Tag: State

  • Indiana governor sued by state ACLU over university board control

    Indiana governor sued by state ACLU over university board control

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    Dive Brief:

    • The American Civil Liberties Union of Indiana is suing the state’s governor, Mike Braun, over a new law giving him full control over the selection of Indiana University’s trustee board.
    • Last month, Republican lawmakers added several last-minute changes to Indiana’s budget bill that expanded the state’s control over its public colleges. Braun signed the budget into law Tuesday.
    • One provision empowers the governor to appoint all nine members of Indiana University’s board, eliminating the institution’s longstanding tradition of alumni trustee elections. That change illegally targets Indiana University and violates the state’s constitution, ACLU of Indiana’s lawsuit argues.

    Dive Insight:

    Indiana University has held alumni trustee elections since 1891, with the process codified into state law. Board members oversee everything from admissions standards to presidential appointments to faculty promotions and tenure. 

    Prior to the change in law this month, three trustees on the university’s nine-person were elected by alumni. The governor appointed the rest.

    ACLU of Indiana is suing Braun on behalf of a candidate who was vying for a board position this summer, Justin Vasel.

    “This challenge addresses a law that strikes at the heart of democratic governance at Indiana’s flagship university,” Vasel said in a statement Wednesday. “This unconstitutional legislation threatens IU’s 134-year-old tradition of alumni representation while an election for those very positions is already underway.”

    Before the change in law, the university’s over 790,000 graduates were eligible to cast a ballot, according to the university’s alumni association, making the voter pool larger than the populations of Wyoming, Vermont or Alaska.

    Six members of the university’s alumni association had announced their candidacy for trustee, and the month-long election was set to begin in June. Had it gone on as scheduled, the winner would have joined the board July 1.

    Now, Braun has the power to appoint who he wishes, so long as five trustees are university alumni and five are Indiana residents. The governor also received the power to remove any previously elected members at his discretion. 

    Braun defended the change during an April 30 press conference, citing low alumni voter turnout in the trustee elections, according to the Indiana Capital Chronicle.

    “It wasn’t representative. It enabled a clique of a few people to actually determine three board members. And I don’t think that is real representation,” the governor told reporters.

    The university’s next trustee meeting is set to take place June 12.

    The lawsuit castigated lawmakers for not following the normal legislative process when approving the change, instead relying on last-minute amendments.

    “No hearings were held concerning the proposal,” it said. “Instead the change was inserted at the eleventh hour deep within a lengthy budget bill that otherwise would have nothing to do with the election of members of the boards of trustees of Indiana’s higher education institutions.”

    Vasel and the ACLU of Indiana also questioned the constitutionality of the budget’s targeting of Indiana University’s board selection.

    The process for appointing trustees varies among the state’s other public universities. But the alumni of each institution have the ability to vote on or nominate graduates to the board, the lawsuit said. The change Braun signed into law takes that ability away from Indiana University alone.

    “Every other four-year public university in the state has a process for allowing alumni to select at least some members of the board of trustees, and there is no justification for denying that ability to the alumni of IU,” Ken Falk, legal director of ACLU of Indiana, said in a Tuesday statement.

    Indiana Republicans, who control both chambers of the Legislature and the governor’s mansion, have attempted to control other aspects of Indiana University.

    Earlier this year, the state comptroller and two lawmakers joined an event where an advocacy group questioned if the university was illegally routing state funds to the Kinsey Institute, a sexuality and gender research center housed on its Bloomington campus.

    Lt. Gov. Micah Beckwith joined the opposition of the institute and said he and Braun are committed to ensuring Indiana University “is not using taxpayer dollars to fund something that is rooted in this wickedness,” according to WFYI.

    Beckwith also threatened the university and its editorially independent student newspaper, the Indiana Daily Student, over the publication’s coverage of President Donald Trump. 

    The lieutenant governor derided a November cover story that showcased quotes critical of the president made by former Trump officials, though Beckwith misattributed the quotes as from the paper’s staff. He went on to call the story “WOKE propaganda at its finest.”

    “This type of elitist leftist propaganda needs to stop or we will be happy to stop it for them,” Beckwith said in a social media post.

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  • Oklahoma State, UC, UT and Others Name New Presidents

    Oklahoma State, UC, UT and Others Name New Presidents

    Jennifer Berne, provost of Oakland Community College in Michigan, has been appointed president of Madison College in Wisconsin, effective July 1.

    Carlos Carvalho, a professor of statistics at the University of Texas at Austin’s McCombs School of Business, has been named the second president of the University of Austin.

    Philip Cavalier, the provost and senior vice chancellor for academic affairs at the University of Tennessee at Martin, will become the president of Kutztown University in Pennsylvania, effective July 6.

    Jim Dlugos, who retired as president of St. Joseph’s College of Maine in 2023, became president of Landmark College in Vermont on May 1.

    Joyce Ester, president of Normandale Community College in Minnesota, has been selected as president of Governors State University in Illinois, effective July 1.

    Christopher Fiorentino, former interim chancellor and president of West Chester University, became chancellor of Pennsylvania’s State System of Higher Education on April 11.

    Jim Hess, interim president of Oklahoma State University since February, has been appointed permanent president of the institution.

    Dee McDonald, vice president for enrollment and marketing at Crown College in Minnesota, has been named president of Bethel University in Indiana, effective July 1.

    Summer McGee, president of Salem Academy and College in North Carolina, has been selected president of Lenoir-Rhyne University, effective July 1.

    Bethany Meighen, vice president for academic and student affairs for the University of North Carolina system, has been appointed president of Concord University in West Virginia, effective July 1.

    James Milliken, who has served as chancellor of the University of Texas system since 2018, has been named the next president of the University of California system, effective Aug. 1.

    Martin Pollio, superintendent of the Jefferson County public school district in Louisville, Ky., has been elected president of Ivy Tech Community College in Indiana, effective July 1.

    Thomas Powell, who has formerly served as president at Mount Saint Mary’s University in Maryland, Glenville State University in West Virginia and Frederick Community College in Maryland, assumed the presidency at Averett University in Virginia on May 1.

    Ritu Raju, president and CEO of Gateway Technical College in Wisconsin, has been appointed president of South Central College in Minnesota, effective July 1.

    Brett Sanford, former North Dakota lieutenant governor and interim president of Bismarck State College, assumed the role of interim chancellor of the North Dakota University System on April 30.

    Brock Tessman, president of Northern Michigan University, has been named president of Montana State University, effective July 1.

    Willie Todd, president and chief executive officer of Denmark Technical College in South Carolina, has been appointed president of Talladega College in Alabama, effective July 1.

    John Zerwas, executive vice chancellor for health affairs at the University of Texas system, has been named acting chancellor of the UT system— replacing Milliken, who is departing for the top job at the University of California—effective June 1.

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  • Pasco-Hernando President Resigns Amid State DOGE Scrutiny

    Pasco-Hernando President Resigns Amid State DOGE Scrutiny

    Pasco-Hernando State College president Jesse Pisors has resigned after less than 18 months on the job, amid scrutiny from Florida’s version of the Department of Government Efficiency, The Tampa Bay Times reported.

    Pisors stepped down Thursday, the day before a special meeting called by board chair Marilyn Pearson-Adams to discuss concerns about student growth and retention, according to meeting documents. In a letter to other trustees, which included analysis from Florida’s DOGE on student growth and retention, Pearson-Adams noted the college was among the worst on those metrics.

    Specifically, she noted PHSC was second-to-last in retention numbers, which she called “alarming.” She added that trustees “had not been made aware of these numbers” despite “our continued requests over the past 12 months regarding this type of information and data.”

    The agenda shows only one action item for Friday’s special meeting of the Pasco-Hernando Board of Trustees: “Determination of Sustainability of College’s Future.” 

    Florida is one of several states that has sought to implement cost-cutting measures modeled on DOGE, the federal initiative led by billionaire bureaucrat Elon Musk to reduce government waste through layoffs and the elimination of various programs—an effort that has run into multiple legal challenges. DOGE-driven cuts have also fallen far short of their intended vision, with Musk often exaggerating savings for taxpayers in his work for the Trump administration. 

    Florida’s DOGE has also sought records of all faculty research at public institutions published in the last six years, leading to concerns about how the effort may be weaponized against faculty.

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  • State Guidance on the Use of Generative AI in K-12 Education

    State Guidance on the Use of Generative AI in K-12 Education

    More than two years into the advent of generative artificial intelligence (AI) in K-12 schools, many state departments of education are issuing guidance or policies for responsible school and student use of AI. A helpful map from AI for Education shows that half of U.S. state departments of education have issued guidance on the use of generative AI in K-12 schools (and there has also been some at the district levels). The states whose departments of education have issued guidance include: Alabama, Arizona, California, Colorado, Connecticut, Delaware, Georgia, Hawai’i, Indiana, Kentucky, Louisiana, Minnesota, Mississippi, New Jersey, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Utah, Virginia, Washington, West Virginia, Wisconsin, and Wyoming. 

    A Good Start: What Recent Guidance Says About Data Privacy

    All twenty-five states mentioned (or provided resources that included mention of) data privacy or data privacy principles in their guidance. For a detailed analysis, see FPF’s resource – Summary of State AI Guidance for Schools listing the language used by each state for a closer look). Multiple states mention data privacy and the guidance typically falls into the following areas: 

    • Compliance with Federal and/or State Laws: about 20 states reference regulations such as FERPA (Family Educational Rights and Privacy Act), COPPA (Children’s Online Privacy Protection Act), CIPA (Children’s Internet Protection Act), IDEA (Individuals with Disabilities Education Act), and/or other local laws as the baseline for acceptable data handling and privacy practices. 
    • Data Minimization Principles: about 12 states stress the importance of avoiding inputting PII (Personally Identifiable Information) into AI systems. 
    • Data Collection and Retention: about 16 states mention or address data collection, use, sharing, and/or storage practices, with an emphasis on limiting data retention and ensuring data is only collected for specific educational purposes. 
    • Data Security: about 21 states list data security concerns as a focus, with some calling for AI systems to adhere to security best practices, including encryption, authentication, and authorization to prevent unauthorized access. 
    • Transparency and Parental Consent: about 10 states mention the need for transparency surrounding AI policies: both vendor transparency and school administrators’ transparency with parents and students in how AI tools used at school collect and use data. 
    • Vendor Contracts and Third-Party Tools: about 9 states stress the importance of vetting AI vendors and ensuring that contracts with third-party AI providers are aligned with data privacy standards, with some including model language.  
    • AI-Specific Bias Risks and/or Ethical Considerations: about 13 states mention ethical concerns associated with data privacy and AI, particularly around the potential misuse of data and the creation of biased algorithms. 
    • Professional Development and Guidance: about 8 states highlight the need for (or provide resources for) professional development, support, or training for educators on the responsible use of AI tools, including protecting student data privacy. 
    • Accountability and Regular Review: about 3 states emphasize the importance of ongoing reviews of policies and agreements given the evolving nature of AI.

    Next Steps: Tips for Policymakers for Increasing Guidance Effectiveness

    The data privacy principles listed above are integral to responsible, safe, and ethical data privacy practices, and state education departments’ inclusion of them in their guidance on the use of generative AI in K-12 schools is an encouraging start. Even more can and should be done to increase the effectiveness of state guidance when it comes to data privacy considerations. Whether bolstering existing guidance or shaping new guidance, policymakers can provide school leaders more helpful and substantive direction by keeping in mind that the best guidance is:

    • Specific. The most effective guidance is seamless and clear for school leaders to understand and implement. An overwhelming majority of the existing guidance surrounding data privacy related to AI use in K-12 schools is superficial, with many states saying little more than perfunctory statements about the importance or risks of data privacy associated with AI and/or the necessity of following existing privacy laws. If state guidance is to highlight, for example, the need for things such as “establishing strong safeguards” or “keeping student privacy as a primary consideration,” detailing what those strong safeguards should be or how to uphold student data privacy as a primary consideration would dramatically increase guidance utility for school leaders. States that provided slightly stronger guidance included more specific directives to assist schools with taking the next step. These included details such as language for contractual requirements with AI vendors, data handling protocols, training programs, and clear policies on data collection, retention, and security. Even further specificity would be more beneficial to schools and districts. 
    • Actionable. School leaders need actionable guidance that gives a concrete roadmap for the use of generative AIt. While reviewing or drafting guidance, policymakers should ask: what would it mean in practice if school administrators were to do as the guidance suggested? For example, imagine if the guidance indicated that “student personally identifiable information should be protected when using generative AI tools.” To implement this guidance in their schools, school leaders would need to know how to protect that information, they would need to have a policy on it, they would need to train and educate staff and students on that policy, the staff and students would have to adhere to that policy, and the school would have to enforce it. Actionable guidance that details a roadmap or implementation instructions helps school leaders minimize guesswork and provide clear steps they can take. 
    • In Context. The most effective guidance will provide direction in the context of generative AI. Many aspects of student data privacy have been considered for over a decade with the use of education technology (“edtech”) products in schools, and many state and federal laws already regulate the use of student data in the age of edtech and the internet. Guidance that is the most helpful to school leaders will go beyond repeating data privacy principles that have already been stressed in the context of edtech and will provide meaningful direction in the context of AI.

    Including student data privacy considerations in existing state guidance is an encouraging first step towards safeguarding student data privacy in the age of generative AI. By creating specific, actionable directives in the context of AI, policymakers can strengthen the effectiveness, utility, and helpfulness of their guidance on data privacy for generative AI use in K-12 schools. In doing so, they can make navigating the new and evolving reality of generative AI in schools less intimidating and more straightforward for school leaders.

     

    Endnotes:

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    2 (AZ CA DE GA HI IN NC NJ OR UT WA WV)
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    7  Take a look at FPF’s resource for Vetting Generative AI Tools for Use in Schools, including the checklist and accompanying policy brief.
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    11  e.g. “Data privacy, security and content appropriateness should be primary considerations when adopting new technology.” Minnesota guidance.
    12  e.g.All AI application usage should adhere to state and federal privacy laws” Kentucky guidance

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  • California State Bar Admits to Using AI for Exam Questions

    California State Bar Admits to Using AI for Exam Questions

    The State Bar of California sparked outrage after it admitted to using artificial intelligence to help craft some of its multiple-choice exam questions, the Los Angeles Times reported. The Monday announcement came after test takers complained of glitches and irregularities while taking the California bar exam in February.

    In a news release, the State Bar of California promised to petition the California Supreme Court to adjust test scores for those who took the exam in February. The release detailed that the test’s multiple-choice questions were mostly developed by the test company Kaplan, while some were recycled from the First-Year Law Students’ Exam and others were developed by ACS Ventures, the State Bar’s independent psychometrician, hired to assess questions. ACS Ventures used AI.

    But State Bar officials defended the veracity of the exam’s questions.

    “We have confidence in the validity of the MCQs to accurately and fairly assess the legal competence of test-takers,” State Bar executive director Leah Wilson said in the release. “Lessons learned are being incorporated into the July exam, and all future tests will include additional levels of independent review and validation.” 

    Test takers and law school faculty have reacted with shock.

    Katie Moran, an associate professor at the University of San Francisco School of Law who specializes in bar exam preparation, told the Los Angeles Times that the announcement was a “staggering admission.”

    “The State Bar has admitted they employed a company to have a non-lawyer use AI to draft questions that were given on the actual bar exam,” she said. “They then paid that same company to assess and ultimately approve of the questions on the exam, including the questions the company authored.”

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  • CoSN State Chapters Grow With Additions of MACE and CoSNE

    CoSN State Chapters Grow With Additions of MACE and CoSNE

    Washington, D.C.– CoSN today announced that the Mid-America Association for Computers in Education ( MACE) and the Nebraska Chapter of the Consortium for School Networking ( CoSNE) have been approved by the CoSN Board of Directors as official State Chapters. CoSN State Chapters play a crucial role in advancing the organization’s mission at the local level. These chapters provide a platform for education technology leaders to collaborate, share best practices and advocate for innovative solutions in their regions. Through networking events, professional development opportunities and policy influence, CoSN State Chapters empower members to drive impactful change in their school districts.

    MACE is a nonprofit corporation dedicated to advancing educational technology by fostering collaboration, sharing best practices and supporting educators in the effective use of technology. The organization works to enhance education through responsible use of hardware and software, engage with industry partners to establish technical standards, and connect professionals in the field.   CoSNE was established by the Nebraska Association of Technology Administrators ( NATA), along with a group of Nebraska K-12 chief technology officers, chief information officers and technology directors in smaller districts/regions — or not previously associated with NATA. CoSNE is advancing the focus on policy advocacy, professional development, and engagement with state and national entities to advance educational technology leadership and best practices for every K-12 technology leader across Nebraska.