving all members of the community, particularly those who have been historically marginalized, as part of its longstanding mission.”
The letter highlighted some practices and policies that reflect the university’s “commitment to diversity, inclusion and compliance with state directives.” They included annual Title IX trainings, services for sexual assault survivors, campus presentations on human rights law and email messages recognizing Black History Month, Martin Luther King Jr. Day, Women’s History Month and other observances.
Faucett’s response also noted that the university receives some federal grants and privately funded scholarships with “DEI components,” without offering further detail.
Felecia Commodore, an associate professor of higher education at the University of Illinois at Urbana-Champaign, said other public universities have taken a similar approach to DEI bans, arguing to state lawmakers that “there’s nothing to reorganize, because we’re not doing what you’re saying.”
‘Baked Into Who We Are’
Though such DEI reviews might seem fraught for an HBCU, Cage believes the university is likely to come out unscathed—and it may even fare better under the governor’s scrutiny than its non-HBCU counterparts. He noted that West Virginia State doesn’t have a DEI office or specific DEI personnel, a detail also highlighted in the university’s response document.
“When it comes to diversity and inclusiveness, that’s really baked into who we are as an institution as part of our DNA,” Cage said. “At our very core, we are all about being a highly inclusive institution where any student, regardless of their background, can come and get a good-quality education.”
He also emphasized that WVSU’s student population is majority white. University data from fall 2024 shows white students made up about 72 percent of the roughly 3,200 enrollees, while Black students composed about 10 percent, making it hard to argue the HBCU favors one racial group over another. Nationwide, non-Black students made up 24 percent of enrollment at HBCUs in 2020, compared to 15 percent in 1976, a trend that’s sparked discussion within some of these institutions about how to preserve HBCUs’ legacy while attracting and serving an increasingly broad range of students.
Commodore pointed out that, in fact, “HBCUs were some of the only institutions that never had race-based admissions.” HBCUs were founded after the abolition of slavery to educate Black Americans at a time when such students weren’t welcome at other higher education institutions.
For a while, non-Black students “chose not to go to them, but [HBCUs] have been inclusive since their inception,” she said. “If the aim of these reviews of DEI is to ensure that institutions are not discriminating because of race or gender or sex, to ensure that people are not being prioritized or excluded … actually, HBCUs were the model for that.”
Given that history, Cage theorized HBCUs may not be heavily affected by DEI bans for the same reasons he’s hopeful for his own institution: Diversity and inclusion are intrinsic to how these institutions operate, not housed in a particular office or center. At the same time, they serve all students. Non-HBCUs, on the other hand, have made changes over the years, building up supports and services for students of color, which are now at risk.
For “predominantly white institutions [that] have not traditionally or historically had that focus on inclusivity, I think it will be a challenge,” Cage said. “It is important for institutions to be welcoming, to provide support systems for diverse students,” and DEI programs were intended to make sure students from underrepresented backgrounds “felt that they were part of the university community.”
Some non-HBCUs in the state are scrambling to make changes to comply with the executive order. The state flagship, West Virginia University, just a few hours away from WVSU, reported in late January that it would shut down its Division of Diversity, Equity and Inclusion in response to the executive order, a move the governor celebrated as a “win.”
“This is just the beginning of our effort to root out DEI,” Morrisey said in a video announcement about the division’s demise. “That’s going to happen more and more in the weeks and months ahead.”
Concerns Remain
Shaun Harper, University Professor and Provost Professor of Education, Business and Public Policy at the University of Southern California and an opinion contributor to Inside Higher Ed, said it’s become “incredibly pervasive” for public HBCUs to have to conduct reviews of their DEI work as state-level DEI bans spread—even if many HBCU leaders aren’t discussing the issue publicly.
And such reviews are extra burdensome for HBCUs, he argued.
“If a predominantly white institution gets that same request, it’s likely a lot easier for them to list their culture centers, their Office of Multicultural Affairs, perhaps the office of the chief diversity officer,” said Harper, who also serves as USC’s Clifford and Betty Allen Chair in Urban Leadership. For HBCUs, it’s “impossible, in fact, to catalog everything that would otherwise qualify in any other context as DEI” because most have majority-Black student populations and gear their programming and services toward their student bodies.
“It’s really onerous for presidents and their cabinet members and others on their campuses to even attempt to complete this exercise,” Harper added. “It requires enormous sums of their time.”
Harper doesn’t believe state lawmakers are gunning for HBCUs with anti-DEI bans; it’s more likely they thought very little about how hard it would be for them to list their diversity efforts, he said. Nonetheless, the bans make some public HBCU leaders fear for their state funding if they don’t comply, or if their DEI reviews fail to appease state lawmakers when many don’t have funding to spare.
Paulette Granberry Russell, president of the National Association of Diversity Officers in Higher Education, said part of the challenge with many DEI bans is their “vagueness” and the “chaos” that can create for higher ed institutions.
The wording of some laws and executive orders calls into question, what can an HBCU do “to acknowledge, teach, celebrate, promote, its roots?” she said. “Is celebrating a national holiday”—like Martin Luther King Jr. Day—“is that acceptable?”
Cage said he hasn’t ruled out that some of WVSU’s programs could be at risk—including federal grants with DEI components or privately funded scholarships for students from certain racial backgrounds or geographic areas—as a result either of the governor’s executive order or President Donald Trump’s efforts to root out federal funding for DEI.
“If those privately funded scholarships are put in jeopardy, or if federal grants are eliminated, there will be a direct impact on our ability to support our students or to advance research and innovation on our campus,” he said. “Our students come to us with a thirst for knowledge, but they also come to us with not a lot of financial resources. I can’t tell you where we would come up with the resources to fill that gap.”
While the university is reviewing its academic programs as well, Cage said any changes to curricula or academic programming would fly in the face of the university’s accreditation standards, which require a commitment to academic freedom.
“When it comes to academic freedom and integrity, those are things that we really need to hold the line on,” he said.
The U.S. Department of Education has issued a sweeping directive ordering educational institutions to eliminate race-based considerations from admissions, hiring, and other programs, sparking immediate opposition from civil rights organizations, educational leaders, and advocacy groups.
In a Dear Colleague Letter to schools receiving federal funding, the Department mandated the cessation of race preferences in areas ranging from admissions and hiring to scholarships and disciplinary actions. Schools that fail to comply within 14 days risk losing federal funding.
“With this guidance, the Trump Administration is directing schools to end the use of racial preferences and race stereotypes in their programs and activities,” said Acting Assistant Secretary for Civil Rights Craig Trainor, characterizing the move as “a victory for justice, civil rights laws, and the Constitution.”
The directive, which builds on last year’s Supreme Court decision in Students for Fair Admissions v. Harvard, extends far beyond college admissions to encompass elementary, middle, and high schools. It also targets diversity, equity, and inclusion (DEI) programs, which the Department claims have contributed to “widespread censorship” and a “repressive viewpoint monoculture” on campuses.
The Department’s action specifically prohibits race-based considerations in admissions processes, hiring and promotion decisions, compensation, scholarship and prize distributions, and disciplinary actions. Schools must now evaluate students “according to merit, accomplishment, and character,” according to the directive.
The sweeping nature of the order has raised serious concerns among education experts about its implementation timeline and scope. The 14-day compliance window, in particular, has drawn criticism from school administrators who argue that revamping entire systems of administration, hiring, and student life programs requires more time and careful consideration.
Critics of the directive argue that it represents an overreach of the Department’s authority and misinterprets the Supreme Court’s Harvard decision. While the Court ruled against race-conscious admissions programs at Harvard and the University of North Carolina, many legal experts contend that the ruling’s scope was more limited than the Department’s interpretation suggests.
The Department’s letter also takes aim at what it describes as a “DEI regime” in educational institutions, claiming these programs have fostered censorship through various mechanisms, including “deplatforming speakers who articulate a competing view” and using “bias response teams” to investigate those who object to a school’s racial ideology.
Educational institutions now face the complex task of reviewing and potentially overhauling numerous programs and policies to ensure compliance with the new directive. This includes examining everything from recruitment strategies and scholarship criteria to student organization funding and faculty hiring practices.
The Department has established a complaint system through its Office of Civil Rights for individuals who believe an institution has violated these new guidelines. However, education advocates warn that the rapid implementation timeline could lead to hasty decisions that might inadvertently harm educational equity and access.
As schools scramble to interpret and implement these changes, the directive’s long-term impact on educational equity and institutional diversity remains uncertain. The Department’s enforcement approach and how it will evaluate compliance are yet to be fully detailed, leaving many institutions in a challenging position as they attempt to navigate these new requirements while maintaining their educational missions and values.
The Department of Education is ordering an end to all spending and programs that “promote gender ideology,” according to an internal email sent to all department employees and obtained by Inside Higher Ed.
The email lays out steps the department will take to uphold President Trump’s executive order “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government.” Those steps include a “thorough review and subsequent termination of Departmental programs, contracts, policies, outward-facing media, regulations and internal practices that fail to affirm the reality of biological sex.”
The email also prohibits employee resource groups that “promote gender ideology” from meeting on government property or during work hours.
The email appears to be targeted primarily at internal department activities and spending, as opposed to schools and universities that receive federal funding. But the Trump administration has in recent days launched investigations into colleges over the participation of trans athletes in women’s sports, and Trump’s executive order attacking diversity, equity and inclusion could have wide-reaching effects on college programs and curricula.
A spokesperson for the department did not respond to Inside Higher Ed’s request for clarification or comment in time for publication.
Alumni-in-residence programs provide career insight and professional skill-building to students.
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A May 2024 Student Voice survey found 29 percent of students believe their college or university should prioritize or focus more on connecting students to alumni and other potential mentors.
Colleges and universities often have connections to a wide range of successful graduates who can provide insight and support to current students, but creating organic relationships between the two groups can be a challenge.
One initiative institutions have undertaken is establishing alumni-in-residence programs to offer career development opportunities for current students.
How it works: Similar to a formal mentoring program, alumni in residence hold one-on-one conversations with learners to address the student’s career goals and answer questions related to work or life after college.
The alumni-in-residence program, however, asks alums to serve in a variety of functions, including panel presentations, etiquette dinners and a networking reception, as needed.
What’s the value: Alumni can offer specific insights into career pathways from their alma mater into their current role, helping highlight the student journey in a unique way. Involving former students in career services can also increase funding and support for the institution. A 2024 survey by Gravyty found alumni who have participated in a mentoring program say they are 200 percent more likely to donate in the future.
Effective career services can also impact a student’s perception of their institution after graduation; 19 percent of alumni reported receiving strong career support from their institution, and those alumni are 2.8 times more likely to say their degree is worth the tuition, according to the 2023 National Alumni Career Mobility Annual Report.
A 2025 analysis by Gravyty also found 46 percent of alumni rank career support and networking as the most valuable services their alma mater can provide, yet only 40 percent of engagement programs at universities include mentoring opportunities.
Who’s doing it: Some of the institutions hosting an alumni-in-residence program include:
Howard University’s School of Business, which has an alumni-in-residence program that describes volunteers as career counselors. Alumni, representative of a broad range of careers, help students with interview prep, résumé reviews and answering industry questions.
Clark University in Massachusetts, where the alumni-in-residence program, established in 2004, asks alumni to engage in roundtable discussions, campus tours, networking receptions and a dinner with the president.
On January 22, President Trump signed an executive order (EO) titled “Ending Illegal Discrimination and Restoring Merit-Based Opportunity.” The EO directs all federal agencies to “terminate all discriminatory and illegal preferences, mandates, policies, programs, activities, guidance, regulations, enforcement actions, consent orders, and requirements,” to enforce “longstanding civil rights laws,” and to “combat illegal private-sector DEI preferences, mandates, policies, programs, and activities.” The White House also published a fact sheet to supplement the order.
The EO lists several other executive orders that the Trump administration is revoking. Notably, the Trump EO revokes executive order 11246, titled “Equal Employment Opportunity,” which has required federal contractors to have affirmative action plans since 1965. Additionally, the EO orders the Office of Federal Contract Compliance Programs (OFCCP) at the Department of Labor (DOL) to immediately cease “promoting diversity,” “holding federal contractors and subcontractors responsible for taking ‘affirmative action,’” and “allowing or encouraging federal contractors or subcontractors to engage in workforce balancing based on race, color, sex, sexual preference, religion, or national origin.” Both of these actions are explained by the EO to streamline the federal contracting process “to enhance speed and efficiency, reduce costs, and require federal contractors and subcontractors to comply with our civil rights laws.”
The EO also directs each federal agency to include in every federal contract or grant award a term requiring a contractual counterparty or grant recipient to agree that it is in compliance with all applicable federal anti-discrimination laws and a term requiring the counterparty or recipient to certify that it does not operate “any programs promoting DEI that violate any applicable federal antidiscrimination laws.”
The EO also includes orders to encourage the private sector to cease DEI programs and initiatives. Specifically, the EO directs the attorney general, in consultation with other relevant agencies, to promulgate a report with recommendations to enforce civil rights laws and encourage the private sector to end DEI practices. The report is required to identify “the most egregious and discriminatory DEI practitioners in each sector of concern.” It also requires each agency to identify up to nine potential civil compliance investigations as a way to deter DEI programs or principles. The EO lists institutions of higher education with endowments over $1 billion as potential targets for the civil compliance investigations.
Finally, the EO directs the attorney general and secretary of education to issue guidance to state and local educational agencies and institutions of higher education that receive federal dollars or participate in the Title IV federal student loan assistance program regarding “the measures and practices required to comply with Students for Fair Admissions, Inc. v. President and Fellows of Harvard College.”
The EO will have widespread implications for federal contractors in the higher education community. CUPA-HR will share further developments on this EO as they are released.
On January 22, President Trump signed an executive order (EO) titled “Ending Illegal Discrimination and Restoring Merit-Based Opportunity.” The EO directs all federal agencies to “terminate all discriminatory and illegal preferences, mandates, policies, programs, activities, guidance, regulations, enforcement actions, consent orders, and requirements,” to enforce “longstanding civil rights laws,” and to “combat illegal private-sector DEI preferences, mandates, policies, programs, and activities.” The White House also published a fact sheet to supplement the order.
The EO lists several other executive orders that the Trump administration is revoking. Notably, the Trump EO revokes executive order 11246, titled “Equal Employment Opportunity,” which has required federal contractors to have affirmative action plans since 1965. Additionally, the EO orders the Office of Federal Contract Compliance Programs (OFCCP) at the Department of Labor (DOL) to immediately cease “promoting diversity,” “holding federal contractors and subcontractors responsible for taking ‘affirmative action,’” and “allowing or encouraging federal contractors or subcontractors to engage in workforce balancing based on race, color, sex, sexual preference, religion, or national origin.” Both of these actions are explained by the EO to streamline the federal contracting process “to enhance speed and efficiency, reduce costs, and require federal contractors and subcontractors to comply with our civil rights laws.”
The EO also directs each federal agency to include in every federal contract or grant award a term requiring a contractual counterparty or grant recipient to agree that it is in compliance with all applicable federal anti-discrimination laws and a term requiring the counterparty or recipient to certify that it does not operate “any programs promoting DEI that violate any applicable federal antidiscrimination laws.”
The EO also includes orders to encourage the private sector to cease DEI programs and initiatives. Specifically, the EO directs the attorney general, in consultation with other relevant agencies, to promulgate a report with recommendations to enforce civil rights laws and encourage the private sector to end DEI practices. The report is required to identify “the most egregious and discriminatory DEI practitioners in each sector of concern.” It also requires each agency to identify up to nine potential civil compliance investigations as a way to deter DEI programs or principles. The EO lists institutions of higher education with endowments over $1 billion as potential targets for the civil compliance investigations.
Finally, the EO directs the attorney general and secretary of education to issue guidance to state and local educational agencies and institutions of higher education that receive federal dollars or participate in the Title IV federal student loan assistance program regarding “the measures and practices required to comply with Students for Fair Admissions, Inc. v. President and Fellows of Harvard College.”
The EO will have widespread implications for federal contractors in the higher education community. CUPA-HR will share further developments on this EO as they are released.
Language learning institution’s growth is projected to increase in the coming years. From 2024 to 2030, the global language learning market is predicted to expand at a compound annual growth rate of 20%. Due to the globalization of the labor market, language learning is likely to be in high demand.
Though language learning is growing in popularity, for lasting success, your school must find effective ways to stand out among other language academies looking to boost their enrollment. Digital advertising offers a broad spectrum of tools to attract students, but knowing how to maximize the impact of these strategies is key to success. At Higher Education Marketing, we’ve spent years refining approaches that yield measurable results for schools offering language learning programs. The following strategies offer actionable steps to elevate your ads targeting language students and attract the right prospects to your programs. Let’s explore!
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Understanding the Unique Needs of Language Learners
Language learners are a distinct group with varied motivations, backgrounds, and learning goals. Some are looking to learn a language for career advancement, while others may seek language acquisition for academic, travel, or personal reasons. Advertising that speaks directly to these needs requires a keen understanding of the diverse audience you aim to reach. One of the first ways to maximize the impact of digital advertising is through careful audience segmentation. Instead of promoting the same message across all channels, consider the specific motivations that drive different groups of learners and tailor your messaging accordingly.
Segmenting audiences by factors such as age, occupation, location, and even language proficiency allows schools to create highly targeted campaigns. How does language impact advertising for schools?Simply put,it depends heavily on your organizational goals. If you’re looking to target professionals wanting to learn English for business purposes, the language in your ad copy should reflect the vocational value of your programs. On the other hand, copy-targeting students hoping to improve their French skills before an international exchange can be more casual and experience-focused. This approach ensures the content resonates more deeply with potential students, increasing the chances of conversion.
Do you need help launching your language school’s latest ad campaign? Reach out to discover how we can support you.
Leveraging Social Media Platforms to Build Authentic Engagement
Social media is a powerful tool for language learning programs, offering an opportunity to create ongoing engagement with potential students. However, simply posting ads isn’t enough. The most successful social media campaigns foster a sense of community and engagement, which encourages followers to take the next step toward enrollment.
For language schools, showcasing success stories is one way to build trust. Highlighting testimonials from former students, sharing video snippets of language immersion experiences, and offering short, valuable language tips can increase authenticity. Interactive content, such as live Q&A sessions or virtual language exchange events, can draw in potential students who want to see what learning at your institution feels like before they commit.
Schools can also encourage user-generated content by asking current students to share their experiences online, providing social proof that can be far more persuasive than traditional ads. When students are shown engaging and relevant ad content on their social media feeds and in your school’s stories, they are much more likely to visit your site and perhaps even take the first step in your enrollment process.
Example: Here, a leading language school, EF Education First uses Instagram to drive their organic traffic. In their post, they share valuable language acquisition tips, providing an English reading list for their students. Try using social media to share actionable language tips with your audience. This will drive engagement, boost your follower count, and broaden your digital reach.
Source: Instagram | EF Education First
Creating Culturally Relevant Ads to Reach Global Audiences
Language learning programs often attract an international audience, which means your digital ads must resonate across cultures. One way to do this is by crafting culturally relevant ads that speak directly to the experience of international students. The language and imagery used in ads should align with the cultural values of the target audience. For example, an ad targeting language students in the Asian market might highlight the importance of family and education, while an ad aimed at Latin American students might focus on community and connectivity.
Schools should also consider creating ads in multiple languages to appeal to global audiences. You may be wondering how to go about this. For example, Can you target by language on Google Ads? Yes! Google Ads allows advertisers to create campaigns that specifically target users based on the language settings of their browser or device. You can set up your ads to appear in multiple languages, ensuring that they reach potential students who speak those languages. Additionally, you can create language-specific ad copy and landing pages, enhancing the relevance of your campaigns.
Optimizing Paid Search Ads for Long-Tail Keywords
One of the most effective ways to drive qualified traffic to your website is through paid search advertising. Language schools can take advantage of this by focusing on long-tail keywords that are specific to language learning. While broad keywords like “learn English” may have high competition, phrases like “intensive French courses for business professionals in Paris” or “Spanish language classes for travelers” are more targeted and tend to attract a highly motivated audience.
Long-tail keywords may have lower search volumes, but they often result in higher conversion rates because they target users who already have a clear intent. This approach not only helps you to maximize your ad budgets but also ensures that the clicks you receive are more likely to turn into enrollments.
Source: Hutong School
Example: Here, Hutong School uses the long-tail keyword: Global Chinese language school in their metadata. This targeted keyword is designed to attract students who not only want to learn Chinese but also want to do so at a global institution that welcomes students from all over the world. Specificity in keywords ensures higher quality leads who are specifically looking for you.
Crafting Compelling Ad Copy That Speaks to Pain Points
Effective ads for language learning and education go beyond promotion and address the specific challenges that potential students face. Whether it’s the fear of not being left behind in class or the worry about balancing language learning with other responsibilities, successful ads speak directly to these concerns.
To craft compelling ad copy, start by identifying the pain points that your target audience experiences. Are they professionals concerned about fitting language classes into their busy schedules? Are they international students worried about mastering a new language before moving abroad? Once you’ve identified these challenges, your ads should provide solutions. Highlight the flexibility of your class schedules, emphasize the support systems you have in place for struggling students, or showcase how your programs help learners achieve fluency quickly.
Source: KCP International Japanese Language School
Example: Here, KCP addresses a very common pain point for language learners in their ad copy. Many fear that it’s ‘too late’ to learn a new language as the experience can be expensive and time-consuming. KCP positions itself as the solution to this barrier, ensuring its audience that as long as they meet four basic criteria, learning Japanese is within reach for them.
Using Retargeting to Capture Warm Leads
Retargeting is one of the most powerful tools in digital advertising, particularly for language schools where prospective students may need time before making an enrollment decision. Retargeting campaigns allow schools to stay top-of-mind by showing ads to users who have already visited the school’s website or engaged with its content.
Retargeting works particularly well for language learning programs because it targets individuals who are already interested in the subject but may not have been ready to commit when they first encountered the program. Your school can use this strategy to provide reminders about upcoming enrollment deadlines, promote special offers, or share new content that highlights the benefits of your courses.
For instance, if a visitor left your site after viewing the course offerings but didn’t sign up, retargeting ads can remind them of the benefits of joining your program. This approach can be particularly effective when combined with personalized messaging, such as offering tailored suggestions based on the courses they viewed.
Incorporating Video Content to Showcase Language Learning in Action
Video ads offer a dynamic and authentic way to showcase your school’s programs. HEM’s tailored video ad services help you stand out, whether promoting a specific course or building brand awareness. From high-energy hype videos to authentic student interviews, we create compelling visuals that maximize visibility and generate results. How does that affect you as a language learning institution?
Video content is a particularly effective tool for language schools, offering prospective students a glimpse into the real-life experience of learning a new language. Whether it’s a classroom setting, a student testimonial, or a tutorial on language pronunciation, videos create an emotional connection that static ads often lack.
To maximize the impact of your video content, ensure that it highlights the immersive, interactive nature of your language programs. Videos should showcase the benefits of learning in a dynamic environment where students can practice speaking in real-life scenarios. This builds excitement and helps prospective students visualize themselves succeeding in your program.
Additionally, video ads on platforms like YouTube or social media can target specific audience segments. Language schools can use these platforms to create ads tailored to different learner types, such as professionals looking to learn a language for work or students hoping to study abroad.
Source: LSI Worldwide | YouTube
Example: This promotional video presented by a school director highlights the unique selling points of their online learning system. The unique academic benefits of your programs are an excellent topic for your promotional videos – particularly when presented by a language expert within your faculty. What makes your instruction style unique?
Harnessing the Power of Influencer Marketing
Language schools can also benefit from partnering with influencers, especially those passionate about language learning or travel. Influencers offer access to a built-in audience that already trusts their recommendations. By working with influencers who align with your institution’s values, language schools can reach potential students who may not have been aware of your programs.
An effective influencer marketing campaign for a language school might include sponsored posts where the influencer shares their language learning journey, highlighting the value of enrolling in formal programs. Schools can also consider offering affiliate programs, allowing influencers to earn commissions for every student who enrolls through their recommendation.
Utilizing Data Analytics to Refine Advertising Campaigns
Data-driven decision-making is at the heart of successful digital advertising. Language schools must continually analyze their campaign’s performance to ensure they’re reaching the right audience and achieving optimal results. Tools like Google Analytics and Facebook Insights can provide valuable insights into which ads are performing well and which need to be adjusted.
For example, schools can track metrics like click-through rates, conversion rates, and the cost per lead to determine the effectiveness of their campaigns. By continuously monitoring these metrics, schools can make data-driven decisions that maximize their return on investment. Adjustments might include refining audience targeting, improving ad copy, or reallocating the budget to the platforms that yield the highest returns.
Offering Free Trials or Sample Lessons to Convert Prospects
One of the most effective ways to convince prospective students to enroll in your language learning program is by offering a free trial or sample lesson. Language learning can be an intimidating prospect, and many students may hesitate to commit without knowing what to expect. By offering a no-obligation sample lesson, schools give potential students a taste of the learning experience, which can be enough to convert them into paying students.
This strategy works particularly well in digital advertising campaigns where schools can drive traffic to a landing page offering the free trial. Ads promoting a “try before you buy” approach can alleviate apprehension about committing to a full program.
Source: WuKong Education Online | YouTube
Example: WuKong Education Online offers a trial class to attract their prospects. Trials are an excellent way to convert leads and are particularly effective for online academies.
By implementing these language learning advertising strategies, your school can significantly enhance the effectiveness of your digital advertising campaigns. At Higher Education Marketing, we believe that understanding the unique needs of language learners, leveraging innovative tools, and continuously refining your approach is key to driving enrollment and building lasting connections with students.
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Frequently Asked Questions
Question: Can you target by language on Google Ads?
Answer: Yes! Google Ads allows advertisers to create campaigns that specifically target users based on the language settings of their browser or device. You can set up your ads to appear in multiple languages, ensuring that they reach potential students who speak those languages. Additionally, you can create language-specific ad copy and landing pages, enhancing the relevance of your campaigns.
Question: How does language impact advertising?
Answer: Simply put,An ad aimed at professionals wanting to learn English for business purposes should be crafted differently from one targeting students hoping to improve their French skills before an international exchange. This approach ensures the content resonates more deeply with potential students, increasing the chances of conversion.
With little fanfare and in the face of strong educator opposition, the New Mexico Public Education Department has repealed a rule designed to foster leadership opportunities for teachers while keeping them in the classroom, a program widely praised for its impact on professional development and teacher retention.
The written repeal of Rule 6.65.4, dated Sept. 9, came during a brief period when the state had no secretary of education. Arsenio Romero resigned on Aug. 28, and Mariana Padilla was named as his successor on Sept. 10.
The repeal order was signed by Candice Castillo, deputy cabinet secretary.
“The department notes that the program is still supported by PED guidance, and PED remains committed to maintaining the Teacher Leader Network and Advisory Committee and the Teacher Liaison programs,” a PED document announcing the decision says.
The rule was introduced by PED in 2018.
A public hearing on the proposed repeal held on August 20 at the Jerry Apodaca Education Building in Santa Fe, attracted significant attention, with more than 200 educators voicing their opposition to the repeal.
Rachael Sewards, Founder and Head of School at Solare Collegiate Charter School, described the potential repeal as a “strong negative message” to the education sector. “Removing teacher leadership from rule communicates that PED doesn’t believe there’s a seat for teacher leaders at decision-making tables, nor does it see value in building up our field with young and aspiring leaders.” Sewards wrote.
Sewards, along with many other educators, credited the Teacher Leader Development Framework with having a profound impact on her career. Her journey from participating in the inaugural Teacher Leader Network to founding her own school is a testament to the program’s influence, she said.
During the public comment period leading up to the hearing, the NMPED received a flood of responses, totaling 80 pages of complaints, from educators who said they have benefited from the program.
Joe Lovato, a teacher involved in PED’s past leadership initiatives, expressed his concerns: “The repeal of these programs will be viewed by us as educators as the devaluing of our input and leadership potential,” Lovato stated in his written comments.
Kelly Pearce, a former teacher ambassador, echoed these sentiments, emphasizing the personal and professional growth she experienced thanks to the program. Now working in a national education role, Pearce said she is concerned about the message the repeal sends to future educators.
Some educators went beyond opposing the repeal, offering suggestions to modernize the framework to better align with current educational goals. These suggestions include focusing on literacy, supporting students impacted by the Yazzie-Martinez lawsuit, and ensuring consistent and relevant data collection.
As of now, the PED has not provided detailed reasons for the repeal. However, officials have hinted that certain elements of the Teacher Leader Development Framework may continue in some form on the department’s website, though they will no longer be codified in state rules.
With the hearing concluded, the decision now lies with the Public Education Department, which is now without a Secretary. Educators across New Mexico are left in suspense, hoping their voices have been heard and that the state will reconsider the repeal.
