Tag: reading

  • AI Support for Teachers

    AI Support for Teachers

    Collaborative Classroom, a leading nonprofit publisher of K–12 instructional materials, announces the publication of SIPPS, a systematic decoding program. Now in a new fifth edition, this research-based program accelerates mastery of vital foundational reading skills for both new and striving readers.

    Twenty-Five Years of Transforming Literacy Outcomes

    “As educators, we know the ability to read proficiently is one of the strongest predictors of academic and life success,” said Kelly Stuart, President and CEO of Collaborative Classroom. “Third-party studies have proven the power of SIPPS. This program has a 25-year track record of transforming literacy outcomes for students of all ages, whether they are kindergarteners learning to read or high schoolers struggling with persistent gaps in their foundational skills.

    “By accelerating students’ mastery of foundational skills and empowering teachers with the tools and learning to deliver effective, evidence-aligned instruction, SIPPS makes a lasting impact.”

    What Makes SIPPS Effective?

    Aligned with the science of reading, SIPPS provides explicit, systematic instruction in phonological awareness, spelling-sound correspondences, and high-frequency words. 

    Through differentiated small-group instruction tailored to students’ specific needs, SIPPS ensures every student receives the necessary targeted support—making the most of every instructional minute—to achieve grade-level reading success.

    SIPPS is uniquely effective because it accelerates foundational skills through its mastery-based and small-group targeted instructional design,” said Linda Diamond, author of the Teaching Reading Sourcebook. “Grounded in the research on explicit instruction, SIPPS provides ample practice, active engagement, and frequent response opportunities, all validated as essential for initial learning and retention of learning.”

    Personalized, AI-Powered Teacher Support

    Educators using SIPPS Fifth Edition have access to a brand-new feature: immediate, personalized responses to their implementation questions with CC AI Assistant, a generative AI-powered chatbot.

    Exclusively trained on Collaborative Classroom’s intellectual content and proprietary program data, CC AI Assistant provides accurate, reliable information for educators.

    Other Key Features of SIPPS, Fifth Edition

    • Tailored Placement and Progress Assessments: A quick, 3–8 minute placement assessment ensures each student starts exactly at their point of instructional need. Ongoing assessments help monitor progress, adjust pacing, and support grouping decisions.
    • Differentiated Small-Group Instruction: SIPPS maximizes instructional time by focusing on small groups of students with similar needs, ensuring targeted, effective teaching.
    • Supportive of Multilingual Learners: Best practices in multilingual learner (ML) instruction and English language development strategies are integrated into the design of SIPPS.
    • Engaging and Effective for Older Readers: SIPPS Plus and SIPPS Challenge Level are specifically designed for students in grades 4–12, offering age-appropriate texts and instruction to close lingering foundational skill gaps.
    • Multimodal Supports: Integrated visual, auditory, and kinesthetic-tactile strategies help all learners, including multilingual students.
    • Flexible, Adaptable, and Easy to Teach: Highly supportive for teachers, tutors, and other adults working in classrooms and expanded learning settings, SIPPS is easy to implement well. A wraparound system of professional learning support ensures success for every implementer.

    Accelerating Reading Success for Students of All Ages

    In small-group settings, students actively engage in routines that reinforce phonics and decoding strategies, practice with aligned texts, and receive immediate feedback—all of which contribute to measurable gains.

    “With SIPPS, students get the tools needed to read, write, and understand text that’s tailored to their specific abilities,” said Desiree Torres, ENL teacher and 6th Grade Team Lead at Dr. Richard Izquierdo Health and Science Charter School in New York. “The boost to their self-esteem when we conference about their exam results is priceless. Each and every student improves with the SIPPS program.” 

    Kevin Hogan
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  • Reading, Writing, and Thinking in the Age of AI – Faculty Focus

    Reading, Writing, and Thinking in the Age of AI – Faculty Focus

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  • Indiana First Lady to Raise Money for Dolly Parton’s Library Program – The 74

    Indiana First Lady to Raise Money for Dolly Parton’s Library Program – The 74


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    After slashing a popular reading program from the budget, Gov. Mike Braun said Friday he asked First Lady Maureen Braun to spearhead an initiative to keep Dolly Parton’s Imagination Library in Indiana.

    “She has agreed and she will work with philanthropic partners and in consultation with state leadership to identify funding opportunities for the book distribution program,” the governor said in a news release.

    The program gifts free, high quality, age-appropriate books to children from birth to age five on a monthly basis, regardless of family income.

    Former Gov. Eric Holcomb included a statewide expansion of the program in his 2023 legislative agenda. The General Assembly earmarked $6 million for the program in the state’s last biennial budget — $2 million in the first year and $4 million in the second — to ensure that all Hoosier kids qualify to receive free books.

    But when Gov. Braun prepared his budget proposal in January he discontinued the funding as part of an overall effort to rein in state spending.

    “I am honored to lead this work to help ensure our youngest Hoosiers have as much exposure as possible to books and learning,” said First Lady Maureen Braun. “Indiana has many strong community partners and I am confident we will collaborate on a solution that grows children’s love of reading.”

    Jeff Conyers, president of The Dollywood Foundation, said he appreciates Braun’s commitment to early childhood literacy.

    “The Imagination Library brings the joy of reading to over 125,000 Hoosier children each month in all 92 counties across the state, and we are encouraged by Governor and First Lady Braun’s support to ensure its future in Indiana. We look forward to working with the Governor and First Lady, state leaders, and Local Program Partners to keep books in the hands of Indiana’s youngest learners and strengthen this foundation for a lifetime of success,” he said.

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


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  • WEEKEND READING: Matt Goodwin’s ‘Bad Education’ isn’t good scholarship, but does that matter?

    WEEKEND READING: Matt Goodwin’s ‘Bad Education’ isn’t good scholarship, but does that matter?

    • Steven Jones is Professor of Higher Education at the University of Manchester and his latest book is Universities Under Fire (2022). This review of Bad Education by Matt Goodwin has been written in a personal capacity.
    • HEPI’s other review of the Matt Goodwin’s book can be accessed here.

    In Bad Education, Matt Goodwin makes the argument that Western universities have moved ‘sharply and radically to the left’ (p.51) over the last six decades, to the extent that diversity is now deemed more important than merit. According to Goodwin, a woke orthodoxy has gripped the sector: free speech is stifled; non-authorised viewpoints are unwanted; and social justice trumps the pursuit of truth. Some minorities flourish within this culture, but other ‘political’ minorities – like the one to which Goodwin claims membership – are structurally disadvantaged. 

    To stand this argument up, Goodwin needs the reader to accept two fundamental premises. The first is that the author’s sense of victimhood is real, while others are imaginary or exaggerated. Goodwin achieves this by attributing his every professional setback – from having journal articles and funding bids declined to being overlooked for invited talks (p.47) – to his whiteness, his maleness, or his political positions, such as his refusal to participate in ‘cult-like worship of the EU on campus’ (p.44). No other explanation is countenanced. 

    The second premise is that the real power in universities is cultural, not economic, and therefore held by diversity champions and other woke activists. The evidence Goodwin offers here is underwhelming. Where academic scholarship is cited, the sources are mostly US-based, and the author shows no curiosity about the think-tanks and lobby groups that funded the surveys in which he places his faith. Critical higher educational research is studiously avoided, though Goodwin does turn to Elon Musk for a quote about the ‘woke mind virus’ (p.104). In places, Bad Education reads as a checklist of debunked myths and personal memoirs (‘as I’ve seen first-hand’ is a familiar clause). Yet in the final chapter, Goodwin addresses the reader directly to assert: ‘I’ve bombarded you at times with statistics and research because I wanted you to read it for yourself and make up your own mind’ (p.198). 

    I tried hard to make up my own mind, but it’s difficult to be persuaded by Goodwin’s case against universities when the bulk of empirical data point in an opposite direction. If recruitment practices are so diversity conscious, why were there only 25 Black British female professors in the UK as recently as 2019? If ‘reverse racism’ is such a problem, why did the awarding gap between White and Black students achieving high degrees stand at 18.4% in 2021? In my experience, and according to my research, minority groups are far from over-represented in senior levels of university management and governance, and board cultures tend to be driven by corporate principles, not woke ideologies. As for no-platforming, fewer than 0.8 per cent of university events or speaker invitations were cancelled in 2021-22. In other words, the truths that Goodwin is so boldly willing to speak may be his truths, but they are not universal.

    Among the fellow marginalised white men willing to support Goodwin is the University of Buckingham’s Eric Kaufmann, who is quoted extensively, and whose back-cover endorsement describes Bad Education as ‘deeply personal and impeccably researched.’ It’s certainly deeply personal. Take Goodwin’s indignation towards a lecturer who unfriended some Conservative voters on Facebook after the 2015 UK general election (p.89). The reader is not told what this incident is supposed to signify, let alone why Goodwin’s cherished free speech principles appear not to extend to academics’ private social media accounts.

    That’s not to say that the sector is always operating to the highest ethical standards. Goodwin is on firmest ground when highlighting human rights violations in China (p.90), and calling out universities for turning a blind eye. But rather than take this argument to its logical conclusion – by critiquing a fee model that leaves sectors reliant on income from overseas students – Goodwin pivots back into anger and anecdote, rebuking universities for being defensive about their historic links with the slave trade (p.91) and sharing stories about junior colleagues too scared to disclose their pro-Brexit leanings (p.94).

    Despite Goodwin’s stated aim to ‘push back against authoritarianism’ (p.208), there are echoes of Donald Trump’s playbook throughout Bad Education. The author’s anti-diversity bombast recalls the President’s recent claim that a fatal air crash near Washington DC was connected to DEI programmes in federal government. It’s not entirely clear to which level of institutional bureaucracy Goodwin is referring when he imagines a ‘hyper-political and highly activist managerial blob’ (p.157), but the language is redolent of that being deployed in the US to justify a purge of federal bureaucrats. According to Goodwin, this ‘managerial blob’ is defined by an insistence on rainbow lanyards and flags on campus, among other things. This is not a characterisation of senior leaders that most university staff would recognise. Could it be that the author is so distracted by empty performative gestures that he fails to see where power is really located?

    Goodwin has now left academia, a story he tells in most chapters, steadily elevating it to the level of Shakespearean tragedy: ‘my professorship – everything I had ever wanted, everything I had worked for – was over’ (p.195). At a time when 10,000 jobs are on the line at UK universities, such self-indulgence is unfortunate. Goodwin’s contrast between the ‘luxury beliefs’ of academics and the ‘real world’ he claims to inhabit (p.78) encapsulates what makes Bad Education read like a ‘prolonged gripe,’ as another reviewer put it. Paradoxically, Goodwin now enjoys a range of high-profile platforms from which to air his grievances about being no-platformed, regularly appearing on television to blame wokeism for various social ills. Why is it that only ‘cancelled’ academics seem to have media agents?

    Bad Education builds towards what Goodwin calls a ‘manifesto’ for universities (pp.217-19) that want to have ‘good, not bad, education’ (p.217). It’s a simplistic way to wrap up any book, comprising a bullet-pointed list of the same few complaints expressed in slightly different terms. Those of us in higher education will quickly recognise Bad Education’s distortions: universities haven’t lurched radically left and there’s no woke coup. But does that matter? Are we the target readership? Or is the book speaking to external audiences? What if a review like this merely confirms what Goodwin and his fellow academic outcasts have been saying all along?

    Since accepting the terms of the market, English universities have struggled to articulate their role in society. Academic expertise has been devalued and the status of higher education as a public good compromised, with universities increasingly embroiled in unwinnable culture wars. These are perfect conditions for someone like Goodwin to ‘blow up’ his own career (p.4), break the ‘secret code of silence’ (p.3) and position himself as the fearless ‘rogue professor’ (p.16). In such ways, important debates become framed by individuals with the shallowest insights but the deepest grudges. Bad Education does a passable job of confirming suspicions about what really goes on inside a secretive and often aloof sector, guiding its readers further down an anti-university, anti-expert rabbit hole. If we continue to leave vacuums in the discourse, then diversity-blaming narratives like Goodwin’s will continue to fill them.

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  • America’s kids are still behind in reading and math. These schools are defying the trend

    America’s kids are still behind in reading and math. These schools are defying the trend

    This story was produced by the Associated Press and reprinted with permission.

    Math is the subject sixth grader Harmoni Knight finds hardest, but that’s changing.

    In-class tutors and “data chats” at her middle school in Compton, California, have made a dramatic difference, the 11-year-old said. She proudly pulled up a performance tracker at a tutoring session last week, displaying a column of perfect 100 percent scores on all her weekly quizzes from January.

    Since the pandemic first shuttered American classrooms, schools have poured federal and local relief money into interventions like the ones in Harmoni’s classroom, hoping to help students catch up academically following COVID-19 disruptions.

    But a new analysis of state and national test scores shows the average student remains half a grade level behind pre-pandemic achievement in both reading and math. In reading, especially, students are even further behind than they were in 2022, the analysis shows.

    Compton is an outlier, making some of the biggest two-year gains in both subjects among large districts. And there are other bright spots, along with evidence that interventions like tutoring and summer programs are working.

    Students interact in a fourth grade classroom at William Jefferson Clinton Elementary in Compton, Calif., Thursday, Feb. 6, 2025. Credit: Eric Thayer/Associated Press

    The Education Recovery Scorecard analysis by researchers at Harvard, Stanford and Dartmouth allows year-to-year comparisons across states and districts, providing the most comprehensive picture yet of how American students are performing since COVID-19 first disrupted learning.

    The most recent data is based on tests taken by students in spring 2024. By then, the worst of the pandemic was long past, but schools were dealing still with a mental health crisis and high rates of absenteeism — not to mention students who’d had crucial learning disrupted.  

    “The losses are not just due to what happened during the 2020 to 2021 school year, but the aftershocks that have hit schools in the years since the pandemic,” said Tom Kane, a Harvard economist who worked on the scorecard.

    In some cases, the analysis shows school districts are struggling when their students may have posted decent results on their state tests. That’s because each state adopts its own assessments, and those aren’t comparable to each other. Those differences can make it impossible to tell whether students are performing better because of their progress, or whether those shifts are because the tests themselves are changing, or the state has lowered its standards for proficiency.

    The Scorecard accounts for differing state tests and provides one national standard.

    Higher-income districts have made significantly more progress than lower-income districts, with the top 10 percent of high-income districts four times more likely to have recovered in both math and reading compared with the poorest 10 percent. And recovery within districts remains divided by race and class, especially in math scores. Test score gaps grew by both race and income.

    A student works in a classroom at Benjamin O. Davis Middle School in Compton, Calif., Thursday, Feb. 6, 2025. Credit: Eric Thayer/Associated Press

    “The pandemic has not only driven test scores down, but that decline masks a pernicious inequality that has grown during the pandemic,” said Sean Reardon, a Stanford sociologist who worked on the scorecard. “Not only are districts serving more Black and Hispanic students falling further behind, but even within those districts, Black and Hispanic students are falling further behind their white district mates.”

    Still, many of the districts that outperformed the country serve predominantly low-income students or students of color, and their interventions offer best practices for other districts.

    Related: Become a lifelong learner. Subscribe to our free weekly newsletter featuring the most important stories in education.

    In Compton, the district responded to the pandemic by hiring over 250 tutors that specialize in math, reading and students learning English. Certain classes are staffed with multiple tutors to assist teachers. And schools offer tutoring before, during and after school, plus “Saturday School” and summer programs for the district’s 17,000 students, said Superintendent Darin Brawley.

    To identify younger students needing targeted support, the district now conducts dyslexia screenings in all elementary schools.

    The low-income school district near downtown Los Angeles, with a student body that is 84 percent Latino and 14 percent Black, now has a graduation rate of 93 percent, compared with 58 percent when Brawley took the job in 2012.

    Harmoni, the sixth-grader, said that one-on-one tutoring has helped her grasp concepts and given her more confidence in math. She gets separate “data chats” with her math specialist that are part performance review, part pep talk.

    “Looking at my data, it kind of disappoints me” when the numbers are low, said Harmoni. “But it makes me realize I can do better in the future, and also now.”

    Brawley said he’s proud of the district’s latest test scores, but not content.

    “Truth be told, I wasn’t happy,” he said. “Even though we gained, and we celebrate the gains, at the end of the day we all know that we can do better.”

    A tutor helps students at Benjamin O. Davis Middle School in Compton, Calif., Thursday, Feb. 6, 2025. Credit: Eric Thayer/Associated Press

    As federal pandemic relief money for schools winds down, states and school districts will have limited resources and must prioritize interventions that worked. Districts that spent federal money on increased instructional time, either through tutoring or summer school, saw a return on that investment.

    Reading levels have continued to decline, despite a movement in many states to emphasize phonics and the “science of reading.” So Reardon and Kane called for an evaluation of the mixed results for insights into the best ways to teach kids to read.

    Related: Why are kids struggling in school four years after the pandemic?

    The researchers emphasized the need to extend state and local money to support pandemic recovery programs that showed strong academic results. Schools also must engage parents and tell them when their kids are behind, the researchers said.

    And schools must continue to work with community groups to improve students’ attendance. The scorecard identified a relationship between high absenteeism and learning struggles.

    In the District of Columbia, an intensive tutoring program helped with both academics and attendance, said D.C. Public Schools Chancellor Lewis Ferebee. In the scorecard analysis, the District of Columbia ranked first among states for gains in both math and reading between 2022 and 2024, after its math recovery had fallen toward the bottom of the list.

    Pandemic-relief money funded the tutoring, along with a system of identifying and targeting support at students in greatest need. The district also hired program managers who helped maximize time for tutoring within the school day, Ferebee said.

    Students who received tutoring were more likely to be engaged with school, Ferebee said, both from increased confidence over the subject matter and because they had a relationship with another trusted adult.

    Related: Some of the $190 billion in pandemic money for schools actually paid off

    Students expressed that “I’m more confident in math because I’m being validated by another adult,” Ferebee said. “That validation goes a long way, not only with attendance, but a student feeling like they are ready to learn and are capable, and as a result, they show up differently.”

    Federal pandemic relief money has ended, but Ferebee said many of the investments the district made will have lasting impact, including the money spent on teacher training and curriculum development in literacy.

    Students walk through a hallway at Benjamin O. Davis Middle School in Compton, Calif., Thursday, Feb. 6, 2025. Credit: Eric Thayer/Associated Press

    Christina Grant, who served as the District of Columbia’s state superintendent of education until 2024, said she’s hopeful to see the evidence emerging on what’s made a difference in student achievement.

    “We cannot afford to not have hope. These are our students. They did not cause the pandemic,” Grant said. “The growing concern is ensuring that we can … see ourselves to the other side.”

    The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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  • The buzz around teaching facts to boost reading is bigger than the evidence for it

    The buzz around teaching facts to boost reading is bigger than the evidence for it

    Over the past decade, a majority of states have passed new “science of reading” laws or implemented policies that emphasize phonics in classrooms. Yet the 2024 results of an important national test, released last month, showed that the reading scores of elementary and middle schoolers continued their long downward slide, hitting new lows.

    The emphasis on phonics in many schools is still relatively new and may need more time to yield results. But a growing chorus of education advocates has been arguing that phonics isn’t enough. They say that being able to decode the letters and read words is critically important, but students also need to make sense of the words. 

    Some educators are calling for schools to adopt a curriculum that emphasizes content along with phonics. More schools around the country, from Baltimore to Michigan to Colorado, are adopting these content-filled lessons to teach geography, astronomy and even art history. The theory, which has been documented in a small number of laboratory experiments, is that the more students already know about a topic, the better they can understand a passage about it. For example, a passage on farming might make more sense if you know something about how plants grow. The brain gets overwhelmed by too many new concepts and unfamiliar words. We’ve all been there. 

    A ‘Knowledge Revival’

    A 2025 book by 10 education researchers in Europe and Australia, “Developing Curriculum for Deep Thinking: The Knowledge Revival,” makes the case that students cannot learn the skills of comprehension and critical thinking unless they know a lot of stuff first. These ideas have revived interest in E.D. Hirsch’s Core Knowledge curriculum, which gained popularity in the late 1980s. Hirsch, a professor emeritus of education and humanities at the University of Virginia, argues that democracy benefits when the citizenry shares a body of knowledge and history, which he calls cultural literacy. Now it’s a cognitive science argument that a core curriculum is also good for our brains and facilitates learning. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    The idea of forcing children to learn a specific set of facts and topics is controversial. It runs counter to newer trends of “culturally relevant pedagogy,” or “culturally responsive teaching,” in which critics contend that students’ identities should be reflected in what they learn. Others say learning facts is unimportant in the age of Google where we can instantly look anything up, and that the focus should be on teaching skills. Content skeptics also point out that there’s never been a study to show that increasing knowledge of the world boosts reading scores.

    It would be nearly impossible for an individual teacher to create the kind of content-packed curriculum that this pro-knowledge branch of education researchers has in mind. Lessons need to be coordinated across grades, from kindergarten onward. It’s not just a random collection of encyclopedia entries or interesting units on, say, Greek myths or the planets in our solar system. The science and social studies topics should be sequenced so that the ideas build upon each other, and paired with vocabulary that will be useful in the future. 

    The big question is whether the theory that more knowledge improves reading comprehension applies to real schools where children are reading below grade level. Does a content-packed curriculum translate into higher reading achievement years later?

    Putting knowledge to the test

    Researchers have been testing content-packed lessons in schools to see how much they boost reading comprehension. A 2023 study of the Core Knowledge curriculum, which was not peer reviewed, received a lot of buzz. The students who attended nine schools that adopted the curriculum were stronger readers. But it was impossible to tell whether the Core Knowledge curriculum itself made the difference or if the boost to reading scores could be attributed to the fact that all nine schools were highly regarded charter schools and were doing something else that made a difference. Perhaps they had hired great teachers and trained them well, for example. Also, the students at these charter schools were largely from middle and upper middle class families. What we really want to know is whether knowledge building at school helps the poorest children, who are less likely to be exposed to the world through travel, live performances, and other experiences that money can buy.

    Another content-heavy curriculum developed by Harvard education professor James Kim produced a modest boost to reading scores in a randomized controlled trial, according to a paper published in 2024. Reading instruction was untouched, but the students received special science and social studies lessons that were intended to boost young children’s knowledge and vocabulary. Unfortunately, the pandemic hit in the middle of the experiment and many of the lessons had to be scrapped. 

    Related: Slightly higher reading scores when students delve into social studies, study finds

    Still, for the 1,000 students who had received some of the special lessons in first and second grades, their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. Most of the students were Black and Hispanic. Forty percent were from poor families.

    The latest study

    The Core Knowledge curriculum was put to the test in another study by a team of eight researchers in two unidentified cities in the mid-Atlantic and the South, where the majority of children were Black and from low income families. More than 20 schools had been randomly assigned to give kindergarteners some lessons from the Core Knowledge curriculum. The schools continued with their usual phonics instruction, but “read aloud” time, when a teacher ordinarily reads a picture book to students, had been replaced with units on plants, farming and Native Americans, for example. More than 500 kindergarteners looked at pictures on a large screen, while a teacher discussed the topics and taught new vocabulary. Additional activities reinforced the lessons. 

    According to a paper published in the February 2025 issue of the Journal of Education Psychology, the 565 children who received the Core Knowledge lessons did better on tests of the topics and words that were taught, compared with 626 children who had learned reading as usual and weren’t exposed to these topics. But they did no better in tests of general language, vocabulary development or listening comprehension. Reading itself was not evaluated. Unfortunately, the pandemic also interfered in the middle of this experiment and cut short the analysis of the students through first and second grades.  

    Related: Inside the latest reading study that’s getting a lot of buzz

    Lead researcher Sonia Cabell, an associate professor at Florida State University, says she is looking at longer term achievement data from these students, who are now in middle school. But she said she isn’t seeing a clear “signal” that the students who had this Core Knowledge instruction for a few months in kindergarten are doing any better. 

    Glimmers of hope

    Cabell did see glimmers of hope. Students in the control group schools, who didn’t receive Core Knowledge instruction, also learned about plants. But the Core Knowledge students had much more to say when researchers asked them the question: “Tell me everything you know about plants.” The results of a test of general science knowledge came just shy of statistical significance, which would have demonstrated that the Core Knowledge students were able to transfer the specific knowledge they had learned in the lessons to a broader understanding of science. 

    “There are pieces of this that are promising and encouraging,” said Cabell, who says that it’s complicated to study the combination of conventional reading instruction, such as phonics and vocabulary, with content knowledge. “We need to better understand what the active ingredient is. Is it the knowledge?” 

    All the latest Core Knowledge study proves is that students are more likely to do well on a test of something they have been taught. Some observers errantly interpreted that as evidence that a knowledge rich curriculum is beneficial

    Related: Learning science might help kids read better

    “If your great new curriculum reads articles about penguins to the kids and your old stupid curriculum reads articles about walruses to them, one of these is going to look more successful when the kids are evaluated with a penguin test,” explained Tim Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research.

    Widening achievement gaps

    And distressingly, students who arrived at kindergarten with stronger language skills absorbed a lot more from these content-rich lessons than lower achieving students. Instead of helping low achieving kids catch up, achievement gaps widened.

    People with more knowledge tend to be better readers. That’s not proof that increasing knowledge improves reading. It could be that higher achieving kids like learning about the world and enjoy reading. And if you stuff a child with more knowledge, it’s possible that his reading skills may not improve.

    The long view

    Shanahan speculates that if knowledge building does improve reading comprehension, it would take many, many years for it to manifest. 

    “If these efforts aren’t allowed to elbow sound reading instruction aside, they cannot hurt and, in the long run, they might even help,” he wrote in a 2021 blog post.

    Researchers are still in the early stages of designing and testing the content students need to boost literacy skills. We are all waiting for answers.

    Contact staff writer Jill Barshay at 212-678-3595 or [email protected].

    This story about Core Knowledge was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • WEEKEND READING: Change is our ally by Professor Sir Chris Husbands

    WEEKEND READING: Change is our ally by Professor Sir Chris Husbands

    This blog has been kindly written for HEPI by Professor Sir Chris Husbands, who was Vice-Chancellor of Sheffield Hallam University between 2016 and 2023, and is now a Director of  Higher Futures, working with university leaders to lead sustainable solutions to institutional challenges.

    The scale of the funding challenge in higher education is widely known, though almost every week brings news of fresh challenges and responses. Real term funding for undergraduate teaching in 2025 is close to 1997 levels – levels which led the Blair government to introduce £1,000 top-up fees. Some commentators have argued that the scale of the challenge now is as great as the 1981 cuts in government funding for universities, which reduced spending on universities by 15%, and saw Salford University lose 44% of its income.

    As contemporary funding challenges have intensified, growth options have become more difficult:

    • international student numbers have either stalled or declined;
    • undergraduate growth, although evident, has not tracked demographic trends;
    • the Office for Students has identified persistent optimism bias in the sector’s funding projections; and
    • competitive pressures are multiplying.

    In many countries, flexible for-profit providers are growing fast, especially in professional and post-graduate education. Many of these are backed by funds with deep investment pockets; some UK for-profit providers are growing very quickly and the expansion of private provision in Germany, France and Canada has been remarkable. In summary, the funding challenge is not only real but increasingly profound.

    Institutional responses to these challenges have been extensive. Almost all universities are now undertaking significant change programmes. There have been major strides in revising operating models, especially for professional and support services, and the impact has been significant. On the other hand, although portfolio reviews are widespread, there have been fewer developments in reshaping business models for teaching and research, though some do exist. Core delivery arrangements largely remain based on a two-semester or three-term model. Staff-student ratios which, as the King’s College Vice-Chancellor Shitij Kapur has repeatedly emphasised are low by international standards, have not been significantly shifted. Undergraduate study remains relatively inflexible. Module sharing and simplified credit transfer arrangements remain small scale. Estate use has not been significantly intensified. All this suggests that individual institutions are finding it difficult to look at the challenge strategically with an eye to the longer term shape, size, structure and nature of the university. There is a lot happening in individual change plans, but probably not enough. Without a secure and sustainable core academic model, institutions will be forced into repeated restructurings, which will not be comfortable for them or for the sector more generally.  

    This is the background to the important Jisc-KPMG report Collaboration for a sustainable future, which was the subject of a this week’s HEPI / Jisc webinar. For all the evidence of individual institutional change, the report argues that a collaborative approach is needed to secure sustainability and reshape the sector. Institutions need to find ways to work together, in back-office functions, in professional services and perhaps in academic delivery. The report acknowledges that there are technical difficulties to overcome, including the requirement to pay VAT on shared services and the need to navigate competition law, though these need to be genuinely tested in practice, but it also argues that the deeper barriers to effective collaboration are cultural. 

    The ingrained habit of individual autonomy, even and perhaps especially in non-competitive services (as Nick Hillman reinforced, no one chooses their undergraduate degree based on the university’s finance system) is a major barrier to significant change.  Moreover, the report acknowledges that collaboration and shared service arrangements are unlikely to deliver cost savings in the short-term – and just now a good deal of thinking in the sector seems to be shaped by Keynes’ dictum that ‘in the long-run we are all dead’. Institutions are caught between the economic realities of the funding challenge and the cultural challenges of collaboration.

    In Four Futures, my HEPI paper published in June last year, I argued that the financial and funding circumstances which produced the sector we have no longer exist. Government is unwilling or unable to pay for the sector most university leaders would like. I argued that there were some policy choices for higher education, and that the sector will almost certainly be different in the future. There are public policy questions here, but there are also questions and challenges for institutions. That means strategic choices for leaders, with universities being much clearer about the things they can do well, and do well sustainably, and building different relationships with other institutions. Leadership matters. As the Jisc / KPMG report observes:

    Given the current trajectory, there is a window of opportunity for institutions to act now and help drive this forward before they are compelled into action by necessity.

    Competition over the past decade has undoubtedly delivered benefits, and we should not understate those, especially in estate investment, student experience, teaching quality and research performance. But competition has also delivered homogeneity, duplication and overlap, and that needs to change.   And for that, as the Jisc / KPMG report identifies, the leadership culture needs to change. Hyper-competitiveness has driven institutionally focused leadership behaviours and associated performance indicators, targets and rewards. But there have been different leadership assumptions in higher education in the past, and other sectors have grappled with the challenge of changing leadership culture. The most successful school improvement initiative of the past generation was London Challenge, in which the performance of schools across the capital was significantly raised. One of the most important shifts was a cultural one, persuading headteachers to think not about ‘my school’ but about ‘[all] our children’: success across the system was a leadership challenge for all.

    The Jisc / KPMG Report is strong on the potential for collaboration to shape the future of the system, though it also makes painful reading on the challenges which have bedevilled this in the past. In the current context, government is unlikely to provide additional funding. The private sector could no doubt provide standardised sector-wide services, but the risks of a single supplier for key services are enormous. If government is not the solution, if the private sector is not the solution, if the status quo is not sustainable, the answer must be imaginative and engaged leadership which is not simply about ‘my institution’ but also about ‘our future’.

    This week’s HEPI / Jisc webinar on ‘Competition or collaboration? Opportunities for the future of the higher education sector’ can be watched back here.

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  • A dismal report card in math and reading

    A dismal report card in math and reading

    The kids are not bouncing back. 

    The results of a major national test released Wednesday showed that in 2024, reading and math skills of fourth and eighth grade students were still significantly below those of students in 2019, the last administration of the test before the pandemic. In reading, students slid below the devastatingly low achievement levels of 2022, which many educators had hoped would be a nadir. 

    The test, the National Assessment of Educational Progress (NAEP), is often called the nation’s report card. Administered by the federal government, it tracks student performance in fourth and eighth grades and serves as a national yardstick of achievement. Scores for the nation’s lowest-performing students were worse in both reading and math than those of students two years ago. The only bright spot was progress by higher-achieving children in math. 

    The NAEP report offers no explanation for why students are faltering, and the results were especially disappointing after the federal government gave schools $190 billion to aid in pandemic recovery. 

    “These 2024 results clearly show that students are not where they need to be or where we want them to be,” said Peggy Carr, the commissioner of the National Center for Education Statistics, in a briefing with journalists. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    More than 450,000 fourth and eighth graders, selected to be representative of the U.S. population, took the biennial reading and math tests between January and March of 2024. 

    Depressed student achievement was pervasive across the country, regardless of state policies or instructional mandates. Student performance in every state remained below what it was in 2019 on at least one of the four reading or math tests. In addition to state and national results, the NAEP report also lists the academic performance for 26 large cities that volunteer for extra testing.

    An ever-widening gap

    The results also highlighted the sharp divergence between higher- and lower- achieving students. The modest progress in fourth grade math was entirely driven by high-achieving students. And the deterioration in both fourth and eighth grade reading was driven by declines among low-achieving students. 

    “Certainly the most striking thing in the results is the increase in inequality,” said Martin West, a professor of education at Harvard University and vice chair of the National Assessment Governing Board, which oversees the NAEP test. “That’s a big deal. It’s something that we hadn’t paid a lot of attention to traditionally.”

    The starkest example of growing inequality is in eighth grade math, where the achievement gap grew to the largest in the history of the test.

    Source: NAEP 2024

    The chart above shows that the math scores of all eighth graders fell between 2019 and 2022. Afterward, high-achieving students in the top 10 percent and 25 percent of the nation (labeled as the 90th and 75th percentiles above) began to improve, recovering about a quarter of the setbacks for high achievers during the pandemic. That’s still far behind high-performing eighth graders in 2019, but at least it’s a positive trend. 

    The more disturbing result is the continuing deterioration of scores by low-performing students in the bottom 10 percent and 25 percent. The huge pandemic learning losses for students in the bottom 10 percent grew 70 percent larger between 2022 and 2024. Learning losses for students in the bottom 25 percent grew 25 percent larger.

    “The rich get richer and the poor are getting shafted,” said Scott Marion, who serves on the NAEP’s governing board and is the executive director of the National Center for the Improvement of Educational Assessment, a nonprofit consultancy. “It’s almost criminal.”

    More than two-thirds of students in the bottom 25 percent are economically disadvantaged. A quarter of these low performers are white and another quarter are Black. More than 40 percent are Hispanic. A third of these students have a disability and a quarter are classified as English learners. 

    By contrast, fewer than a quarter of the students in the top 25 percent are economically disadvantaged. They are disproportionately white (61 percent) and Asian American (14 percent). Only 5 percent are Black and 15 percent are Hispanic. Three percent or fewer of students at the top have a disability or are classified as English learners.  

    Related: Six puzzling questions from the disastrous [2022] NAEP results

    Although average math scores among all eighth grade students were unchanged between 2022 and 2024, that average masks the improvements at the top and the deterioration at the bottom. They offset each other. 

    The NAEP test does not track individual students. The eighth graders who took the exam in 2024 were a different group of students than the eighth graders who took the exam in 2022 and who are now older. Individual students have certainly learned new skills since 2019. When NAEP scores drop, it’s not that students have regressed and cannot do things they used to be able to do. It means that they’re learning less each year. Kids today aren’t able to read or solve math problems as well as kids their same age in the past.

    Students who were in eighth grade in early 2024, when this exam was administered, were in fourth grade when the pandemic first shuttered schools in March 2020. Their fifth grade year, when students should have learned how to add fractions and round decimals, was profoundly disrupted. School days began returning to normal during their sixth and seventh grade years. 

    Harvard’s West explained that it was incorrect to assume that children could bounce back academically. That would require students to learn more in a year than they historically have, even during the best of times.

    “There’s nothing in the science of learning and development that would lead us to expect students to learn at a faster rate after they’ve experienced disruption and setbacks,” West said. “Absent a massive effort society-wide to address the challenge, and I just haven’t seen an effort on the scale that I think would be needed, we shouldn’t expect more positive results.”

    Learning loss is like a retirement savings shortfall

    Learning isn’t like physical exercise, West said. When our conditioning deteriorates after an injury, the first workouts might be a grind but we can get back to our pre-injury fitness level relatively quickly. 

    “The better metaphor is saving for retirement,” said West. “If you miss a deposit into your account because of a short-term emergency, you have to find a way to make up that shortfall, and you have to make it up with interest.”

    What we may be seeing now are the enduring consequences of gaps in basic skills. As the gaps accumulate, it becomes harder and harder for students to keep up with grade-level content. 

    Another factor weighing down student achievement is rampant absenteeism. In survey questions that accompany the test, students reported attending school slightly more often than they had in 2022, but still far below their 2019 attendance rates. Eleven percent of eighth graders said that they had missed five or more school days in the past month, down from 16 percent in 2022, but still far more than the 7 percent of students who missed that much school in 2019. 

    “We also see that lower-performing readers aren’t coming to school,” said NCES Commissioner Carr. “There’s a strong relationship between absenteeism and performance in these data that we’re looking at today.”

    Eighth graders by the number of days they said they were absent from school in the previous month 

    Source: NAEP 2024

    Fourth grade math results were more hopeful. Top-performing children fully recovered back to 2019 achievement levels and can do math about as well as their previous peers. However, lower-performing children in the bottom 10 percent and 25 percent did not rebound at all. Their scores were unchanged between 2022 and 2024. These students were in kindergarten when the pandemic first hit in 2020 and missed basic instruction in counting and arithmetic.

    Reading scores showed a similar divergence between high- and low- achievers.

    Source: NAEP 2024

    This chart above shows that the highest-performing eighth graders failed to catch up to what high-achieving eighth graders used to be able to do on reading comprehension tests. But it’s not a giant difference. What’s startling is the steep decline in reading scores for low-achieving students. The pandemic drops have now doubled in size. Reading comprehension is much, much worse for many middle schoolers. 

    It’s difficult to say how much of this deterioration is pandemic related. Reading comprehension scores for middle schoolers had been declining for a decade since 2013. Separate surveys show that students are reading less for pleasure, and many educators speculate that cellphone use has replaced reading time.

    Related: Why reading comprehension is deteriorating

    The biggest surprise was fourth grade reading. Over the past decade, a majority of states have passed new “science of reading” laws or implemented policies that emphasize phonics in classrooms. There have been reports of improved reading performance in Mississippi, Florida, Tennessee and elsewhere. But scores for most fourth graders, from the highest to the lowest achievers, have deteriorated since 2022. 

    One possibility, said Harvard’s West, is that it’s “premature” to see the benefits of improved instruction, which could take years.  Another possibility, according to assessment expert Marion, is that being able to read words is important, but it’s not enough to do well on the NAEP, which is a test of comprehension. More elementary school students may be better at decoding words, but they have to make sense of those words to do well on the NAEP. 

    Carr cited the example of Louisiana as proof that it is possible to turn things around. The state exceeded its 2019 achievement levels in fourth grade reading. “They did focus heavily on the science of reading but they didn’t start yesterday,” said Carr. “I wouldn’t say that hope is lost.”

    More students fall below the lowest “basic” level 

    The results show that many more children lack even the most basic skills. In math, 24 percent of fourth graders and 39 percent of eighth graders cannot reach the lowest of three achievement levels, called “basic.” (The others are “proficient” and “advanced.”) These are fourth graders who cannot locate whole numbers on a number line or eighth graders who cannot understand scientific notation. 

    The share of students reading below basic was the highest it’s ever been for eighth graders, and the highest in 20 years for fourth graders. Forty percent of fourth graders cannot put events from a story into sequential order, and one third of eighth graders cannot determine the meaning of a word in the context of a reading passage. 

    “To me, this is the most pressing challenge facing American education,” said West.

    Contact staff writer Jill Barshay at 212-678-3595 or [email protected].

    This story about the 2024 NAEP test was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for  Hechinger newsletters.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • WEEKEND READING: Why Scotland’s student funding system is “unfair, unsustainable, unaffordable” and needs to be replaced with a graduate contribution model

    WEEKEND READING: Why Scotland’s student funding system is “unfair, unsustainable, unaffordable” and needs to be replaced with a graduate contribution model

    • These are the remarks by Alison Payne, Research Director at Reform Scotland, at the HEPI / CDBU event on funding higher education, held at Birkbeck, University of London, on Thursday of this week.
    • We are also making available Johnny Rich’s slides on ‘Making graduate employer contributions work’ from the same event, which are available to download here.

    Thanks to the CDBU and to HEPI for the invitation to attend and take part in today’s discussion. 

    My speech today has been titled ‘A graduate contribution model’. Of course, for UK graduates not from Scotland, I’m sure they would make the point that they very much do contribute through their fees, but the situation is very different in Scotland and I’m really grateful that I have the opportunity to feed the Scottish situation into today’s discussion.

    I thought it may be helpful if I gave a quick overview of the Scottish situation, as it differs somewhat to the overview Nick gave this morning covering the rest of the UK. 

    Although tuition fees were introduced throughout the UK in 1998, the advent of devolution in 1999 and the passing of responsibility for higher education to Holyrood began the period of diverging funding policies.

    The then Labour / Lib Dem Scottish Executive, as it was then known, scrapped tuition fees and replaced them with a graduate endowment from 2001-02, with the first students becoming liable to pay the fee from April 2005. The scheme called for students to pay back £2,000 once they started earning over £10,000. 

    The graduate endowment was then scrapped by the SNP in February 2008. A quirk of EU law meant that students from EU countries could not be charged tuition fees if Scottish students were not paying them but students from England, Wales and Northern Ireland could be charged. This meant that from 2008 to 2021/22 EU students did not need to pay fees to attend Scottish universities, though students from the rest of the UK did. 

    We’re used to politics in Scotland being highly polarised and often toxic with few areas of commonality, but for the most part the policy of ‘free’ higher education has been supported by all of the political parties. Indeed at the last Scottish election in 2021 all parties committed to maintaining the policy in their manifestos. It is only recently that the Scottish Tories have suggested a move away from this following the election of their new leader, Russell Finlay.

    But behind this unusual political consensus, the ‘free’ policy is becoming increasingly unsustainable and unaffordable. Politicians will privately admit this, but politics, and a rock with an ill-advised slogan, have made it harder to have the much needed debate.

    The Cap

    While we don’t have tuition fees, we do have a cap on student numbers. And while more Scots are going to university, places are unable to keep up with demand. Since 2006 there has been a 56% increase in applicants, but an 84% increase in the number refused entry. 

    It is increasingly the case that students from the rest of the UK or overseas are accepted on to courses in Scotland while their Scottish counterparts are denied. For example, when clearing options are posted, often those places at Scotland’s top universities are only available to students from the rest of the UK and not to Scottish students, even if the latter have better grades. As a result, Scots can feel that they are denied access to education on their doorstep that those from elsewhere can obtain. Indeed, there are growing anecdotes about those who can afford it buying or renting property elsewhere in the UK so that they can attend a Scottish university, pay the higher fee and get around the cap.

    Basically, more people want to go to university, but the fiscal arrangements are holding ambition them back. This problem was highlighted by the Scottish Affairs Select Committee’s report on Universities from 2021.

    Some commentators in Scotland have blamed the lack of places on widening access programmes, but I would challenge this. It is undoubtedly a good thing that more people from non-traditional backgrounds are getting into university, it is the cap that is limiting Scottish places, not access programmes. This is a point that has been backed by individuals such as the Principal of St Andrews, Professor Dame Sally Mapstone [who also serves as HEPI’s Chair].

    Financial Woes

    The higher education sector in Scotland, as with elsewhere in the UK, is not in great financial health. Audit Scotland warned back in 2019 that half of our institutions were facing growing deficits. Pressures including pensions contributions, Brexit and estate maintenance have all played a role and in the face of this decline, but nothing has changed and we’re now seeing crisis like those at Dundee emerge. Against this backdrop, income from those students who pay higher fees is an important revenue stream.

    There is obviously a huge variation in what the fees are to attend a Scottish university, considerably more so than in the rest of the UK.

    For example, to study Accounting and Business as an undergraduate at Edinburgh University, the cost for a full-time new student for 2024/25 is £1,820 per year for a Scottish-domiciled student (met by the Scottish Government), £9,250 per year for someone from the rest of the UK and £26,500 for an international student. 

    It is clear why international students and UK students from outside Scotland are therefore so much more attractive than Scottish students.

    However, there is by no means an equal distribution of higher fee paying students among our institutions.

    For example, at St Andrews about one-third of undergraduate full-time students were Scots, with one-third from the rest of the UK and one-third international. The numbers for Edinburgh are similar.  

    At the other end of the scale, at the University of the Highlands and Islands and Glasgow Caledonian, around 90% of students are Scottish, with only around only 1% being international.  

    So it is clear that institutions’ ability to raise money from fee-paying students varies very dramatically, increasing the financial pressures on those with low fee income.

    However, when looking at the issue, it is important to recognise that it is not just our universities who are struggling, Scotland’s colleges are facing huge financial pressures as well. 

    The current proposed Scottish budget would leave colleges struggling with a persistent, real-terms funding cut of 17 per cent since 2021/22. Our college sector is hugely important in terms of the delivery of skills, working with local economies and as a route to university for so many, but for too long colleges have been treated like the Cinderella service in Scotland. The prioritising of ‘free’ university tuition over the college sector is adding to this problem.

    Regardless of who wins the Holyrood election next year, money is, and will remain, tight for some time. It would be lovely to be able to have lots of taxpayer funded ‘free’ services, but that is simply unsustainable and difficult choices need to be made. 

    This is why we believe that the current situation is unfair, unsustainable, unaffordable and needs to change.

    Reform Scotland would offer another alternative solution. We believe that there needs to be a better balance between the individual graduate and Scottish taxpayers in the contribution towards higher education. 

    One way this could be achieved is through a fee after graduation, to be repaid once they earn more than the Scottish average salary. This would not be a fee incurred on starting university and deferred until after graduation, rather the fee would be incurred on graduation.

    In terms of what that fee could be, the Cubie report over 25 years ago suggested a graduate fee of £3,000, which would be about £5,500 today.  This could perhaps be the starting point for consideration.  

    Any figure should take account of different variations in terms of the true cost of the course and potential skill shortages. 

    However, introducing a graduate fee would not necessarily mean an end to ‘free’ tuition. 

    Rather it provides an opportunity to look at the skills gaps that exist in Scotland and the possibility of developing schemes which cut off or scrap repayments for graduates who work in specific geographic areas or sectors of Scotland for set periods of time. 

    Such schemes could also look to incorporate students from elsewhere for Scotland is facing a demographic crisis. Our population is set to become older and smaller, and we are the only part of the UK projected to have a smaller population by 2045. 

    We desperately need to retain and attract more working-age people. Perhaps such graduate repayment waiver schemes could also be offered to students from the rest of the UK who choose to study in Scotland – stay here and work after graduation and we will pay a proportion of your fee. A wide range of different schemes could be considered and linked into the wider policy issues facing Scotland. 

    According to the Higher Education Statistics Authority (HESA) there were 3,370 graduates from the rest of the UK who attended a Scottish institution in 2020/21. Of those, only 990 chose to remain in Scotland for work after graduation. Could we encourage more people to stay after studying?

    Conclusion

    A graduate fee is only one possible solution, but I would argue that it is also one with a short shelf life. As graduates would not incur the fee until they graduated, there would be a four-year delay between the change in policy and revenue beginning to be received. Our institutions are facing very real fiscal problems and there is a danger of a university going to the wall. 

    If we get to the 2026 election and political parties refuse to shift the dial and at least recognise that the current system is unsustainable, then there is a danger that nothing will change for another Parliamentary term. I don’t think we can afford to wait until 2031.

    There is another interesting dynamic now as well. Labour in Scotland currently, publicly at least, oppose tuition fees. However, there are now 37 Scottish Labour MPs at Westminster who are backing the increase of fees on students from outside Scotland, or Scottish students studying down south. Given the unpopularity of the Labour government as well as the tight contest between the SNP and Labour for Holyrood, it seems unlikely that position can be maintained.

    All across the UK there are increasing signs of the stark financial situation we are facing. Against that backdrop, along with the restrictions placed on the number being able to attend, free university tuition is unsustainable and unaffordable. People outside Scottish politics seem to be able to see this reality, privately so do many of our politicians. We need to shift this debate in to the public domain in Scotland and develop a workable solution.

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  • What were we reading about higher education in 2024?

    What were we reading about higher education in 2024?

    As 2024 draws to a close, Josh Freeman, Policy Manager, and the HEPI team look back on a remarkable year in higher education policy.

    We have a fantastic programme of events to look forward to in 2025, which you can read all about here.

    One of the best things about working at HEPI is that we can take a bird’s eye view of the sector. Today, we gaze over quite a different policy landscape from the one I wrote about this time last year. We have a new Government which, unlike the last one, is not afraid to raise tuition fees. The Graduate Route visa survived in its current form, largely because of the international fee income it helps bring to struggling institutions. Universities UK published its Blueprint, proving it is possible to get 140 vice-chancellors (or thereabouts) to agree on something. Despite all this, nothing seems to stop the interminable slide into financial precarity with up to three-quarters of institutions at risk of running deficits in 2025.

    It has been a privilege to capture many of these moments and more on the HEPI blog, which had another exceptionally busy year. As we approach the end of 2024, the HEPI team reflects on the pieces which set the tone for the year, struck a chord in institutions, led policy change or were just a great read.

    Winter

    In January, we heard from Laura Coryton MBE about period poverty in higher education, the stigma attached to it and the strategies institutions can take to address it. HEPI intern Famke Veenstra-Ashmore also discussed this issue, among many others, in her report on the gender awarding gap at Oxbridge in November.

    Richard Courtney of the University of East London won the prize for best analogy of the year with his comparison of a Chinese meal to higher education qualification types in February.

    And HEPI published its best-read report of the year, Provide or punish? Students’ views on generative AI in higher education. (Watch out for an update in early 2025!) Our other top reports of the year include:

    Spring

    This spring was a season of reflection, with Susan Mueller, Director at Stand Alone, bidding farewell and marking the closure of a charity which supported estranged students since 2015.

    And Naimat Zafary, PhD researcher at the University of Sussex, marked 1,000 days since girls’ education was banned in Afghanistan with an extraordinarily powerful piece reminding us not to take education for granted:

    Last week, I visited the British Library, one of my favourite places in London. I was attracted by the Magna Carta which declared: ‘No free man shall be seized, imprisoned, dispossessed, outlawed, exiled or ruined in any way, nor in any way proceeded against, except by the lawful judgment’.

    But where is lawful judgment for those denied? What fault in Afghan girls? My little nieces don’t understand their crime. Is love of education a criminal act if you happen to be female?

    Summer

    As we absorbed the previous day’s General Election results, attention turned to its consequences for higher education. While some of us were struggling to function on two hours’ sleep, HEPI Director Nick Hillman was already analysing how far students’ had swayed the results, building on his own analysis of the 2019 General Election and my analysis ahead of the 2024 vote.

    University of Southampton Chief of Staff Giles Carden made his pitch for 10 policies the new Government could implement to fill the policy vacuum, including ‘fundamental reform’ to the Office for Students and setting out a new strategy for digital education.

    And our political commentary came to a head when Rose Stephenson, Director of Policy and Advocacy, and I described what we had seen and heard at the Labour Party Conference.

    Autumn

    The introduction of the Renters’ Rights Bill to Parliament in September 2024 generated much discussion, including several pieces by former Unipol CEO Martin Blakey. His essential primer from October is a must-read for those trying to get their heads around the draft legislation. Martin also wrote for us in June and November on the same topic.

    HEPI Director Nick Hillman asked whether restricting access to the Russell Group would improve social mobility (he was sceptical).

    Also in October, outgoing Open University Vice-Chancellor Tim Blackman asked, responding to Office for Students (OfS) analysis of degree classifications, whether and how we should measure ‘grade inflation’. In the words of our Director of Partnerships, Lucy Haire, the blog:

    poses challenges to the OfS’s methods and use of data, but even more than that, it gets to the heart of what learning is all about and how it is achieved. It tackles prejudice about disadvantage and weak prior learning and, above all, recognises the strides that students take, the role of good teaching and the importance of skilled teachers.

    Our piece with a star-studded lineup, including former Welsh Director of Skills, Higher Education and Lifelong Learning Professor Huw Morris and Professor of Public Policy at Manchester Andy Westwood, set out a vision for a new tertiary system.

    And particular credit goes to one of our highest-performing pieces of the year from Meti Basiri, CEO of ApplyBoard. He asks which international student populations institutions should be recruiting from. He also wins the (coveted) prize for best graphics.

    That’s it from us

    Thank you to everyone who has written for us, supported our research, kept up with our daily 6:30am blogs and engaged with us in any way over the past year.

    The HEPI blog will continue in a limited form over the break, so do keep an eye out between mince pies. We will be back in full force in January.

    Until then, have a wonderful festive break and we will see you for more in 2025!

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