South Dakota is the fourth state in the country to commit to President Donald Trump’s federal education tax credit program, Republican Gov. Larry Rhoden announced Friday in Sioux Falls.
Under the program, South Dakotans who owe federal income taxes can either send up to $1,700 to the federal government, or they can donate that $1,700 to a government-recognized scholarship granting organization to public, private or homeschool entities in the state. The program starts in 2027.
Nebraska’s Republican Gov. Jim Pillen announced the state’s commitment in September. Republican governors for North Carolina and Tennessee announced their commitment this summer. Oregon, New Mexico and Wisconsin officials said they do not intend to opt into the program. Some critics nationally have questioned whether there will be proper guardrails, accountability and “quality control” in place.
Rhoden called the imminent program a “winning situation” for South Dakota taxpayers.
“I’d just as soon give those dollars to a private school than Uncle Sam,” Rhoden said at the announcement, standing in front of a row of students attending the St. Joseph Academy. “I think they know how to spend it a little wiser than the federal government.”
Rhoden added that the federal tax credit will “pair well” with South Dakota’s existing tax credit program, which allows insurance companies to donate up to a total of $5 million to a private school scholarship program for students whose families have low incomes.
South Dakota Gov. Larry Rhoden (left) and First Lady Sandy Rhoden (right) speak to St. Joseph Academy students in Sioux Falls on Nov. 11, 2025. (Photo by Makenzie Huber/South Dakota Searchlight)
Sara Hofflander, founder of St. Joseph Academy, said the school is “grateful” for the potential extra funding, though she plans to “approach everything cautiously.”
“Running an independent school obviously requires a heavy commitment from families,” Hoffman said, adding that the extra funding would “lift some of that burden, so we can focus more on the needs of our students.”
Historically, “school choice” efforts in the state have met resistance from the public school industry.
Advocates vehemently fought former Gov. Kristi Noem’s effort to introduce Education Savings Accounts, which would have provided public funding for private education and homeschool options during the last legislative session, calling the failed effort an attack on public education. Those same advocates referred to the state’s education tax credit program as “backdoor school voucher program.”
But Rob Monson, executive director for the School Administrators of South Dakota, said the program will benefit public and private education. South Dakotans can direct their tax credit dollars to organizations representing public schools in the state. The funding could be spent on not only tuition and fees for private schools, but tutoring, special needs services for students with disabilities, transportation (such as busing), afterschool care and computers.
“That’s a huge win for taxpayers of South Dakota, but also every form of education across the state,” Monson said.
South Dakota Education Secretary Joe Graves said the program will support education innovations and a “robust competitive system.”
Graves told lawmakers on Thursday, while presenting lackluster test scores to a committee, that “innovation” would be key to improving student outcomes, especially for Native American students and children living in “education deserts.”
“We’re not doing well enough, and we need to do better,” Graves said at Friday’s announcement.
If more students attend private or alternative schooling options, that would mean less state funding for public schools because of decreased student enrollment. Monson told South Dakota Searchlight that state revenues could be impacted by participation in the tax credit program, since it would remove federal tax dollars used to support other programs or go toward states. The federal government would still be obligated to fund some federal education programs, Monson added.
The scholarship funds would be available to families whose household incomes do not exceed 300% of their area’s median gross income. The U.S. Department of Treasury is expected to issue proposed rules detailing the program’s operation.
Graves said he assumes there will be reporting “at some level” of how the funds are spent.
South Dakota Searchlight is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. South Dakota Searchlight maintains editorial independence. Contact Editor Seth Tupper for questions: [email protected].
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COLUMBIA — South Carolina high schools posted their highest graduation rate in a decade, but a quarter of students still aren’t ready for college or the workforce, according to state report card data released Monday.
Generally, South Carolina’s schools improved compared to last year, according to the statewide data that gauges how well schools perform based on test scores, classroom surveys and student growth, among other metrics. Education officials applauded a 10-year high in the number of students graduating on time — meaning they graduated four years after entering ninth grade — while saying they would continue pushing for programs to improve how well those students were prepared for life after high school.
“We have to make sure that our diplomas are worth more than the piece of paper that they are written on,” said state Superintendent Ellen Weaver.
Overall, 270 schools rated “excellent” this year, an increase from 232 last year. The bottom tier of “unsatisfactory” decreased from 49 to 31, and “below average” schools dropped from 186 to 145.
Any time the number of schools in the lowest tier shrinks, that’s good news, since it means children across the state are getting a better education, said Patrick Kelly, a lobbyist with the Palmetto State Teachers Association.
“There’s encouraging information here,” Kelly said of the report cards.
Officials from the state Department of Education and the independent Education Oversight Committee, which is tasked by state law with grading schools, announced the results at Annie Burnside Elementary School in Columbia, which jumped two tiers this year, from “average” to “excellent.”
At the Richland District One school, 83% of the 306 students live in poverty. The school’s big rating boost was due to significant student improvement, as shown by their test scores, and results on a survey about the school’s general environment, according to its report card.
“Our academic gains are no coincidence,” said Principal Janet Campbell. “They are the result of setting measurable goals, challenging our students to reach them and supporting them along the way.”
Graduation rates and readiness
This year, 87% of high schoolers graduated on time, up from 85% last year. That’s worth celebrating, Kelly said.
“Our goal should be for every student in South Carolina who has the ability to earn a high school diploma,” he said.
Three-quarters of students were ready for either college or a career after graduation, a gain of 3 percentage points, according to the state data. Less than a third were ready for both.
Although the gap between students who are graduating and those who are prepared for what comes next continues to shrink slightly, state officials remain concerned about it, Weaver said.
“At the end of the day, we want our students, when they leave a South Carolina high school, to know that that diploma that they carry is a diploma of value,” Weaver said. “This is a diploma that is going to ensure that they are ready to go onto whatever post-secondary success looks like for them.”
All 11th graders in the state take a test assessing skills commonly needed for jobs, divided into four areas: math, reading, understanding data and “soft skills,” which include aspects of a job such as dressing professionally and working well with others. Results are graded from 1 to 5, with higher scores suggesting students are ready to pursue more careers.
Students are considered career-ready if they receive a score of 3 or higher on that test, earn a technical education certificate, complete a state-approved internship or receive a high enough score on the Armed Services Vocational Aptitude Battery to enlist in the military. This year, 73% of students met that benchmark, compared to 70% last year, according to report card data.
College readiness is based on a student’s score on the ACT or SAT college entrance exam, college credit earned through a dual-enrollment course and/or scores on end-of-course Advanced Placement tests.
One-third of graduating students were college-ready, which is on par with at least the past five years, according to state data. The rate of high school students applying for college also continued to decrease, with 59% reporting filling out applications this year, compared with 61% last year.
A gap between graduation rate and readiness for the next step suggests schools are sometimes passing students without actually imparting the skills they need to succeed in life, Kelly said.
For instance, district policies setting minimum grades teachers can give makes it easier for students to pass their classes, even if they haven’t actually done the work, Kelly said. Alternatives for students who fail tests or classes are sometimes easier, meaning a student can catch up without actually learning the same skills as their peers, he said.
“We’ve put some policies in place that make it harder to evaluate what a student knows and can do,” Kelly said.
Beginning this school year, students can follow a so-called pathway to earn credentials that build on each other every year, allowing students to learn more advanced skills meant to make it easier to find a job in the field they want to pursue, said April Allen, chair of the Education Oversight Committee’s governing board.
“At the same time, we recognize that strengthening the system must go hand-in-hand with addressing the barriers that keep students from wholly engaging in school,” said Allen, who’s also a government relations director for Continental Tire.
Chronic absenteeism and test scores
For example, the number of students who missed at least 10 days of school this year remained a concern, Allen said.
Around 23% of students were chronically absent, essentially the same number as last year. The more days of school a student misses, the less likely they are to perform as expected for their grade level on end-of-year tests, according to a report the committee put out last year.
Those tests, in turn, play a role in determining how well a school or a district is performing. Officials and teachers’ advocates credited the Palmetto Literacy Project and a change in how early educators teach reading for improving English scores, but math scores remain low, with less than half of third- through eighth-graders able to perform on grade level, according to state testing data.
Just over half the state’s high school students scored at least a C, which is a 70%, on their end-of-course Algebra I exams, often taken freshman year, according to report card data. Nearly 69% passed their English 2 exams, typically taken sophomore year.
While rooting for improvement, teachers’ advocates also warned against depending too heavily on a single exam score in deciding how well teachers and students are performing. A single, high-pressure exam at the end of the year is not necessarily the best indicator of school performance, said Dena Crews, president of the South Carolina Education Association.
“If people are making judgments based on that, they’re missing a whole lot about schools and districts,” Crews said.
Teacher support
The Department of Education plans to focus on teachers in 2026, Weaver said.
“The No. 1 thing that we have to do to support student learning is take care of our teachers,” Weaver said.
She is asking legislators to raise the minimum pay for a first-year teacher to $50,000, up from $48,500. Legislators have increased the pay floor in increments for years, with the stated goal of reaching $50,000.
Weaver is also asking for $5 million to continue a pilot program that awards teachers bonuses based on how well their students perform on tests. She also wants to start a program that offers extra pay to exceptional teachers who mentor others. The additional responsibility would be another way to earn more money without leaving the classroom to go into school administration, she said.
Supporting teachers is key in improving how well schools are performing, Kelly said. The promising results in this year’s report cards came after the first dip in teacher vacancies since 2019, he added.
“It should not be a surprise to see school performance improve as teacher vacancies go down,” Kelly said.
SC Daily Gazette is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. SC Daily Gazette maintains editorial independence. Contact Editor Seanna Adcox for questions: [email protected].
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On 12 May 1888 the London Evening Standard reported as follows:
A meeting is to be held at the Mansion House at twelve o’clock, on June 8, to consider the projected South London Polytechnic Institutes. It is stated that Lord Salisbury, Lord Rosebery, and Sir Lyon Playfair have agreed to be present in order to lend their support to the scheme.
We’ve met Sir Lyon Playfair before – sometime secretary to the Department of Science, he advised on the question of a maritime school for Southampton, which ultimately became Southampton Solent University. Lord Rosebery and Lord Salisbury were both eminent politicians, Salisbury a Tory, Rosebery a Liberal. In 1888 Salisbury was Prime Minister. Rosebery would be Prime Minister soon too – he succeeded Gladstone in 1894, the following year being replaced himself by Salisbury. Clearly the support of these figures was significant. But what was going on?
Enter Mr Edric Bayley. Bayley was a solicitor living in Southwark: partner at a local practice, he was becoming a man of some substance. In 1892 and 1895 he was elected as a member of the London County Council, representing Southwark West for the Progressive Party. Prior to that, in 1887, he had established a group – the South London Polytechnic Institutes Council or, in some accounts, Committee. This sought to use funds under the control of the Charity Commissioners to create technical and recreative institutes in New Cross, Borough and Battersea. This seems to have been the scheme referred to in the Evening Standard article. In 1888 the Charity Commissioners agreed to match funds up to £150,000 for this scheme. And do the game was most definitely afoot.
The New Cross institute became Goldsmiths College; the Battersea one became Battersea Polytechnic and in due course the University of Surrey.
The Borough story goes like this. In 1890, anticipating success, buildings were purchased: these had previously been the base of the British and Foreign School Society; the South London Polytechnic Institutes (Borough Road Site) Act 1890 authorised the purchase. In 1891 sufficient funds had been raised to proceed with the overall scheme, and an act of Parliament passed to create a legal basis for the new institutions. And in 1892 Lord Rosebery opened the polytechnic. His speech was notable for suggesting that by forbidding smoking in the new polytechnic, they would be unable to compete favourably with public houses. And that the structures against dancing and dramatic performances similarly might be too severe.
It’s worth looking at this extract from his speech – reported in The Globe of Friday 30 September 1892. Not only because it gives a lovely flavour of Rosebery’s speech-making, but also for the slight hint, maybe, of Johnsonian populism.
The polytechnic was a technical and recreative institute, which means that as well as technical courses, it also had a gymnasium, and offered facilities for clubs and so on. Obviously as long as they weren’t dramatic or involved dancing. The model was the People’s Palace in the east end, which became Queen Mary College. And that’s a story for another time.
And so the Borough Polytechnic Institute started to do what it did, which was to educate people. Very successfully too, with the National Bakery School, for example, being an early innovation.
In 1970 the Borough Polytechnic Institute became the Polytechnic of the South Bank, and incorporated a number of other institutions: the Brixton School of Building, the City of Westminster College, and the National College of Heating, Ventilating, Refrigeration and Fan Engineering. In 1975, when education colleges were being brought into existing HEIs, the Battersea College of Education and some of the provision at Rachel MacMillan College of Education joined the polytechnic.
In 1987 the polytechnic shuffled its name, becoming the South Bank Polytechnic. In 1992 it became South Bank University and in 2003 it became London South Bank University.
Finally, here’s a jigsaw of the card. It’s unposted, which means I can’t be sure of the date, but it looks to be pre-World War One.
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Dive Brief:
A federal judge has ordered leaders at the University of South Dakota to temporarily reinstate Phillip Michael Hook,a tenured art professor it sought to fire over a social media post critical of Charlie Kirk.
On Sept. 12, the university notified Hook he would be placed on administrative leave and that it intended to terminate his contract over a private Facebook post he shared criticizing Kirk the day of the conservative firebrand’s killing.
Hook is suing university leaders, alleging they unconstitutionally retaliated against him over his political speech.The professor’s case has a “fair chance of prevailing,” U.S. District Judge Karen Schreier said Wednesday in granting the temporary restraining order.
Dive Insight:
Hook is just one of an increasing number of college employees who have been reprimanded or fired over their speech about Kirk following his killing on Sept. 10. And a growing number of the educators affected are taking their cases to court. Schreier’s ruling this week represented one of the first court actions in such a lawsuit.
The federal judge said Hook must prove he made his comments as a citizen on “a public matter of concern” and that the University of South Dakota’s actions came as a result of that speech.
Hours after Kirk was killed, Hook said on his private Facebook account that he had no “thoughts or prayers” for Kirk.
In 2012, Kirk founded Turning Point USA, a conservative advocacy group geared toward young people, and became a prominent figure on college campusesin the process. Many of his political beliefs — such as opposition to race-conscious college admissions and gun control — fell in line with those of the conservative movement more broadly.
But his comments on some issues regularly prompted significant outcry and backlash, such as when he called Supreme Court Justice Ketanji Brown Jackson a “diversity hire” and said “prowling Blacks go around for fun to go target White people.” He also espoused the great replacement theory, which labels immigration policies as part of a plot to undermine the power and influence of White people.
“I’m sorry for his family that he was a hate spreading Nazi and got killed. I’m sure they deserved better,” Hook said in his Facebook post. “But geez, where was all this concern when the politicians in Minnesota were shot? And the school shootings? And Capitol Police?”
A few hours later, Hook deleted the post and shared “a public apology to those who were offended” by it on the same account. He published both posts while he was off work, according to court documents.
However, Hook’s original comments gained significant attention after conservative politicians shared a screenshot of them online.
Jon Hansen,the Republican speaker for South Dakota’s House and a 2026 candidate for governor, on Sept. 12 called Hook’s speech disgusting and “unbecoming of someone who works for and represents our University.”
“Yesterday, after seeing the post, I immediately reached out to USD President Sheila Gestring and called on the professor to be fired. I understand that the professor is likely to be terminated from his position,” Hansen said on social media.
A few hours later, South Dakota Gov. Larry Rhoden said Hook’s post made him “shaking mad” and that the South Dakota Board of Regents intended to fire the professor, a decision he applauded.
The same day, Hook received a letter from Bruce Kelley, the university’s fine arts dean, notifying him of the university’s “intent to terminate” his employment.
The letter alleged that Hook had violated two university policies, according to court documents.
One bans “neglect of duty, misconduct, incompetence, abuse of power or other actions” that diminish trust in faculty or prevent them from doing their job. The other requires that faculty “at all times be accurate, show respect for the opinions of others and make every effort to indicate when they are not speaking for the institution.”
University of South Dakota officials said this week that, over the two days between Hook’s post and Kelley’s letter, the university and the South Dakota Board of Regents received hundreds of messages criticizing Hook’s comments and calling for his removal.They confirmed that one such call came from Hansen.
However, the federal judge who ordered Hook’s temporary reinstatement said the officials failed to show that the reaction to the professor’s private comments disrupted his lessons or the university’s operations.
The Sept. 12 letter “identifies Hook’s social media post as the single piece of evidence it used to support its decision to terminate Hook’s position,” Schreier wrote.
Kelley had placed Hook on administrative leave until Sept. 29, when a personal conference was to be held to “discuss this matter and intended disciplinary action.”
Hook sued Kelley and Gestring, along with board president Tim Rave, on Tuesday seeking to have their decision ruled unconstitutional.
Schreier’s order will remain in effect until Oct. 8, when the court is scheduled to hear arguments over a more permanent preliminary injunction. The temporary restraining order allows for the Sept. 29 meeting to still occur, should the defendants choose.
For international universities and colleges, South Asia – and particularly India – represents one of the largest and fastest-growing student recruitment markets in the world. The potential is undeniable, but the reality is complex.
Navigating multiple languages, diverse cultures, varied academic systems, and rapidly shifting student trends requires more than just an occasional visit or a handful of agent agreements.
Finding the right partner in this environment is not just important – it’s essential.
The challenge: a crowded and complex market
South Asia’s education recruitment ecosystem is vast. Students are spread across metropolitan hubs and smaller regional cities, each with different aspirations, financial capabilities, and destination preferences. The agent network is equally varied – from well-established consultancies to smaller, informal setups.
For many institutions, this creates two critical challenges:
Transparency – Ensuring that the institution’s brand is represented accurately and ethically across the market.
Visibility – Reaching the right students, in the right regions, with the right message.
Without an in-market presence and strong, vetted networks, institutions often struggle to build trust and sustain engagement at scale.
Why a local strategic partner is essential
Working with a dedicated South Asia marketing partner bridges this gap. The right partner acts as the institution’s eyes, ears, and voice on the ground – maintaining brand integrity while expanding outreach.
A strong local partner can:
Streamline agent management – Recruiting, training, and monitoring a reliable network of student recruitment agents.
Strengthen market visibility – Ensuring the institution’s programs are consistently promoted to the right audience across multiple regions.
Provide real-time market intelligence – Sharing insights on policy changes, student preferences, and competitor activity.
Enhance conversion rates – By ensuring that marketing efforts and agent networks are well-aligned with institutional goals.
Navigating multiple languages, diverse cultures, varied academic systems, and rapidly shifting student trends requires more than just an occasional visit or a handful of agent agreements
Landmark Global Learning — one roof, complete solutions
With over 18 years of experience, Landmark Global Learning offers international universities and colleges a single-window solution for the South Asia market. Our approach is built on:
Established networks – A trusted, long-standing network of trained recruitment agents across India and other South Asian countries.
Transparent operations – Clear reporting, ethical representation, and measurable results to ensure partner confidence.
Regional expertise – Deep understanding of both Tier-1 and Tier-2 cities, allowing institutions to tap into emerging student segments.
Targeted outreach – Combining on-ground events, digital campaigns, and institutional tie-ups to maximise visibility.
Whether a university is entering the South Asia market for the first time or looking to strengthen its footprint, Landmark provides the infrastructure, relationships, and market knowledge to make it happen efficiently.
Maximising visibility in the right way
One of the biggest pain points for international institutions is getting noticed by the right students. Many spend time and resources on generic campaigns that fail to reach high-intent applicants.
At Landmark, we focus on:
Localised marketing strategies tailored to different student demographics.
Partnerships with schools, colleges, and education fairs that bring direct engagement opportunities.
Digital targeting that aligns with student search behaviour in the region.
The result?Increased brand presence, better-qualified leads, and stronger enrolments.
A partnership for long-term growth
In an increasingly competitive global education market, institutions cannot afford to be invisible in a region as critical as South Asia. The right partner ensures not only market entry but also sustained growth, brand protection, and student success.
With its proven track record, extensive network, and commitment to transparency, Landmark Global Learning stands ready to be that partner – delivering all the solutions international universities need, under one roof.
A journey of impact and vision
From a small consultancy in Punjab to being the first student recruitment company listed on the Bombay Stock Exchange, Landmark Global Learning’s journey is a testament to resilience, vision, and a relentless focus on student success.
With over 35,000 successful admissions and partnerships across 200+ global institutions, our mission remains clear: to bridge the gap between talent and opportunity. What started 18 years ago with a single office is today a network of 15+ branches across India, making international education accessible even in Tier-2 and Tier-3 cities.
For me personally, education has never been just a business – it’s a passion to transform lives. I began this journey as a young professional balancing multiple jobs, driven by a belief that ‘education is not just about admissions – it’s about creating futures.’ That belief continues to guide us as we embrace innovation, whether through AI-driven counseling tools, school partnerships from Grade 9 onwards, or full-spectrum student support covering admissions, accommodation, education loans, and career guidance.
At Landmark, we don’t just send students abroad; we shape futures — with integrity, innovation, and care.
About the author: Jasmeet Singh Bhatia is the founder and director of Landmark Immigration, with over 18 years of experience in international education and immigration consulting. A study visa expert and PR strategist, he has mentored thousands of students in achieving academic and career goals abroad. Known for his principle-based approach and strong industry partnerships, he continues to shape global futures through personalised guidance and strategic insight.
When the UK government unveiled its immigration white paper in May, my first reaction was simple: “A step in the right direction.”
Buried among the many proposals, five key policy reforms stood out for their potential to reshape international student recruitment for UK universities. The headline-grabber on social media was the shortening of the Graduate Route from 24 months to 18 months. But, truth be told, that’s not the change keeping universities awake at night.
The real shake-up comes from the Basic Compliance Assessment (BCA) reforms, expected to roll out in September 2025, which will prove especially tough for smaller universities.
What’s changing?
From next year, UK universities sponsoring international students will face much stricter BCA benchmarks:
Visa success rate: At least 95% of students issued a CAS must obtain their visa (up from 90%).
Enrolment rate: Of those, 95% must enrol on their course (up from 90%).
Completion rate: At least 90% must complete the course (up from 85%).
On paper, these increases might look like small percentage rises. In practice, they’re a gamechanger.
Why this is big
For years, many universities in the UK, both modern and traditional alike, have operated just above the current BCA thresholds, leaving little leeway for the inevitable drop-outs, deferrals, or visa refusals, especially from high-risk regions such as South Asia and Africa.
According to a recent story published by The PIE, quoting analysis from ApplyBoard’s study on visa refusal rates between Q1 2024 and the same period in 2025, Pakistan, Nepal and Bangladesh saw a notable decline in visa grant rates.
Pakistan’s visa grant rate fell from 82% to 74%, while the other two countries saw even sharper declines: Bangladesh dropped 15 percentage points from 78% to 63%, and Nepal fell by 14 percentage points from 98% to 84% during the same period.
But now, with the bar raised, there’s far less margin for error. To comply, universities will have to halve their visa refusal rate from 10% to 5% and simultaneously boost enrolment and completion rates. That means rethinking recruitment pipelines, especially in regions like South Asia and Africa, where volumes are high but visa risks can be significant.
The good news, though, is that some of the biggest countries in high-risk regions, such as India, Nigeria and Ghana, have seen a marginal increase in visa grant rates, providing a sigh of relief for universities heavily recruiting from these countries.
Why smaller universities are nervous
Large universities enjoy a buffer. Recruit 10,000 international students in an intake, and a 5% refusal rate gives you room for up to 500 refusals before you breach the threshold.
Small universities, however, don’t have that luxury. If you enrol fewer than 100 international students, even a handful of refusals could push you into the danger zone. This forces smaller institutions to be extremely selective, tightening quality control on applications and perhaps narrowing the recruitment pool altogether.
It’s worth considering whether the MAC and UKVI might allow different levels of flexibility for smaller institutions. Applying the same standards across the board could be unfair, as not all institutions recruit in the same way or at the same scale.
A small, specialist provider in creative or performing arts, for example, will naturally draw fewer students than a comprehensive university offering everything from anthropology to zoology. Even among smaller universities, subject mix matters, as one with business, engineering and computing courses is likely to recruit far more students than another of the same size focused on niche disciplines such as veterinary science or agricultural studies.
The bottom line?
While the Graduate Route change has stolen the spotlight, the new BCA rules may well prove the bigger disruptor. For universities in the UK and recruiters in India and South Asia, September 2025 isn’t far away. The scramble to adapt has already begun.
How the BCA could reshape international recruitment
The impact of these changes will likely be felt in four major ways.
First and foremost, managing recruitment agents will become significantly more crucial. With visa refusal rates coming under intense scrutiny, universities will increasingly demand stricter compliance and accountability from their recruitment partners.
This will likely lead to more thorough vetting processes for agents, more stringent contractual agreements, and widespread implementation of standards such as the Agent Quality Framework (AQF).
Agents with consistently poor performance, particularly those associated with high visa refusal rates, will face swift removal from university-approved lists.
While the exact timeline for these changes is not yet clear, the immigration white paper also suggested the possibility of introducing a public “traffic light” system to display the BCA data of the universities transparently.
It would therefore be reasonable to expect a similar public database for recruitment agents available in the public domain, allowing universities easier access to detailed track records of agencies. This increased transparency will empower institutions to make more informed decisions about which agents to collaborate with.
Second, admissions processes will become more selective. This means deeper scrutiny of financial documents, academic readiness, and genuine study intent before issuing a CAS. Universities may introduce additional pre-CAS interviews, English proficiency re-checks, or even conditional academic bridging programs to ensure higher completion rates.
Selective treatment may be reintroduced as a strategy once again. Historically, many global universities have adopted region-specific recruitment policies, tailoring their approaches to different cities or states within the same country. These variations are often influenced by factors such as past visa approval rates, the academic calibre of students from particular areas, and key market insights.
In a vast and diverse market like India, this approach becomes especially relevant. Universities tend to exercise greater caution when recruiting from certain states compared to others, reflecting the complex demographic, economic, and educational landscape of the country.
This nuanced strategy allows institutions to optimise their recruitment efforts by focusing resources where the chances of success are higher, while managing risks in regions with less favourable indicators.
Finally, market focuscould shift. Institutions heavily reliant on high-risk markets may diversify towards countries with stronger visa success rates, while in South Asia, universities may work more closely with fewer but higher-quality partners. In practice, this might mean fewer students being offered places, but with higher confidence that those who arrive will stay the course.
In essence, the proposed changes to the BCA thresholds signal a fundamental shift in how international student recruitment is approached. Rather than focusing primarily on sheer volume or the quantity of students recruited, the emphasis is moving decisively towards quality, ensuring that students admitted meet higher standards and contribute positively to the university community and the broader educational ecosystem.
This shift challenges universities to rethink their recruitment strategies, prioritising compliance, student success, and sustainable growth over simply hitting numerical targets. For institutions within the prestigious Russell Group as well as others across the sector, the ability to swiftly adapt to these new expectations will be critical.
Those that embrace the change and implement robust quality-focused recruitment processes will be the ones best positioned to maintain strong and healthy intake numbers in the evolving landscape. Ultimately, the future belongs to universities that recognise the importance of quality over quantity and act accordingly.
The kindergartners of South Dakota’s Hamlin County are, in fact, in space. To be specific, they are on planet Earth, near the geographic center of North America, sitting crisscross applesauce inside an 11-foot-high inflatable planetarium set up in their school gym.
The darkness is velvety. Childish whispers skitter around the dome like mice. The kids are returning from a short mission to Jupiter, piloted by Kristine Heinen, a young museum educator with a ponytail who knows how to make her voice BIG AND EXCITED and then inviting and quiet to hold little ones’ attention.
“Now we’re over China!” Heinen says.
“My friend went to China!” a girl calls out.
“The other side is nighttime and this side’s bright,” expounds a boy with a crew cut. “The sun shines here so it can’t shine over there.“
The school is in eastern South Dakota, 34 miles northeast of the settlement where Laura Ingalls Wilder grew up and attended a one-room schoolhouse. The sprawling Hamlin Education Center is a modern-day analogue, serving an entire district in one building, with just under 900 students, pre-K through 12. Notable graduates include U.S. Homeland Security Secretary Kristi Noem, the former governor of South Dakota.
The center is roughly equidistant from four tiny towns, surrounded by open fields where cornstalks shine in the sun; 95 percent of students arrive by bus, from up to 20 miles away. Over a third of them qualify for free or reduced-price lunch, said Dustin Blaha, the elementary school’s principal.
Hamlin Elementary students line up for their turn visiting a traveling planetarium sponsored by the South Dakota Discovery Center. Credit: Anya Kamenetz for The Hechinger Report
During the planetarium’s daylong visit to the small community of Hayti, S.D., an educator from the South Dakota Discovery Center wowed 500 elementary school students with a presentation about the planets and stars. Credit: Anya Kamenetz for The Hechinger Report
Many Hamlin Elementary haven’t had a chance to visit the South Dakota Discovery Center in Pierre three hours away, so the museum brings traveling exhibits like a portable planetarium to them. Credit: Anya Kamenetz for The Hechinger Report
Blaha said that most of these children have never been to the South Dakota Discovery Center, a hands-on science museum three hours west in the state capital. But thanks to a federal agency called the Institute of Museum and Library Services, a part of the museum can come to them.
The IMLS was established in 1996, combining previously separate programs. The small agency became the largest source of federal funding for museums and libraries, last year awarding $266.7 million in program grants, research and policy development across all 50 states. IMLS awarded the South Dakota Discovery Center about $45,000 in 2023 to upgrade this traveling planetarium.
But students around the state may be waiting a long time for the next upgrade.
Related: Young children have unique needs and providing the right care can be a challenge. Our free early childhood education newsletter tracks the issues.
President Donald Trump signed an executive order in mid-March calling for the agency to be “eliminated to the maximum extent consistent with applicable law.” Mass firings followed.
On May 1, the U.S. District Court in Washington, D.C., issued a temporary restraining order to block the agency’s dismantling, followed on May 6 by a second federal judge finding the dismantling of this and two other agencies unconstitutional. On May 20, the American Library Association reported that employees are returning to work and some grants have been restored.
But the administration is continuing its legal battle to all but shutter the IMLS. The latest post on the agency’s Instagram account is captioned, “The era of using your taxpayer dollars to fund DEI grants is OVER,” holding up for criticism grants that were aimed at addressing systemic racism in museums, equitable library practices, and diverse staff development. The IMLS and the Department of Government Efficiency did not respond to requests for comment.
A veteran of the agency who asked to remain anonymous because of fear of reprisal said they first saw DOGE staffers meeting with leadership on March 28. “On the 31st, we were put on administrative leave. We had about two hours to turn in your key cards, your ID, get everything off your laptop you’re ever going to need. We were locked out of our computer systems by 3:30 and told to get out of the building.” A skeleton crew was hastily rehired the next day.
The ex-staffer points out that the Institute of Museum and Library Services spends, or spent, just 7 percent of its budget on its 70 staff, passing the rest along as grants. “We are not a bloated agency.” They have two kids at home, one with special needs and are married to another federal employee whose job is also at risk; but they are almost as worried about their grantees as themselves.
“After 20 years, I didn’t even get to put an out-of-office response up. Is someone emailing me right now and getting nothing, because all of a sudden their grant just ended? I hate that,” the former IMLS employee said.
Almost all grants awarded required a one-to-one cost share out of the local institution’s budget, the staffer said. Plus, typically the grantees pay for activities first and then apply to get reimbursed. “We’re leaving these often small rural museums and libraries on the hook.”
Anne Lewis, executive director of the South Dakota Discovery Center, said that organizations like hers would be “wobbly” without federal funding and would have to scale back on ambitious programs like the planetarium upgrade.
“The new system has much better interaction and control,” said Heinen, the museum educator. An earlier version had a static point of view, but upgraded visual effects means that “now we have spaceship mode,” she said. “We can travel to destinations including planets, and go in a full 360-degree mode around galaxies.”
With a flick of the touchscreen menu, she can also display the constellations of a dozen different cultures including Lakota, a significant benefit especially when she visits tribal schools.
The South Dakota Discovery Center, based in Pierre, has used federal support from the Institute for Museum and Library Services to pay for a traveling planetarium exhibit. Credit: Anya Kamenetz for The Hechinger Report
It’s a lean operation: Heinen drove solo nearly 200 miles from Pierre to Watertown the evening before and spent the night at an Econo Lodge. From there, it was another 20-some miles to Hayti, where she arrived at 7:30 in the morning, set up the dome herself, and ran 30-minute programs all day.
The whole elementary school, about 500 kids in total, saw the planetarium, with each show customized to the children’s interest and grade level; and she also conducted a parent engagement program in the afternoon. Heinen said she never tires of being a “Santa Claus” for science. ”As soon as they see me, they know something fun is going to happen.”
During this visit, the fan favorites were Jupiter, Mars and the sun. “It was cool when we went to Mars,” said Nash Christensen, 6. “And the volcano on that one moon, and the big hurricane on Jupiter. I think Jupiter is a dangerous place to live.”
Grant recipients of the Institute of Museum and Library Services say the support from the federal government has been critical to running their programs. For example, the Boston Children’s Museum, the second-oldest children’s museum in the country, has used federal grant money to improve school readiness. One of the outcomes was a new exhibit in the museum, “Countdown to Kindergarten,” that mimics a kindergarten classroom, complete with a school bus you can sit in out front.
“It’s helpful not only for the kids, but some of our caregivers who came from other countries and may not have gone to a school like this,” said Melissa Higgins, the museum’s vice president of programs and exhibits.
At the Madison Children’s Museum in Wisconsin, federal funds paid for a multistate partnership that provides climate education for young children and their families. In Fort Lauderdale, Florida, a grant covered five “STEMobiles,” which offer hands-on science activities for children ages 3-5 in low-income parts of Broward County. The Philadelphia School District won a two-year planning grant to try to improve its pipeline of school librarians; they were down to only a handful for a district of 200,000 students.
But the greatest impact may come in rural, often deep-red areas.
“Rural communities have particularly unique challenges,” said Lewis at the South Dakota Discovery Center. “There’s 800,000 people in the state, and they’re dispersed. We don’t have a concentration of funders and donors who can help support these enrichment activities.”
She said the teachers she serves are “passionate, committed and, like every other place in the world, underfunded.” If not for institutions like hers, students would probably go without this kind of hands-on science experience, she said.
Blaha, the elementary school principal, concurred. “The planetarium brings excitement and expertise that we don’t typically have in a community like this,” he said.
For now, the excitement is coming to an end. The class has “landed” on a green lawn, under a deep blue sky. Heinen announces “It’s time to leave.” She’s met with a chorus of, “Noo!”
“You guys, we were in here for a full 30 minutes.”
“It felt like 10!”
“It felt like a second!”
Tonight, many of them will be able to look up at the dark sky over the prairie and show their parents Jupiter, Ursa Major and Mars.
Contact the editor of this story, Christina Samuels, at 212-678-3635 via Signal at cas.37 or [email protected].
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Miami –Achieve Miami, a nonprofit dedicated to equalizing educational opportunities for students throughout Miami-Dade County, has received $2.4 million from multiple philanthropic organizations and leaders, including a leadership gift of $2 million from Kenneth C. Griffin, founder and CEO of Citadel and founder of Griffin Catalyst. The funding, awarded over the past year, will further expand Achieve Miami’s transformative programs, reaching thousands of K-12 students through initiatives including Achieve Scholars, which prepares high schoolers for college success; Achieve Summer, a dynamic program combating learning loss through hands-on academics and enrichment; and the Teacher Accelerator Program (TAP), a groundbreaking effort to address Miami-Dade’s urgent teacher shortage.
Kenneth C. Griffin’s $2 million leadership gift is specifically focused on supporting TAP in creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators, including those who had not previously considered a career in education. This gift builds on Griffin’s $3.5 million gift to TAP in 2022, further strengthening Achieve Miami’s efforts to recruit and train qualified educators to teach in public, private and charter schools across Miami-Dade and close learning gaps in the city’s schools. Griffin has a longstanding commitment to improving education and has contributed more than $900 million to providing greater access to a high-quality education and pathways to success for students in Florida and across the country.
Additional grants include:
$200,000 from the Bezos Family Foundation, which is a director’s gift supporting early and adolescent learning through grants and programs that advance the science of learning.
$100,000 from the Panera Bread Foundation, as part of its national initiative to support nonprofits that provide educational access to underserved youth.
$65,000 from Morgan Stanley, in support of Achieve Miami’s financial literacy and career readiness programs, which equip students in the organization’s Achieve Scholars program with essential money management skills for financial independence and future success. As part of its commitment, a team of Morgan Stanley employees guide students through financial literacy sessions across ten Miami-Dade County public schools, providing essential lessons on topics like budgeting, investing, entrepreneurship, savings, and credit.
$50,000 from City National Bank of Florida, as part of its long-term partnership with Achieve Miami in support of the Achieve Scholars program. City National Bank is planning financial literacy programming for students over the summer.
“Every student deserves access to resources, mentors, and opportunities that can set them up for success,” said Leslie Miller Saiontz, Founder of Achieve Miami. “These generous grants, led by Ken Griffin, will enable us to expand our reach, empower more educators, and bridge opportunity gaps that are prevalent in Miami. By investing in students and teachers, we are building a stronger future for our community.”
“Each of us has a story of how a teacher has changed our lives,” said Ken Griffin in February 2023 alongside his initial gift to Achieve Miami. “I care deeply about bringing more high-quality educators into Miami classrooms to help ensure the children of Miami will continue to enjoy the impact of life-changing teachers.”
Despite being one of the fastest-growing states with the nation’s fourth-largest economy, Florida ranks #21 in per capita education funding. Achieve Miami’s initiatives aim to eliminate educational disparities by equipping students with the tools and support needed for success with a variety of diverse enrichment programs such as Achieve Scholars, Achieve Saturdays, and Achieve Music.
Achieve Miami’s impact to-date includes support for over 10,000 Miami-Dade County students, college and career readiness programming for Achieve Scholars across ten high school sites, providing internet access to over 106,000 homes through Miami Connected, and the recruitment and training of nearly 200 new teachers through the Teacher Accelerator Program (TAP) since the initiative’s launch in 2023.
ABOUT ACHIEVE MIAMI
Achieve Miami is a nonprofit organization that is dedicated to fostering a transformational education ecosystem in Miami. Since its founding in 2015, the organization has supported over 10,000 K-12 students, bolstered programming for 60+ local schools, and engaged thousands of volunteers. Together with partners from the public and private sector, Achieve Miami designs and manages programs that bring together members from various parts of the community to extend learning opportunities for students, teachers, and community leaders. Learn more at www.achievemiami.org.
ABOUT THE TEACHER ACCELERATOR PROGRAM
Teacher Accelerator Program (TAP) is a non-profit organization creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators. TAP’s comprehensive and streamlined program equips college students and career changers with the skills, knowledge, and certification necessary to excel in the classroom. TAP addresses the nationwide teacher shortage crisis by providing a built-in path to teaching, inspiring a new generation of educators.
TAP participants take a one-semester course, followed by a six-week paid summer internship, earn a certificate to teach, and begin instructing in a Miami-Dade County public, private, or charter school classroom. TAP is an initiative of Achieve Miami, supported by Teach for America Miami-Dade, and is offered by the University of Miami, Florida International University and Miami-Dade College. Learn more at www.teacheraccelerator.org.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
COLUMBIA — Hundreds of 4-year-olds across South Carolina are on waitlists to access state-funded preschool programs, even though there are thousands of open seats, according to a report presented Monday to the state Education Oversight Committee.
The state funds a dual system of full-day kindergarten for 4-year-olds deemed “at risk.” Students are eligible under state law if they qualify for Medicaid or free or reduced-price meals, or if they are homeless, in foster care or show developmental delays. Many public school districts use local property tax dollars to expand that eligibility.
The state Department of Education oversees programs in public schools, while First Steps, a separate state agency, oversees state-funded classes in approved private schools and child care centers.
As of November, 400 4-year-olds were waiting for spots to open up to enroll at their local public school. At the same time, First Steps 4K reported more than 2,300 open seats, often in the same counties as the districts with the longest waitlists, according to the report.
“It’s just a matter of finding an open seat for a child on a waitlist or finding an eligible child for the open seat,” said Jenny May, a committee researcher who presented the report.
Because 4K is a one-year program, students who are on the waitlist are unlikely to end up in a preschool program before starting kindergarten. Children need at least 120 days of preschool to prepare, so even if a slot happens to open up toward the end of the school year, they will start kindergarten less ready than other 5-year-olds, according to the study.
It’s not clear why some 4-year-olds are on a waiting list for a public school when vacancies exist in private programs, May said.
In some cases, the issue could be that another preschool program isn’t available nearby. The four counties with the longest waitlists — Lexington, Anderson, Berkeley and Newberry — all have at least one First Steps 4K program with availability, according to the report. However, that doesn’t account for potential cross-county drives.
Other parents may not know that other options are available, May said. Having a person designated to help direct parents to other preschool options, such as the nearest First Steps 4K program with open seats, could help reduce that waitlist, May said.
“It’s likely that if we had a more efficient process, we could serve most of the 400 kids on a waitlist on one of the First Steps seats,” May said.
The state already has several websites meant to help parents figure out what programs they’re eligible for and how to enroll. Palmetto Pre-K, launched in 2020, tells parents whether they’re eligible for state-funded preschool programs. First Five SC does the same but includes all early childhood programs with federal or state funding.
But having a person parents can call, or who can reach out to families with children on waitlists, could help reach some parents who might not know about the websites or have other concerns, the study suggests. That person, who the committee dubbed a 4K navigator, could then talk parents through the differences in programs, find available seats and answer any other questions parents might have, researchers said.
First Steps 4K has a similar program, in which applicants are directed to a central phone line or website that helps parents find the right fit for their child. That has helped prevent First Steps from having its own waitlist, May said. The 4K navigators, who the study suggested trying out in areas with the largest waitlists first, would have a broader knowledge of pre-K programs, the report said.
If a school district has a persistent waitlist of more than 20 students, that suggests the population has risen in that area, and state officials should consider giving the district more funding to create enough slots for those students, the report suggested.
The waitlisted students represent less than 1% of students who are eligible for the program but not enrolled. More than 18,000 4-year-olds, or about 55% of all eligible, are living in poverty but not enrolled in a 4K program, according to the report.
That’s a decrease from the 2022-2024 school year, when 60% of eligible students were not enrolled in districts. Still, it’s not enough, May said.
Even if every student on a waitlist enrolled in one of the available spots, programs would have space left over to take on at least 1,900 more students, according to the report. That suggests there are barriers other than program space keeping parents from enrolling their students in state-funded preschool, May said.
In many cases, the problem might be that parents don’t know about 4K programs or their benefits, May said. The state should put more funding and effort into outreach to help those students, the report suggests.
Data shows preschool programs are highly beneficial, helping students learn skills in reading, math and socialization, studies have found. According to the report, at-risk students who attended a state-funded pre-K program were more likely to be prepared for school than their counterparts who didn’t, according to the report.
“So, we want those students who are eligible and not served to be able to access it, and we definitely want those students who are on a waitlist to be able to access the program,” said Dana Yow, executive director of the committee.
SC Daily Gazette is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. SC Daily Gazette maintains editorial independence. Contact Editor Seanna Adcox for questions: [email protected].
On April 4, 2025, South Korea’s Constitutional Court upheld the impeachment of President Yoon Suk Yeol, marking a historic conclusion to 122 days of political turmoil triggered by his failed declaration of martial law on December 3, 2024.
However, the damage sustained during the transitionary period proved irreversible. Massive public protests, legal battles, sharply divided public opinion, and a temporary presidential suspension culminated in Yoon’s permanent removal from office.
This article examines how the political crisis has disrupted international higher education in South Korea, focusing on five key areas: reputational damage, impact on students from Asia and the Global South, rising xenophobia, heightened student anxiety, and the sidelining of education policy.
A blow to Korea’s brand
Before the political crisis of late 2024, Korea had successfully positioned itself as one of Asia’s most attractive destinations for international students, combining strong government support, cultural appeal through the Korea’s soft power, and a reputation for safety and modernity.
The country’s international student population had surged to over 200,000 by mid-2024, driven by initiatives like the Study Korea 300K strategy and bolstered by perceptions of national stability.
However, Yoon’s abrupt declaration of martial law and the ensuing constitutional crisis shattered this image. International media coverage of soldiers surrounding parliament and global expressions of concern drew unsettling comparisons to authoritarian eras, eroding the confidence that had fuelled South Korea’s internationalisation drive. While little direct harm came to students, the perception of fragility alone risks deterring future enrolments.
Disruptions for the global south
The political crisis affected international students from Asia and the Global South, who make up the vast majority of the country’s foreign enrolment.
With countries like China, Vietnam, Mongolia, and Uzbekistan sending thousands annually, students were drawn by proximity, affordability, and opportunity – but instead found themselves facing uncertainty, confusion, and fear.
The brief but shocking declaration of martial law raised urgent concerns about campus safety, academic continuity, and visa stability, prompting embassies and international offices to issue advisories and support measures.
Although campuses largely remained operational, the prolonged instability created bureaucratic delays, disrupted programs, and heightened anxiety, especially for students from politically sensitive backgrounds. The overall experience tested students’ faith in Korea as a stable destination.
Polarisation and the rise of xenophobia
The political crisis intensified domestic polarisation and spilled over into rising xenophobia, particularly targeting Chinese nationals. Fueled by conspiracy theories and nationalist rhetoric, Yoon’s supporters alleged foreign interference in South Korean politics, echoing fringe narratives prevalent among far-right media.
These claims, amplified by partisan outlets and street rallies, created an atmosphere of suspicion and scapegoating against a narrowly profiled demographic. While many South Koreans rejected these xenophobic narratives, the episode revealed how quickly foreign students can become collateral damage in domestic political conflicts.
Heightened anxiety and mental health concerns
Over the past four months, international students in South Korea have faced heightened anxiety as political turmoil compounded the usual challenges of studying abroad. The situation introduced fears ranging from immediate safety during protests to long-term worries about academic continuity, visa stability, and career prospects.
International students in South Korea have faced heightened anxiety as political turmoil compounded the usual challenges of studying abroad
Many students, especially those unfamiliar with Korea’s political system or fluent only in limited Korean language, struggled to interpret rapidly unfolding events, and some even began contingency planning in case of campus closures or evacuation.
Mental health stressors were exacerbated by long-distance concerns from worried families, unfamiliar political polarisation, and rising xenophobia.
Higher education policy and discourse sidelined
Most importantly, national discourse on higher education was effectively sidelined as government attention and public debate fixated on the impeachment process.
While some initiatives, like the IEQAS certification and the Glocal Project, quietly moved forward, they received minimal coverage or engagement. The leadership vacuum and political paralysis delayed or derailed potential reforms, only resulting in many schools’ collective move to raise tuition fees after a 16-year freeze.
Within universities, students and faculty who might normally advocate for education policy were drawn into the political fray, and civil discourse on educational development disappeared from the national agenda.
International education standpoint
From an international education perspective, the crisis tarnishes South Korea’s branding as a rising study destination.
The martial law incident and subsequent impeachment chaos created precisely the kind of uncertainty that can give students and parents pause. For example, Hong Kong experienced a notable challenge in international student interest after the protest upheavals of 2019/20, as safety and political issues became a concern.
No expert in this field would overlook the fact that one of the most powerful drivers of human migration is the political and social compatibility between home and host countries. This helps explain why Korea and Japan have become two of the most attractive destinations for international students in Asia.
Looking ahead: time for rebuilding
With the Constitutional Court having issued its ruling, the path to restoring its global reputation hinges on reaffirming its commitment to inclusion, transparency, and predictability. The crisis has illuminated how deeply political instability can affect international education and serves as a cautionary example for emerging study destinations: preserving democratic norms and open societies is essential to sustaining trust and long-term progress in the global arena.
Rebuilding Korea’s global education brand will require more than a return to stability; it will necessitate deliberate reassurances of democratic resilience, institutional integrity, and a sustained commitment to providing a safe, welcoming environment for international students.
On the bright side, the decision, grounded in constitutional procedure, stands as a testament to the resilience and maturity of Korea’s democratic institutions
On the bright side, the decision, grounded in constitutional procedure, stands as a testament to the resilience and maturity of Korea’s democratic institutions. Despite the turbulence, the peaceful and lawful resolution of the crisis reaffirms the country’s enduring commitment to the rule of law, institutional checks and balances, and civic accountability.
For international observers and students alike, this outcome offers a renewed sense of confidence that Korea’s democratic foundations remain robust. As such, it opens the door for a more transparent and inclusive national recovery, one where education, international engagement, and democratic integrity can move forward together.
All in all, on the heels of the impeachment, restoring confidence in the national system and reviving the momentum of internationalisation and higher education reform must become a central national priority.
