Tag: Schools

  • California Schools Brace for Fallout from SCOTUS Decision on Religious Rights – The 74

    California Schools Brace for Fallout from SCOTUS Decision on Religious Rights – The 74

    Two months after the U.S. Supreme Court granted public school parents the right to withdraw their children from materials and discussions on LGBTQ+ issues and other subjects that conflict with their “sincerely held religious beliefs,” conservative leaders in California are predicting schools will be swamped with opt-out demands. 

    That hasn’t happened yet, but attorneys agree that this latest escalation of the culture wars will likely cause turmoil, confusion, and years of litigation, largely because the court offered no guidance on how opt-out requests should be handled, how religious belief claims can or should be verified, and how schools should handle potential logistical issues.

    “There is a lot of trepidation about how to handle this issue in a way that is legally compliant and doesn’t trigger a backlash from one side of the issue or the other,” Troy Flint, a spokesperson for the California School Boards Association, told EdSource via email Saturday night.

    “Superintendents have concerns about how to make a fact-specific determination regarding parent requests, and we have heard of districts getting threats of litigation from both sides,” he said.

    LGBTQ+ advocates and defenders of the state’s progressive school standards are threatening discrimination lawsuits if opt-outs are granted, Flint said. Parents are threatening to sue if they aren’t granted immediately.

    In most districts, he added, leaders “are hesitant to address this publicly for fear of attracting more scrutiny and making the issue even more difficult to manage.”

    A leading academic on education law said that while the Supreme Court decision was based on parental objections to LGBTQ+ books and lessons, the religious opt-outs are likely to have a broader reach.

    “It is deeply misguided for people to believe that this case is only about LGBTQ+ and equality,” Yale Law School professor Justin Driver told EdSource. The decision “sweeps, given the prevalence of deeply felt religious objections, to lots of material,” he said.

    It could “affect everything from reading to science, to literature to history. It’s difficult to overstate the significance of the decision,” Driver said. “Some people think Bert and Ernie are gay. Is ‘Sesame Street’ now suspect?”

    California, for instance, requires students to learn the history of gay people fighting for civil rights and the story of the country’s first openly gay elected official, Harvey Milk. The San Francisco supervisor was assassinated in 1978 and posthumously awarded the Presidential Medal of Freedom by former President Barack Obama.

    Flint said that parents “in at least one district have hinted at trying to expand the opt-out requests to other types of instructional materials.” He did not identify those materials.

    Meanwhile, as school administrators ponder their next steps, firebrand social conservatives are seizing the moment that the nation’s highest court created.

    “There should be opt-outs. There are things that go against what God laid down,” pastor Angelo Frazier, of Bakersfield’s RiverLakes Community Church, said of what’s taught in California schools. 

    “It’s not education. It’s ‘You can touch me here.’ It’s very suggestive and inappropriate.” He said the ruling was a relief to frustrated parents in his congregation. “It gives them breathing room.”

    The leader of a Fresno-based Christian group, long involved in parental rights advocacy, said the state is no longer in charge of what children learn in school.

    The ruling shows that “parents are the ultimate determination of whose values get taught to the child,” said Greg Burt of the California Family Council. “We’re now in charge of deciding what we think is good and what we think is not good.”

    But as opt-outs begin to play out across California’s more than 10,000 public schools as the 2025-26 academic year opens, the only certainty from the case, Mahmoud v. Taylor, is that uncertainties abound — and may for years.

    They include:

    • Can or should parents file blanket opt-out requests stating they want their child removed from any and all instruction about LGBTQ+ topics, and leave school personnel to sort it out? Or should schools ask parents to review reading lists — often available online — and let parents flag those items to which they object? 
    • What do school leaders do with students whose parents opt them out of a class? Their class time still needs to be used for instruction. Where do they go?
    • Who watches or instructs the youngest of removed students, who can’t be left unsupervised? Some of the books cited in the Supreme Court case, including ones about a child’s favorite uncle marrying a man and a puppy getting lost at a Pride parade, are used in kindergarten and even transitional kindergarten classes.
    • Will school districts need to budget money to defend lawsuits from parents whose opt-out requests may be denied? 
    • Can parents even attempt to opt out their child from exposure to an LGBTQ+ teacher, or a teacher who displays a Pride flag in a classroom?

    Lawyers and academics interviewed for this story said that Justice Samuel Alito’s decision, joined by the court’s five other conservatives, offered little guidance on how opt-outs should work.  

    Mahmoud v. Taylor happened because the Montgomery County schools in suburban Maryland created an opt-out program to appease parents who objected to the teaching of LGBTQ+ materials on religious grounds. But the program ended in less than a year. Alito noted in his decision that school officials found that “individual principals and teachers could not accommodate the growing number of opt-out requests without causing significant disruptions to the classroom environment.” Parents then sued.

    Focusing largely on principles of religious freedom, Alito’s decision doesn’t specifically address how opt-outs might work given the Maryland situation, or how claims of a sincerely held religious belief might be evaluated. 

    The high court has long recognized the rights of parents to “direct the religious upbringing of their children,” he wrote, a principle at the case’s core.

    But in a dissenting opinion, Justice Sonja Sotomayor predicted opt-outs would cause “chaos for this nation’s public schools.”

    Giving parents the chance to opt out of all lessons and story times that conflict with their beliefs “will impose impossible administrative burdens,” Sotomayor wrote. It threatens the very essence of public education.

     “The reverberations of the court’s error will be felt, I fear, for generations.”

    Opting out in California

    Conservative groups in California opposed to LGBTQ+ themed teaching materials are generating letters and emails to school districts for parents to use to demand that school leaders proactively remove children from classes where there might be any mention of gay or transgender people, same-sex marriage and other related topics.

    A nonprofit Riverside County law firm, Advocates for Faith & Freedom, created one such letter, calling for children to be removed from any teaching involving “gender identity, the use of pronouns inconsistent with biological sex, sexual activity or intercourse of any kind, sexual orientation, or any LGBTQ+ topics” so parents can raise children “in the fear and knowledge of the Lord.”

    The letter gives principals 10 calendar days to respond in writing. Lack of a response “will be considered a denial” that will cause parents to “proceed accordingly.”  

    Erin Mersino, an attorney at the firm, said via email, “responses were just starting to come in,” and that it was too soon to discuss the letter’s effectiveness. Other groups are circulating at least four similar opt-out templates or email forms.  

    The 10-day response demand in the nonprofit’s letter “is insufficient in my opinion,” said Mark Bresee, a La Jolla attorney specializing in education law.

    Bresee also questioned if “a blanket, year-long ‘opt-out’ demand” is consistent with Alito’s decision, noting that the justice wrote that the “religious development of a child will always be fact-intensive. It will depend on the specific religious beliefs and practices asserted, as well as the specific nature of the educational requirement or curricular feature at issue.”

    It’s unclear how far and fast those letters are circulating. Some school officials said they have received a few opt-out notices.

    Conservative activist Brenda Lebsack, a Santa Ana Unified School District board member, said mass opt-out requests are unlikely to come until school districts themselves notify parents of the new right the court granted. “Opt-out forms should really be coming from the schools because if you’re getting opt-out forms from all these different law firms, and they’re all different, that could get really confusing,” she said. 

    At the Manteca Unified School District in San Joaquin County, Assistant Superintendent Victoria Brunn said late last week that only one “opt-out request has been received so far. She said the parents who made it were told it would be granted. 

    A spokesperson for the Turlock Unified School District in Stanislaus County said it had received a single inquiry about the opt-out process and created a standard form for requests, but that no requests had been received. Parents can either use the form or email a teacher, citing “specific instructional content” a student should not receive, according to a copy provided to EdSource.

    “Teachers can also provide notice of upcoming curriculum,” the spokesperson wrote in an email.

    At the Hope Elementary School District in Santa Barbara County, Superintendent Anne Hubbard created an opt-out form. As of Friday, it had been used once to opt out two children in the same family, she said. 

    Last week, the board of the 85-student Howell Mountain Elementary School District in Napa County canceled plans to create an opt-out form after community objections.

    “Howell Mountain Elementary respects and values the LGBTQ+ community. We will not be adopting any type of opt-out form that specifically targets LGBTQ+ curriculum,” Superintendent Joshua Munoz said in a statement. Instead, the district will remind parents annually that the right to opt out exists, but will not cite any specific curriculum.

    The Press Democrat reported that among those who spoke to the board was a St. Helena High School junior who’d attended Howell Mountain.

    “When I was in seventh grade, I realized that I liked girls,” she said. “In school, the times that we were taught about LGBTQ+ people would remind me that I was not alone. I was not a freak or an alien. I was just me. And I could still do anything I wanted in my life.”

    In San Francisco, Mawan Omar, the parent of a sixth grader, told EdSource he intends to opt his son out of LGBTQ+ materials because the teaching contradicts his family’s Muslim faith.  

    Omar said his son, Hezma, objected on his own to an LGBTQ+ lesson in elementary school because it was contrary to what he had learned from the Holy Quran. “He just didn’t want to be around it because he knows our religion,” Omar said. After what he described as a dispute with the school’s principal, it was agreed informally that Hezma would be allowed to leave any classes involving similar materials.  

    Now, Alito’s decision, Omar said, is gratifying. “We knew all along we were right.”

    But Lebsack, who focuses on transgender issues and has formed an interfaith coalition primarily around them, said Alito’s decision isn’t enough.

    “I think Mahmoud versus Taylor is throwing us crumbs,” she said in an interview. “I mean, I’m grateful for it, but it needs to go much further than that.”

    Lebsack, a special education teacher and former Orange County probation officer, claimed the California Department of Education is ripe to be sued under the First and 14th amendments for “compelling public school students to accept and affirm extremist ideologies of unlimited gender identities” and for “bringing extremist forced teachings into K-12 public education.”

    Asked to respond to Lebsack’s assertion, a spokesperson for the state Education Department directed a reporter to guidance posted online about Alito’s decision. It states, in part, “The California Department of Education and California law continue to promote a safe, fair, and welcoming learning environment in all schools. It is important to note that Mahmoud does not invalidate or preempt California’s strong protections for LGBTQ+ youth from discrimination, harassment, and bullying.” 

    The goal: Banning books?

    Other conservatives said they see a path where Alito’s decision could lead to the removal of books and teaching they oppose by overwhelming schools with opt-outs to the point where the best option is to remove the materials.

    “If there are so many people who want to opt out of this curriculum, maybe we should stop teaching it,” said Julie Hamill, an attorney and president of the California Justice Center. School leaders, she said, should be reflecting on whether they are “doing something wrong as a district and educational entity. Those are questions that are not being asked right now. It’s very obvious that’s what needs to happen.”

    Sonja Shaw, a Chino Valley Unified School District board member running for state superintendent of public instruction in next year’s election, said she wants opt-outs to “overtax the system to where they just give up, and they stop teaching this stuff.”

    If so many opt-outs were filed that books are removed from curricula, that would help, said Burt of the California Family Council, which has urged parents to flood districts with opt-outs. “We’re advocating for good books in school, and we think these are bad books, so we’re not going to be sad if we see them go.”

    But an anti-censorship advocate said that would amount to book banning by a different name. 

    “I’m not at all surprised that this is their plan of attack,” Tasslyn Magnusson, senior adviser to the Freedom to Read team at PEN America, an anti-censorship group, said of conservative activists. “These are books about families. These are books about how we experience the world, and they’re beautiful and well written,” she said. “Remember that it’s important for kids to have a variety of materials in front of them that resonate with their lives and their experiences.”

    Another impact of the opt-outs will be how LGBTQ+ students and students from families with LGBTQ+ members will react when classmates leave and when teaching materials reflecting their lives are presented.

    That could make “a child feel they’re not only different, but that they’re not accepted or that they should be ashamed of the family that they have,” said Jorge Reyes Salinas,  a spokesperson for Equality California, a civil rights group. Although the opt-outs promise to be disruptive, he said, they won’t end the state’s use of an inclusive curriculum. “We’re talking about a very small population of parents that are ignorant and full of hate.”

    The presidents of California’s two largest teachers unions both said educators are not going to fold under pressure created by the high court’s decision.

    “The role of the public school is to help students develop the critical thinking skills and knowledge necessary to engage in a pluralistic democracy,” said Jeff Freitas, president of the California Federation of Teachers. “We cannot have individuals dictating what is the good of the public. It’s also important that our public schools avoid over-compliance and refuse to capitulate to the weaponization of this decision.”

    David Goldberg, president of the California Teachers Association, said that teachers “will obviously follow the law, but we want to make it clear to our members that there are other laws in California around kids’ ability to learn about their own identity, cultures, or all kinds of identities. We’re going to still honor kids’ ability to learn about their own identity and all kinds of identities.”

    Goldberg also said it would be a mistake for school administrators to place the burden of opt-outs on teachers. “Teachers are overwhelmed already, just getting through the curriculum,” he said. Opt-outs are “a compliance thing that districts are going to need to figure out.”

    The Scopes Monkey Trial

    The country has a long history of science clashing with religion.

    Driver, the Yale law professor, noted that in a 1987 decision, the U.S. Court of Appeals for the Sixth Circuit overturned a lower court that ruled fundamentalist Christians could remove their children from public school lessons that depicted women working outside the home, which they argued conflicted with their religious beliefs. 

    Now, following Alito’s decision in the Maryland case, the losing argument in that case could be successful, Driver said. “It seems to me the Mahmoud versus Taylor decision empowered these sorts of objections to potentially carry the day.”

    Alito’s decision also came 100 years after the landmark court case on the teaching of evolution in public schools — the epic clash of science versus religion known as the Scopes Monkey Trial that pitted legendary lawyers Clarence Darrow and William Jennings Bryan against each other. 

    Jennings, hired to prosecute a high school biology teacher, John Scopes, for teaching evolution against state law, won. But Tennessee’s Supreme Court later overturned Scopes’ conviction, ruling that a state law banning the teaching of evolution in public schools was unconstitutional.

    But it didn’t end the debate over teaching science in the face of religious beliefs, said Pepperdine University law and history professor Edward Larson, author of a Pulitzer Prize-winning book on the trial. When it ended, “school districts all over the country and some states banned the teaching of the theory of human evolution,” he said.

    Even when religious objections were later banned, “a series of state laws and local actions calling for balanced treatment of either teaching creation science, along with evolution, or later intelligent design” followed, Larson said. Several states, including Alabama, require disclaimers in biology books stating evolution “is just a theory,” he said.

    “The issue of evolution in public schools remains a flash point,” Larson said. “It has been for a hundred years, it still is today.”

    As the Alito decision plays out in the coming years, Larson said, “Schools may want to force people to provide all sorts of evidence” to prove their sincerely held religious beliefs. “But I’m thinking that most won’t feel it’s worth their time to get too engaged,” he added. 

    “That’s just inviting trouble.” 


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  • Indianapolis Public Schools to Transfer Two Closed School Buildings to Settle Legal Battle – The 74

    Indianapolis Public Schools to Transfer Two Closed School Buildings to Settle Legal Battle – The 74


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    Indianapolis Public Schools will put one closed school building up for lease or sale to charter schools for $1 and will sell another to a local nonprofit, the district announced Friday.

    The transfer of the buildings that used to house Raymond Brandes School 65 and Francis Bellamy School 102 stems from an Indiana Court of Appeals ruling in a lengthy battle over the state’s so-called $1 law, which requires districts to transfer unused school buildings to charter schools for the sale or lease price of $1. The court ruled in May that IPS must sell School 65.

    The announcement also comes as the Indianapolis Local Education Alliance ponders how to solve facility challenges for both IPS, which continues to lose students in its traditional schools every year, and charters, which frequently struggle to acquire school buildings.

    The district said in a statement that Damar Charter Academy, a school for students with developmental and behavioral challenges in Decatur Township, had reached out to IPS to express interest in School 65 — which is located on the southeast side of IPS. The district does not have the power to pick which charter school it will sell a building to — if more than one charter school is interested, state law requires a committee to decide.

    On Monday, Damar confirmed to Chalkbeat that it is interested in School 65.

    In the statement, the district said it would prefer to “move forward with disposition” of School 65 through a collaborative community process.

    “But, we respect the court’s decision and will proceed in full compliance with that order,” IPS Superintendent Aleesia Johnson said. “If the building is claimed by a charter school, we think Damar has a strong record of serving some of the most vulnerable and underserved students in our city and I have confidence that acquiring Raymond Brandes will allow them to expand their operations to serve even more students.”

    Meanwhile, the district will sell School 102 to Voices, a nonprofit that works with youth, for $550,000. The district had already leased the school on the Far Eastside to Voices, which also shares the space with two other youth programs.

    “Indianapolis Public Schools is committed to continuing to engage with our community on thoughtful re-use of our facilities and to being good stewards of our public assets,” Johnson said in a statement. “We are excited to move forward with our planned sale of the Francis Bellamy 102 building to VOICES and to see their impact in serving our community continue for many years into the future.”

    This story was originally published on Chalkbeat. Chalkbeat is a nonprofit news site covering educational change in public schools.


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  • Broward County Public Schools faces enrollment drops, possible closures

    Broward County Public Schools faces enrollment drops, possible closures

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    Dive Brief:

    • Broward County Public Schools announced plans to “address” 34 of its 239 schools for possible closures or consolidations during a Tuesday board meeting. 
    • The pending plans come at a time when the large Florida district is reporting an enrollment decrease of 10,360 students, a count taken 10 days into the 2025-26 school year compared to the year prior. The district’s total enrollment, excluding charter schools, was 188,002 on Aug. 22.
    • The district also reported in July that 58 of its schools were below 70% capacity, including 39 elementary schools, 16 middle schools and 3 high schools.

    Dive Insight:

    As the sixth largest school district in the U.S., BCPS is not immune to a national trend of districts facing enrollment drops amid declining birthrates and growing school choice options.

    In a May survey of current and former BCPS parents conducted by Hanover Research, the data found that about half of respondents — 53% — said they enrolled their children in a nontraditional schooling option because they wanted higher quality instruction. A third of families also cited smaller class sizes and another third indicated the availability of more programs. The district surveyed 8,983 parents who either had a child enrolled, formerly enrolled, or partially enrolled in a BCPS school.

    The top two reasons parents said they unenrolled their children from BCPS was because they were dissatisfied with the district’s education quality (26%) and they were concerned about school safety (24%).  

    Among those who previously had a child enrolled or partially enrolled at BCPS, 20% said improved teacher quality through professional development would have made them more likely to stay. Some 18% also separately said better support for students with disabilities, improvements on handling school bullying, or strengthened safety and security measures would have encouraged them to keep their child in the district.

    To retain families, the district is being advised based on the parent survey results to:

    • Track school climate and culture outcomes for improvements.
    • Offer more college and career readiness support.
    • Provide more support to teachers to improve the district’s education quality.
    • Tackle school safety issues and work to reduce bullying and harassment.

    An August analysis by Bellwether, an education nonprofit, warns that more school closures and consolidation could be on the horizon in the coming months and years due to declining enrollment — ultimately leading to strained school budgets. Bellwether estimated that the total loss in revenue from declining enrollment at the nation’s largest 100 districts could total up to $5.2 billion based on 2023-24 school enrollment. 

    Other large school districts recently weighing a number of school closures and consolidations as a result of declining enrollment include Atlanta Public Schools, Austin Independent School District in Texas and St. Louis Public Schools.

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  • More Law Schools Embrace AI

    More Law Schools Embrace AI

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    As more and more law firms integrate generative artificial intelligence into their practices, a growing number of law schools are preparing future lawyers to adapt.

    Nearly three years after OpenAI’s ChatGPT went mainstream—followed by Anthropic’s Claude, Google’s Gemini and a host of other similar platforms—some 30 percent of law offices are using AI-based technology tools, according to data published by the American Bar Association this past spring. While ChatGPT is the most widely used, legal research–specific tools, such as Thomson Reuters’ CoCounsel, Lexis+ AI and Westlaw AI, are also catching on in the sector.

    At the same time, 62 percent of law schools have incorporated formal opportunities to learn about or use AI into their first-year curriculum; 93 percent are considering updating their curriculum to incorporate AI education. In practice, however, many of those offerings may not be adequate, said Daniel W. Linna Jr., director of law and technology initiatives at Northwestern University’s Pritzker School of Law.

    “Law firms are starting to expect more and more that students will be exposed to this in law school,” he said. “But they also understand that the current reality is that not many law schools are doing much more than basic training. And some may not even be doing that.”

    AI-Savvy Will Have ‘Leg Up’

    At its best, experts believe AI has the power to make lawyers more efficient and accurate, as well as the potential to expand public access to legal services. But as fake citations and misquotes appearing in AI-generated legal filings have already shown, lawyers need more than access to these tools to get the most out of using them. They need to know how they work and recognize their limitations.

    “Law schools have to prepare students to be intentional users of this technology, which will require them to have foundational knowledge and understanding in the first place,” said Caitlin Moon, a professor and founding co-director of Vanderbilt Law School’s AI Law Lab. “We have to preserve that core learning process so that they remain the human expert and this technology complements and supports their expertise.”

    It’s not clear yet the extent to which AI will reshape the legal job market over the next several years, especially for new lawyers whose first jobs after law school have historically involved reviewing documents and conducting legal research—two areas where AI tools excel. According to one interpretation of a new report from Goldman Sachs on how AI could affect the workforce, 17 percent of jobs in the legal sector may be at risk.

    “Law firms on the cutting edge of innovation are certainly trying to figure out how leveraging this technology improves their bottom line,” Moon said. “For recent graduates, those who are coming into firms with an understanding and familiarity with AI have a leg up.”

    Pressure on Law Schools

    Regardless of what’s to come, all this uncertainty is putting pressure on law schools across the country to meet the moment, said Gary Marchant, faculty director of the Center for Law, Science and Innovation at Arizona State University’s Sandra Day O’Connor College of Law, which began offering an AI specialization last year.

    “It creates a requirement for law schools and law firms to train future lawyers differently, so that they learn some of the third- and fourth-year associate skills while they’re still in law school,” Marchant said. “Even if AI doesn’t advance any further, it’s already come so far that it’s transforming the practice of law, and it could change even more. Right now, the conclusion is that lawyers who know AI will replace lawyers who don’t know AI.”

    Recognition of that reality drove the University of San Francisco School of Law to become the first in the country to integrate generative AI education throughout its curriculum. Those efforts will be aided through partnerships with Accordance and Anthropic, the school announced last week.

    “AI is something every student needs to understand, no matter what kind of law they want to do,” said Johanna Kalb, dean of USF’s law school. “Given how quickly these AI tools are improving and becoming more specialized, each of these innovations is going to change what lawyers are being asked to do and what skills they really need.”

    While USF may be one of the few law schools with an AI curriculum mandate, 55 percent of programs offered specialized courses designed to teach students about AI in 2024, according to the most recent available ABA data.

    That percentage has likely increased over the past year, said Andrew Perlman, dean of Suffolk University Law School and a member of the ABA’s Task Force on Law and Artificial Intelligence.

    This fall Suffolk’s law school, which launched one of the country’s first legal technology programs nearly a decade ago, is requiring all first-year students to complete a custom generative AI learning track as part of its course on legal practice skills.

    “There was a lot of hesitation early on about how useful AI may be inside law practices, but there is now an increasingly widespread recognition that hiring lawyers who understand both the traditional methods of practicing law and have the ability to embrace AI is a useful combination,” Perlman said. “Training students with that new skill set is going to put our graduates in a better position to succeed in the long run.”

    Jacob Levine, a second-year student at Harvard Law School, got a taste of the demand for that balance during an internship at a law firm this summer.

    “AI was a tool that was present and using it was permitted, but there was a lot of emphasis on gauging the ability of the individual to be able to do the analytical work that’s expected of a young attorney,” he said. “It’s important to know how to use AI but not purely rely on it and use it blindly. A big part of being able to do that is knowing how to do everything yourself.”

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  • Advanced manufacturing expansion opens CTE opportunities for rural schools

    Advanced manufacturing expansion opens CTE opportunities for rural schools

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    Dive Brief:

    • Through strong industry partnerships and career and technical education, rural schools can equip their students for growing workforce needs in advanced manufacturing.
    • Advanced manufacturing in the U.S. is undergoing a period of rapid expansion, with an anticipated $1 trillion investment in projects, 63% of which is expected to be allocated to facilities near rural communities, according to an analysis from the McKinsey Institute for Economic Mobility.
    • The McKinsey Institute also surveyed nearly 1,500 rural high school students and recent graduates, finding that 8 in 10 would like career-connected learning and apprenticeship opportunities. However, only 5 in 10 reported having access to career-connected learning in high school, and only 3 in 10 had access to apprenticeships.

    Dive Insight:

    The report highlights that as advanced manufacturers expand into rural America, they play a crucial role in fostering strong relationships with local school systems.

    Advanced manufacturing industry experts and companies are seeking workers with foundational, technical and durable skills, the report found. However, there seems to be a short supply of these skill sets across the manufacturing labor pool.

    One cause of this shortage, the report argues, is a lack of strong, established collaborations between the industry and K-12 schools. The industry’s need for well-equipped future workers could also meet the needs of K-12 schools to expand students’ career opportunities.

    Research has found that taking CTE courses can lead to higher graduation rates and greater employment opportunities, which is why industry and rural schools can work together to provide K-12 students with the necessary education and technical skills to enter the incoming workforce, the report noted.

    To ensure that students are learning these high-demand skills, employers and industry associations should provide apprenticeships and other workplace learning opportunities for rural schools, as well as help create industry-relevant curricula, the report explained. A strong collaboration benefits not just schools and students, but companies that are also securing a pipeline of prepared workers.

    The report recommends that school systems work with local governments and organizations to build connections with employers. Through strong partnerships with industry professionals, schools can develop more effective, career-connected and evidence-based models, the report said.

    CTE courses provide students with hands-on, real-world skills for a defined set of careers, and an effective course focuses on skills in demand in the local market. As manufacturing investments grow in rural communities, the report said, schools could offer CTE courses that prepare students with technical and other STEM-based skills necessary in the advanced manufacturing field.

    The report also emphasized that industry partners should have regular interaction with students and touch base with them at regularly scheduled intervals. This ensures students are consistently aware of the different career pathways available to them. These interactions can evolve as students advance through different grades, shifting from informational to more tangible resources like apprenticeships, summer jobs and postsecondary scholarships later in high school.

    Beyond industry partnerships, state legislatures can also offer incentives for CTE programming through policies and funding, the report recommends. States are already providing these types of incentives, with 40 states collectively approving more than 150 policies focused on boosting CTE programming in 2024.

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  • How can schools launch sustainable drone programs?

    How can schools launch sustainable drone programs?

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    Dive Brief:

    • Learning how to use a drone can help students develop hands-on STEM skills such as programming while also fostering interpersonal skills like collaboration and resilience, experts said.
    • However, for these programs to be sustainable at the middle and high school levels, educators must ensure they connect drone usage to real-world scenarios, collaborate with local business and government agencies, and make the curriculum engaging beyond the first year of instruction, educators said.
    • “Drones are used in so many industries now. It’s no longer just trying to build a robot arm, they’re being used in police work, agriculture, space, construction work, etc.,” said Louann Cormier, senior program manager of aerial drone competition at the Robotics Education & Competition Foundation. She encourages educators to simply “take the leap” if they are interested in incorporating drones into their classrooms.

    Dive Insight:

    For a sustainable and effective drone program, educators need to connect with students and demonstrate that this technology can be applied in the real world, said David Thesenga, a middle school science teacher at Dawson School, a private school in Colorado. 

    Cormier noted how learning with drones can open students’ eyes to pathways they hadn’t considered before.

    “There’s so many industries where [students] don’t think of STEM or they don’t think of technology, but now all of a sudden they do, and it just opened up opportunities to them,” said Cormier. “The more that you can connect with them on their own interest levels or something that they find fascinating, that’s your entry point.”

    Drones can be an expensive undertaking, Thesenga said, but schools don’t need to buy top-of-the-line drones. It’s actually about balance, explained Cormier, because cheap drones are not a great option either — they tend to break more easily and have function issues.  

    Cormier encourages districts to start with an entry-level educational drone, because they are safe and don’t require any sort of certification to use. A sustainable drone program also requires a good teacher or coach who’s invested in it, who’s going to stick around for a while and think about how this is done, Thesenga said

    Going beyond the classroom and training students for drone competitions can also make the program more sustainable long-term. Students not only get excited, but it also gives them something to strive for, Cormier said.

    Competitions also help educators give a focus to instruction. For beginning educators who may not know what to cover, the competition aspect includes specific tasks, and the curriculum aligns with what they’ll be judged on. It provides a pathway to start, and from there, educators become more confident and comfortable and can progress into instructing on other areas of the drone industry.

    A sustainable drone program also needs to keep students engaged as they progress through the different school levels, said Jenn DeBarge-Goonan, executive vice president of communications for Rocket Social Impact, which works with companies and nonprofits to develop social impact programs. 

    DeBarge-Goonan said that making sure there’s a new challenge each year as the program evolves ensures that a student in year three is not doing the same thing they did in years one and two.

    There are several ways to fund these programs, Thesenga and Cormier noted. When looking at grants, Thesenga highlighted that they are often not specifically drone-related. However, schools can fund drone programs through general classroom grants or education tech grants.

    Cormier recommends reaching out to local organizations that utilize drones, as they are typically invested in the expansion of drone usage and need people in their labor pipeline.

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  • Preventing harm by connecting the dots in school safety

    Preventing harm by connecting the dots in school safety

    Key points:

    Swatting–false reports of school violence intended to trigger a police response–continues to increase across the country. During the 2022–2023 school year, nearly 64 percent of reported violent incidents in K–12 schools were linked to swatting. That’s over 440 incidents in one year–a more than 500 percent jump from just four years prior.

    Each call pulls officers from genuine emergencies, disrupts classrooms, and leaves students and staff shaken. While emergency protocols are essential, when swatting becomes routine, it’s clear that response plans alone won’t solve the problem.

    Unpacking the early signals

    Swatting rarely emerges out of thin air. It’s often the final act following a series of compounding behaviors, such as:

    • Online harassment
    • Peer conflicts
    • Risky social media challenges
    • Unaddressed behavioral concerns

    These warning signs exist, but are typically scattered across multiple school departments.

    Counselors might log escalating incidents. Teachers may notice changes in student behavior, and school resource officers (SROs) might track repeated visits involving the same individuals. Without a unified way to connect these observations, critical warning signs go unnoticed.

    Operationalizing early intervention

    Districts are reimagining how they capture and coordinate behavioral data. The goal isn’t surveillance or punitive action. It’s about empowering the right people with the right context to align and intervene early.

    When schools shift from viewing incidents in isolation to seeing behavior patterns in context, they are better positioned to act before concerns escalate. This can mean initiating mental health referrals, alerting safety teams, or involving families and law enforcement partners at the appropriate moment with comprehensive information.

    Technology that enables teams

    The process requires tools that support secure, centralized documentation and streamline communication across counselors, administrators, safety staff, and other stakeholders. These systems don’t replace human judgment, but create conditions for clearer decisions and more timely coordination.

    Swatting is just one example of how fragmented behavioral data can contribute to high-risk outcomes. Other incidents, such as escalating bullying, persistent mental health concerns, or anonymous threats often follow recognizable patterns that emerge over time. When schools use a centralized system to document and track these behaviors across departments, they can identify those patterns earlier. This kind of structured coordination supports proactive interventions, helping prevent larger issues before they unfold and reinforcing a culture of safety and awareness.

    Consider Washington State, where swatting affected more than 18,000 students last year, costing schools over $270,000 in lost instructional time. These figures illustrate the operational and human costs when coordination breaks down.

    Reducing risk, not just reacting to it

    Swatting is a symptom of a larger issue. Building safer schools means moving upstream from reactive emergency response to proactive coordination. It requires shared insight across teams, strengthened behavioral threat assessment protocols, and the right supports in place well before crisis calls occur.

    Early intervention isn’t about adding complexity. It’s about reducing risk, improving situational clarity, and equipping school communities to act with confidence–not simply responding when harm is imminent.

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  • Mental health screeners help ID hidden needs, research finds

    Mental health screeners help ID hidden needs, research finds

    Key points:

    A new DESSA screener to be released for the Fall ‘25 school year–designed to be paired with a strength-based student self-report assessment–accurately predicted well-being levels in 70 percent of students, a study finds.  

    According to findings from Riverside Insights, creator of research-backed assessments, researchers found that even students with strong social-emotional skills often struggle with significant mental health concerns, challenging the assumption that resilience alone indicates student well-being. The study, which examined outcomes in 254 middle school students across the United States, suggests that combining risk and resilience screening can enable identification of students who would otherwise be missed by traditional approaches. 

    “This research validates what school mental health professionals have been telling us for years–that traditional screening approaches miss too many students,” said Dr. Evelyn Johnson, VP of Research & Development at Riverside Insights. “When educators and counselors can utilize a dual approach to identify risk factors, they can pinpoint concerns and engage earlier, in and in a targeted way, before concerns become major crises.”

    The study, which offered evidence of, for example, social skills deficits among students with no identifiable or emotional behavioral concerns, provides the first empirical evidence that consideration of both risk and resilience can enhance the predictive benefits of screening, when compared to  strengths-based screening alone.

    In the years following COVID, many educators noted a feeling that something was “off” with students, despite DESSA assessments indicating that things were fine.

    “We heard this feedback from lots of different customers, and it really got our team thinking–we’re clearly missing something, even though the assessment of social-emotional skills is critically important and there’s evidence to show the links to better academic outcomes and better emotional well-being outcomes,” Johnson said. “And yet, we’re not tapping something that needs to be tapped.”

    For a long time, if a person displayed no outward or obvious mental health struggles, they were thought to be mentally healthy. In investigating the various theories and frameworks guiding mental health issues, Riverside Insight’s team dug into Dr. Shannon Suldo‘s work, which centers around the dual factor model.

    “What the dual factor approach really suggests is that the absence of problems is not necessarily equivalent to good mental health–there really are these two factors, dual factors, we talk about them in terms of risk and resilience–that really give you a much more complete picture of how a student is doing,” Johnson said.

    “The efficacy associated with this dual-factor approach is encouraging, and has big implications for practitioners struggling to identify risk with limited resources,” said Jim Bowler, general manager of the Classroom Division at Riverside Insights. “Schools told us they needed a way to identify students who might be struggling beneath the surface. The DESSA SEIR ensures no student falls through the cracks by providing the complete picture educators need for truly preventive mental health support.”

    The launch comes as mental health concerns among students reach crisis levels. More than 1 in 5 students considered attempting suicide in 2023, while 60 percent of youth with major depression receive no mental health treatment. With school psychologist-to-student ratios at 1:1065 (recommended 1:500) and counselor ratios at 1:376 (recommended 1:250), schools need preventive solutions that work within existing resources.

    The DESSA SEIR will be available for the 2025-2026 school year.

    This press release originally appeared online.

    eSchool News Staff
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  • Shortage of Rural Private Schools Complicates Indiana’s Voucher Expansion – The 74

    Shortage of Rural Private Schools Complicates Indiana’s Voucher Expansion – The 74


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    Sitting on the Kentucky border, the Christian Academy of Indiana draws students from 56 different ZIP codes in southern Indiana. Some come from as far as 30 miles away and live in counties without private schools.

    Families in those distant communities make the drive every day — sometimes carpooling — because they’re drawn to the school’s environment and extracurriculars, and especially its Christian teaching, said Lorrie Baechtel, director of admissions for the school, which is part of a three-school network in Indiana and Kentucky.

    “There are lots of good public school options in Indiana. Families come to our Indiana campus more for that mission,” Baechtel said.

    The school’s enrollment has boomed in the last four years, driven in part by the expansion of the Choice Scholarship, Indiana’s signature voucher program. That’s made tuition more affordable, Baechtel said. More than 1,200 students attended in 2024-2025, up from around 700 in 2021-22.

    That reflects a statewide trend: Voucher use has surged in recent years as Indiana lawmakers loosened eligibility requirements. In 2026, the program will open to all families, regardless of income.

    But the Christian Academy’s ability to attract students from far away tells another story too. Even as vouchers have become more accessible, Indiana’s rural students aren’t using them at the same rate as their urban and suburban peers. That’s in part because one-third of counties don’t have a private school that accepts vouchers within their borders, and distance is a factor in parents’ decisions on school choice.

    The result is that students who live closer to an urban center — which typically have one or more voucher-accepting private schools — may use vouchers at rates up to 30 percentage points higher than those for students who live in a neighboring district.

    That also means rural families may be at a significant disadvantage when the state opens the Choice Scholarship to all, and when private school scholarships funded by new federal tax credits also begin to roll out in 2027.

    “If there are no schools there for you to attend it’s unlikely it’s going to be all that useful for you,” said Jon Valant, director of the Brown Center on Education Policy at the Brookings Institution.

    More than that, public education advocates say splitting state school funding with vouchers leaves less for the rural public schools these students do attend.

    “We’re making the policy choice to fund a lot more choices than we used to,” said Chris Lagoni, executive director of the Indiana Small and Rural Schools Association, which represents public schools. “We’re inviting more and more folks to Sunday dinner. It’s a little bit of a bigger meal, but a lot more guests.”

    But the state’s Republican lawmakers have dismissed the fears of a hit to public rural schools as a result of vouchers, saying that rural voters support choice and parents want educational options — whether that’s private, charter, or traditional public schools.

    Meanwhile, school choice advocates say the latest expansion of the Choice Scholarship, along with a growing preference for smaller learning environments and the rise of voucher-accepting online schools, could mean more private school access for rural areas in the near future.

    “I think we’re best when we have a robust ecosystem of private and public options,” said Eric Oglesbee of the Drexel Fund, a nonprofit venture philanthropy organization that funds new private schools in Indiana and throughout the U.S.

    Location matters in accessing a private school

    Across the state, around 76,000 students received vouchers for the 2024-25 school year — an increase of about 6,000 students from the year before. The program cost the state $497 million last year, and the average voucher recipient came from a household with just over $100,000 in income.

    But around one-third of Indiana counties don’t have voucher-accepting private schools within their borders, according to a Chalkbeat analysis of state data, which also shows that voucher use is lower in rural areas than urban ones.

    Voucher use can shift dramatically even between nearby areas. For example, around 16% of students who reside in the Madison school district in southern Indiana use vouchers, but that rate drops to as low as 1% in nearby districts that are more rural. Similar trends hold in other areas of the state, like Indianapolis, Evansville, Fort Wayne, and South Bend.

    Location matters because driving distance has been shown to be a factor in how parents choose a school.

    In a 2024 survey of parent preferences by EdChoice, an Indianapolis-based group that supports vouchers, around half of parents said they would drive a max of 15 minutes for their children “to attend a better school.” Just over a quarter said they would drive no more than 20 minutes, and the final quarter said 30 minutes would be their max.

    Concerns about this issue have persisted in the state for years. Alli Aldis of the advocacy group EdChoice pointed to a 2018 report from her organization that called areas of rural Indiana as “schooling deserts.” It estimated that in the 2017-18 school year, around 3% of Indiana students, many in rural counties, lived more than 30 minutes from a charter, magnet, or voucher-accepting private school.

    Starting a new school anywhere, but particularly in a rural area, comes with challenges like finding a building, said Oglesbee of the Drexel Fund.

    A 2023 Drexel Fund report found that facilities in the state are “inadequate to meet the needs of new entrants to the market.” Though the report notes that real estate is both affordable and available, there are no public sources of facilities funding, and surplus facilities are not available to private schools.

    But new laws in Indiana have the potential to change that. House Enrolled Act 1515 established voluntary school facility pilot programs open to both public and private schools to “allow for additional flexibility and creativity in terms of what is considered a school facility,” like colocating with schools, government entities, and community organizations.

    Oglesbee said the organization is fielding an explosion of interest from potential new private schools in Indiana, possibly as a latent result of the 2023 expansion to voucher eligibility, which made the program nearly universal.

    School succeeds ‘if the community asks for it’

    Other challenges to opening a private school include hiring staff and recruiting students, which can be a particular issue in rural areas with both fewer children and licensed teachers, advocates said.

    Opening a school also requires a team of people with both education and business experience, Oglesbee said. And they’re more likely to succeed if they have roots in the community they hope to serve.

    “I see less of the ‘if you build it, they will come’ idea,” Oglesbee said. “A school is successful if the community asks for it.”

    At a recent conservative policy conference, Indiana House Speaker Todd Huston said rural Indiana communities were “super excited” for school choice, and noted that no Republican lawmaker had been beaten in a primary for supporting the policy.

    But Indiana voters haven’t voted on school vouchers, and don’t have a legal avenue to overturn the policy, said Chris Lubienski of the Center for Evaluation and Education Policy at Indiana University. Last year, voters in Kentucky and Colorado rejected ballot measures in favor of school choice, while Nebraska voters partially repealed a state-funded scholarship program.

    “There’s resistance: ‘Why do I want to have my taxes fund a program I can’t use?’” Lubienski said.

    In rural areas, support for school choice may actually mean support for transfers between public school districts, said Lagoni.

    Ultimately, the Rural Schools Association believes any school receiving state dollars should be subject to the same expectations of transparency and accountability, Lagoni said.

    Asked about concerns that rural students often have difficulty using vouchers, Huston said he expects voucher usage to continue to grow once the program becomes universal in 2026-27.

    “We want to make sure our policies align with what works best for families,” Huston said.

    Vouchers add to financial stress for rural schools

    With more school options in Indiana, downward pressure on local tax revenue, and declining population, rural public schools feel pressure to compete. Sometimes that means closing and consolidating schools.

    Vigo County schools recently announced plans to close two rural elementary schools as part of a plan to renovate facilities and offer more programming. The school corporation’s enrollment has declined slightly, due in part to an overall decline in the county’s total population, said spokesperson Katie Shane.

    More students who reside in the district are using vouchers, although they’re not the biggest reason for the district’s falling enrollment. While 429 students used vouchers to attend private schools last school year, an increase from 252 the year before, around 870 Vigo students transferred to another public school district in the fall of the 2024-25 school year. That reflects a statewide trend.

    Without their nearest public elementary schools, students may have to travel by bus for half an hour or more to the nearest school, according to community members who have started a petition to save one of the two schools marked for closure, Hoosier Prairie Elementary School.

    “Hoosier Prairie isn’t just about going to school,” said Shyann Koziatek, an educational assistant at the school who also signed the petition to stop its closure. “Kids love to learn and love the routine we have.”

    Rural schools also often function as large area employers and drivers of the economy.

    “Schools are often the center and identity of the community, how people view who they are,” Lubienski said. “You go and cheer on your football team, it’s where you put on your school play.”

    But private schools can serve the same role, choice advocates say.

    “If people have stronger educational options, more choices, that only strengthens the community,” said Aldis of EdChoice.

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


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  • L.A. Schools Telehealth Vendor Waited 8 Months to Report Breach – The 74

    L.A. Schools Telehealth Vendor Waited 8 Months to Report Breach – The 74

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

    It’s another hot summer Friday and another day with news about a data breach — this one jeopardizing both student health and campus safety data.

    And once again, the development is unfolding in the country’s second-largest school district.

    Kokomo Solutions, which the Los Angeles district contracts with to provide telehealth services to students during the school day and to track campus safety threats, disclosed a data breach after it discovered an “unauthorized third party” on its computer network. The discovery happened in December 2024, but the notice to the California attorney general’s office wasn’t made until Aug. 5.  

    It’s the latest in a series of data privacy incidents affecting L.A. schools, including a high-profile 2022 ransomware attack exposing students’ sensitive mental health records and last year’s collapse of a much-lauded $6 million artificial intelligence chatbot project. 


    In the news

    Students at the center of Trump’s D.C. police takeover: In an unprecedented federal power grab, the Trump administration’s seizure of the D.C. police department and National Guard deployment is designed to target several vulnerable groups — including kids. | NPR

    • The move comes at a time when crime in the nation’s capital is on the decline. But a deep-dive from June explores how the district’s failure to prevent student absences has contributed to “the biggest youth crime surge in a generation.” | The Washington Post
    • Here’s what young people have to say about Trump’s D.C. takeover. | NBC 4
    • City police will roll out a youth-specific curfew Friday in the Navy Yard neighborhood. | Fox 5

    A new Ohio law requires school districts to implement basic cybersecurity measures in response to heightened cyberattacks. What the law doesn’t do, however, is provide any money to carry out the new mandate. | WBNS 

    News in Trump’s immigration crackdown: A federal judge in Minnesota has released from immigration detention a nursing 25-year-old mother, allowing her to return to her children as her case works its way through the court. | The Minnesota Star Tribune 

    • The Trump administration has revived one of its most controversial immigration policies from the president’s first term: Separating families. | The New York Times
    • Federal immigration officials quizzed an Idaho school resource officer about an unaccompanied migrant student, part of a broader national effort to conduct “welfare checks” on immigrant youth who came to the U.S. without their parents. | InvestigateWest
    • Leading Oklahoma Republican lawmakers have partnered with the Trump administration in a lawsuit challenging a state law allowing undocumented students to receive in-state college tuition. | InsideHigherEd
    • Los Angeles community members have organized to create protective perimeters around the city’s campuses after immigration agents reportedly drew their guns on a student outside a high school. | Los Angeles Times
      • The district announced new bus routes designed to improve student safety while commuting to school during heightened immigration enforcement. | NBC 4
    • The nonprofit Southwest Key, which for years has been the federal government’s largest provider of shelters for unaccompanied migrant children, has laid off thousands in Texas and Arizona after losing federal grants. The Trump administration dropped a lawsuit in March over allegations the nonprofit subjected migrant children to widespread sexual abuse. | ABC 15
    • A Texas court blocked the state attorney general’s request to depose and question a nun who leads Catholic Charities of the Rio Grande Valley, one of the largest migrant aid groups in the region. | The Texas Tribune
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    Get the most critical news and information about students’ rights, safety and well-being delivered straight to your inbox.

    Microphone-equipped sensors installed in school bathrooms to crack down on student vaping could be hacked, researchers revealed, and turned into secret listening devices. | Wired

    ‘These are innocent children, sir’: New video of the delayed police response to the 2022 mass school shooting in Uvalde, Texas, shows the campus police chief attempting to negotiate with the gunman for more than 30 minutes. | The New York Times

    Kansas schools have become the latest target in the Trump administration’s campaign against districts that permit transgender students to participate in school athletics. | KCTV

    • The Loudoun County, Virginia, school board has refused to comply with an Education Department order to end a policy allowing transgender students to use restroom facilities that match their gender identity. | LoudounNow 
    • The Education Department’s Office for Civil Rights has opened an investigation into allegations the Baltimore school district ignored antisemetic harassment by students and educators. | The Baltimore Banner

    Lots of drills — little evidence: A congressionally mandated report finds that active shooter drills vary widely across the country — making it difficult to understand their effect on mental and emotional health. | National Academies of Sciences, Engineering, and Medicine

    A federal judge has blocked a new Arkansas law requiring that public schools display the Ten Commandments in all classrooms. It’s the second state Ten Commandments law to be halted this year. | Axios 

    ICYMI: I did a deep-dive into the far-right Christian nationalists behind more than two dozen state Ten Commandments-in-schools bills nationally — each of which are inherently identical. | The 74

    Is Texas up next? Civil rights groups will ask a judge on Friday to prevent a similar law from going into effect. | Houston Chronicle


    ICYMI @The74

    Despite Court Order, Education Department’s Civil Rights Staff Still On Leave

    ‘So Many Threats to Kids’: ICE Fear Grips Los Angeles at Start of New School Year


    Emotional Support

    Don’t sleep on this Bloomberg feature into “Doodlemania” — the billion-dollar industry for hypoallergenic (and floofy!) designer pups.


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