Tag: Student

  • Five colleges Impacting Black Student Achievement

    Five colleges Impacting Black Student Achievement

    A recent report from the Campaign for College Opportunity notes strategies and programs that support graduation outcomes for students from historically underrepresented backgrounds.

    Tashi-Delek/E+/Getty Images

    Higher education can be an agent for positive change in students’ lives, providing personal, intellectual and socioeconomic growth opportunities. But not all of these outcomes are realized by every student.

    An April report by the Campaign for College Opportunity outlines some of the challenges Black students face in pursuit of higher education, as well as measures that colleges can take to address disparities in completion and persistence rates.

    What’s the need: Since fall 2019, Black enrollment in higher education has declined more rapidly than that of other races. Black students currently make up about 10 percent of all undergraduates enrolled in the U.S., but roughly 14 percent of the total U.S. population.

    Once enrolled, Black students are also less likely to complete a degree compared to their peers, which students of color say is tied to high costs, a lack of support and forms of racial discrimination, according to a 2023 survey.

    Among U.S. adults, about 32 percent of Black Americans have completed some college but have yet to earn a bachelor’s degree—four percentage points higher than the average American (28 percent) but roughly the same as people belonging to two or more races (32 percent), Native Hawaiians and Pacific Islanders (32 percent), and American Indian and Alaska Native populations (34 percent).

    Despite the challenges students of color face while pursuing a degree, most learners say college is worth it in the long run for their careers. Still, balancing academics and other obligations, strains on mental health and feelings of isolation can be unexpected costs associated with college, according to a 2024 report from the Pell Institute.

    DEI Under Attack

    Since Trump retook office in January, his administration has sought to eliminate diversity, equity and inclusion practices. A Feb. 14 Dear Colleague letter from the Department of Education to colleges and universities sought to issue guidance on which race-based practices besides those used in admissions—which the Supreme Court struck down in 2023—would no longer be permitted. The letter cited scholarships and programs that were exclusively available to students based on their race. An FAQ page from the department notes that race or cultural heritage education or celebrations are not prohibited, so long as they are open to everyone on campus.

    Federal courts blocked enforcement of the Dear Colleague letter in April.

    Recommendations: Based on existing research, the report authors outlined six strategies to improve Black student outcomes.

    1. Demystify the college experience. High school partnerships and pathway programs, including summer programs and dual-enrollment opportunities, can positively impact Black students’ college trajectories.  
    2. Improve transfer. Invest in two-year colleges as access points and transfer launchpads for Black students who may want to earn a bachelor’s degree at four-year institutions. Additionally, strong partnerships between two- and four-year colleges can address culture gaps and ensure the four-year institution is equipped to help Black and other transfer students thrive.  
    3. Address college affordability. Institutions should invest in avenues and resources to ensure Black students, and others, can pay for tuition, fees, technology, supplies, living experiences and other costs associated with college. “Having a robust portfolio of grants, scholarships and other financial support for Black and low-income students is essential,” according to the report. Students of color are also more likely to report basic needs insecurity, so creating holistic financial resources that ensure students have suitable food, housing and transportation is critical. 
    4. Invest in representation. Establishing “Black-affirming” spaces, including resource centers, honors colleges, studies programs and media and art collections can improve students’ sense of belonging on campus, as well as counter negative stereotypes regarding Black students. Similarly, ensuring Black students have a seat at the table for decision-making processes allows them opportunities to advocate for their needs. 
    5. Prioritize faculty development. Centers for teaching and learning can provide educators with resources and guidance on how to best serve underrepresented minority groups, including Black students. 
    6. Create co-curricular learning opportunities. Faculty-led research, pre-apprenticeship programs and workforce development programs can engage Black students on campus and give them the necessary skills to launch their careers.  

    Examples of success: In addition to highlighting initiatives that can promote student success, the report also names five institutions that have developed effective programs to improve Black student outcomes.

    1. Compton College provides no-cost food to students through a variety of ways, including an on-campus food pantry, a partnership with the Los Angeles Regional Food Bank and free meals at the Everytable Cafeteria on campus. The college also broke ground on its first student housing facility earlier this year, creating more opportunities to minimize the risk of housing insecurity or homelessness for vulnerable students.
    2. Last year Sacramento State University established the Black Honors College, which provides wraparound support for students interested in learning about Black history and culture. The program, which is open to all students, celebrates Black excellence through mentorship by hand-selected faculty and staff, designated housing and personalized support for participants.
    3. The City University of New York created the Black Male Initiative in 2005, an inclusive 15-project initiative focused on improving enrollment and graduation rates of students from underrepresented populations. Most recently, the program has evolved to include wellness and career development.
    4. Spelman College invested millions of dollars in promoting holistic student wellness, in part by creating a new fitness center and introducing fitness classes, cooking demonstrations and mental health workshops. The initiative is designed to address health concerns that disproportionately impact Black women, including high blood pressure, Type 2 diabetes, heart disease, breast cancer and strokes.
    5. The University of California, San Diego, is home to the Black Academic Excellence Initiative, which strives to improve the experiences of Black students, faculty and staff members on campus. The initiative provides scholarship funds for students and has established a hub for historically Black fraternities and sororities, called the Divine Nine.

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  • Student-created book reviews inspire a global reading culture

    Student-created book reviews inspire a global reading culture

    Key points:

    When students become literacy influencers, reading transforms from a classroom task into a global conversation.

    When teens take the mic

    Recent studies show that reading for pleasure among teens is at an all-time low. According to the National Assessment of Educational Progress (NAEP), only 14 percent of U.S. students read for fun almost every day–down from 31 percent in 1984. In the UK, the National Literacy Trust reports that just 28 percent of children aged 8 to 18 said they enjoyed reading in their free time in 2023.

    With reading engagement in crisis, one group of teens decided to flip the narrative–by turning on their cameras. What began as a simple classroom project to encourage reading evolved into a movement that amplified student voices, built confidence, and connected learners across cultures.

    Rather than writing traditional essays or book reports, my students were invited to create short video book reviews of their favorite titles–books they genuinely loved, connected with, and wanted others to discover. The goal? To promote reading in the classroom and beyond. The result? A library of student-led recommendations that brought books–and readers–to life.

    Project overview: Reading, recording, and reaching the world

    As an ESL teacher, I’ve always looked for ways to make literacy feel meaningful and empowering, especially for students navigating a new language and culture. This video review project began with a simple idea: Let students choose a book they love, and instead of writing about it, speak about it. The assignment? Create a short, personal, and authentic video to recommend the book to classmates–and potentially, to viewers around the world.

    Students were given creative freedom to shape their presentations. Some used editing apps like Filmora9 or Canva, while others recorded in one take on a smartphone. I offered a basic outline–include the book’s title and author, explain why you loved it, and share who you’d recommend it to–but left room for personal flair.

    What surprised me most was how seriously students took the project. They weren’t just completing an assignment–they were crafting their voices, practicing communication skills, and taking pride in their ability to share something they loved in a second language.

    Student spotlights: Book reviews with heart, voice, and vision

    Each student’s video became more than a book recommendation–it was an expression of identity, creativity, and confidence. With a camera as their platform, they explored their favorite books and communicated their insights in authentic, impactful ways.

    Mariam ElZeftawy: The Fault in Our Stars by John Green
    Watch Miriam’s Video Review

    Mariam led the way with a polished and emotionally resonant video review of John Green’s The Fault in Our Stars. Using Filmora9, she edited her video to flow smoothly while keeping the focus on her heartfelt reflections. Mariam spoke with sincerity about the novel’s themes: love, illness, and the fragility of life. She communicated them in a way that was both thoughtful and relatable. Her work demonstrated not only strong literacy skills but also digital fluency and a growing sense of self-expression.

    Dana: Dear Tia by Maria Zaki
    Watch Dana’s Video Review

    In one of the most touching video reviews, Dana, a student who openly admits she’s not an avid reader, chose to spotlight “Dear Tia,” written by Maria Zaki, her best friend’s sister. The personal connection to the author didn’t just make her feel seen; it made the book feel more real, more urgent, and worth talking about. Dana’s honest reflection and warm delivery highlight how personal ties to literature can spark unexpected enthusiasm.

    Farah Badawi: Utopia by Ahmed Khaled Towfik
    Watch Farah’s Video Review

    Farah’s confident presentation introduced her classmates to Utopia, a dystopian novel by Egyptian author Ahmed Khaled Towfik. Through her review, she brought attention to Arabic literature, offering a perspective that is often underrepresented in classrooms. Farah’s choice reflected pride in her cultural identity, and her delivery was clear, persuasive, and engaging. Her video became more than a review–it was a form of cultural storytelling that invited her peers to expand their literary horizons.

    Rita Tamer: Frostblood
    Watch Rita’s Video Review

    Rita’s review of Frostblood, a fantasy novel by Elly Blake, stood out for its passionate tone and concise storytelling. She broke down the plot with clarity, highlighting the emotional journey of the protagonist while reflecting on themes like power, resilience, and identity. Rita’s straightforward approach and evident enthusiasm created a strong peer-to-peer connection, showing how even a simple, sincere review can spark curiosity and excitement about reading.

    Literacy skills in action

    Behind each of these videos lies a powerful range of literacy development. Students weren’t just reviewing books–they were analyzing themes, synthesizing ideas, making connections, and articulating their thoughts for an audience. By preparing for their recordings, students learned how to organize their ideas, revise their messages for clarity, and reflect on what made a story impactful to them personally.

    Speaking to a camera also encouraged students to practice intonation, pacing, and expression–key skills in both oral language development and public speaking. In multilingual classrooms, these skills are often overlooked in favor of silent writing tasks. But in this project, English Learners were front and center, using their voices–literally and figuratively–to take ownership of language in a way that felt authentic and empowering.

    Moreover, the integration of video tools meant students had to think critically about how they presented information visually. From editing with apps like Filmora9 to choosing appropriate backgrounds, they were not just absorbing content, they were producing and publishing it, embracing their role as creators in a digital world.

    Tips for teachers: Bringing book reviews to life

    This project was simple to implement and required little more than student creativity and access to a recording device. Here are a few tips for educators who want to try something similar:

    • Let students choose their own books: Engagement skyrockets when they care about what they’re reading.
    • Keep the structure flexible: A short outline helps, but students thrive when given room to speak naturally.
    • Offer tech tools as optional, not mandatory: Some students enjoyed using Filmora9 or Canva, while others used the camera app on their phone.
    • Focus on voice and message, not perfection: Encourage students to focus on authenticity over polish.
    • Create a classroom premiere day: Let students watch each other’s videos and celebrate their peers’ voices.

    Literacy is personal, public, and powerful

    This project proved what every educator already knows: When students are given the opportunity to express themselves in meaningful ways, they rise to the occasion. Through book reviews, my students weren’t just practicing reading comprehension, they were becoming speakers, storytellers, editors, and advocates for literacy.

    They reminded me and will continue to remind others that when young people talk about books in their own voices, with their personal stories woven into the narrative, something beautiful happens: Reading becomes contagious.

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  • College Programs Support Holistic Student Basic Needs

    College Programs Support Holistic Student Basic Needs

    About three in five college students experienced some level of basic needs insecurity during the 2024 calendar year, according to survey data from Trellis Strategies. Over half (58 percent) of respondents said they experienced one or more forms of basic needs insecurity in the past 12 months.

    Student financial challenges can negatively impact academic achievement and students’ ability to remain enrolled. About 57 percent of students said they’ve had to choose between college expenses and basic needs, according to a 2024 report from Ellucian.

    While a growing number of colleges and universities are expanding support for basic needs resource centers—driven in part by state legislation that requires more accommodations for students in peril—not every campus dedicates funds to the centers. A 2024 survey by Swipe Out Hunger found that of 300-plus campus pantries, two in five were funded primarily through donations. Only 5 percent of food pantries had a dedicated budget from their institution as a primary source of funding.

    Inside Higher Ed compiled four examples of institutions that are considering new or innovative ways to address students’ financial wellbeing and basic needs on campus.

    Penn State University—School Supplies for Student Success

    Previous research shows that when students have their relevant course materials provided on day one, they are more likely to pass their classes and succeed. Penn State’s Chaiken Center for Student Success launched a School Supplies for Student Success program that offers learners access to free supplies, including notebooks, writing utensils and headphones, to help them stay on track academically.

    Students are able to visit the student success center on the University Park campus every two weeks to acquire items, which are also available at two other locations on campus. Learners attending Penn State Altoona and Penn State Hazleton can visit their respective student success center for supplies, as well.

    The program is funded by a Barnes & Noble College Grant program and is sustained through physical and monetary donations from the university community.

    Massachusetts College of Liberal Arts—Essential Needs Center

    The Essential Needs Center was developed from a Service Leadership Capstone course, which required students to complete a community-based service project. One group of students explored rates of basic needs insecurity and established a food pantry to remedy hunger on campus.

    “The program started as a drawer at my desk,” said Spencer Moser, assistant dean for Student Growth and Wellbeing, who taught the course. “Then it grew to fill a shelving unit, a closet and eventually its own space on campus.”

    The center, now a one-stop shop for basic needs support on campus, provides students with small appliances, storage containers, personal care items and seasonal clothing, as well as resources to address housing and transportation needs, including emergency funding grants. Students can also apply for a “basic needs bundle” to select specific items they may require.

    Paid student employees maintain the center but it’s also left “unstaffed” at some hours to address the stigma of seeking help for basic supplies. Between November 2023 and January 2025, over 1,300 students engaged with the center.

    University of New Hampshire—Financial Wellness

    A lack of financial stability can also have a negative impact on student thriving and success. To support students’ learning and financial wellbeing, the University of New Hampshire created an online digital hub that provides links to a budget worksheet, financial wellness self-evaluation, college cost calculator and loan simulator.

    Students can also schedule an appointment to talk with an educator to discuss financial wellness or engage in a financial wellness workshop.

    Roxbury Community College—the Rox Box

    Most colleges operate on an academic calendar, with available hours and resources falling when class is in session. Roxbury Community College in Massachusetts launched a new initiative in winter 2023 to ensure students who were off campus for winter break didn’t experience food insecurity.

    Before the break, staff at the college’s food pantry, the Rox Box, handed out Stop & Shop gift cards and grab-and-go meals, as well as a list of local places students could visit for meals over break.

    Do you have a wellness intervention that might help others promote student success? Tell us about it.



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  • How AI agents can lower student complaints – Episode 167 – Campus Review

    How AI agents can lower student complaints – Episode 167 – Campus Review

    In this episode, vice-chancellor of La Trobe University Theo Farrell explains how artificial intelligence (AI) agents can serve the entire lifecycle of a university student.

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  • USyd responds to student concerns about ‘two-lane’ AI policy – Campus Review

    USyd responds to student concerns about ‘two-lane’ AI policy – Campus Review

    The university arguably leading the sector in its use of artificial intelligence (AI) in assessment tasks has received criticism from some students who have complained they lost marks for not using AI in a test.

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  • Tufts PhD Student Released After Six-Week Detention Raising Academic Freedom Concerns

    Tufts PhD Student Released After Six-Week Detention Raising Academic Freedom Concerns

    Rümeysa Öztürk with her attorneyAfter six weeks in federal detention, Tufts University doctoral student Rümeysa Öztürk was released last Friday following a federal judge’s ruling that her continued detention potentially violated her constitutional rights and could have a chilling effect on free speech across college campuses.

    U.S. District Judge William K. Sessions III ordered Öztürk’s immediate release, stating she had raised “substantial claims” of both due process and First Amendment violations. The 30-year-old Turkish national, who was arrested on March 25 outside her Somerville, Massachusetts home by masked federal agents, had been detained at the South Louisiana ICE Processing Center in Basile, Louisiana—more than 1,500 miles from her university.

    “Continued detention potentially chills the speech of the millions and millions of individuals in this country who are not citizens. Any one of them may now avoid exercising their First Amendment rights for fear of being whisked away to a detention center,” Judge Sessions stated during Friday’s hearing.

    Öztürk’s legal team argued that her detention was directly connected to her co-authoring a campus newspaper op-ed critical of Tufts University’s response to the war in Gaza. During the hearing, Judge Sessions noted that “for multiple weeks, except for the op-ed, the government failed to produce any evidence to support Öztürk’s continued detention.”

    The Trump administration had accused Öztürk of participating in activities supporting Hamas but presented no evidence of these alleged activities in court. Öztürk, who has a valid F-1 student visa, has not been charged with any crime.

    Öztürk’s case is part of what appears to be a growing pattern of detentions targeting international students involved in pro-Palestinian activism. Her arrest by plainclothes officers, captured on video showing her being surrounded as she screamed in fear, sparked national outrage and campus protests.

    “It’s a feeling of relief, and knowing that the case is not over, but at least she can fight the case while with her community and continuing the academic work that she loves at Tufts,” said Esha Bhandari, an attorney representing Öztürk.

    The same day as Öztürk’s release, the U.S. Second Circuit Court of Appeals in New York denied an administration appeal to re-arrest Columbia University student and lawful permanent resident Mohsen Mahdawi, another case involving a student detained after pro-Palestinian advocacy.

    During her six weeks in detention, Öztürk, who suffers from asthma, experienced multiple attacks without adequate medical care, according to testimony. At Friday’s hearing, she briefly had to step away due to an asthma attack while a medical expert was testifying about her condition.

    Judge Sessions cited these health concerns as part of his rationale for immediate release, noting Öztürk was “suffering as a result of her incarceration” and “may very well suffer additional damage to her health.”

    In his ruling, Judge Sessions ordered Öztürk’s release without travel restrictions or ICE monitoring, finding she posed “no risk of flight and no danger to the community.” Despite this clear order, her attorneys reported that ICE initially attempted to delay her release by trying to force her to wear an ankle monitor.

    “Despite the 11th hour attempt to delay her freedom by trying to force her to wear an ankle monitor, Rümeysa is now free and is excited to return home, free of monitoring or restriction,” said attorney Mahsa Khanbabai.

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  • Having trouble keeping up with the chaos of the student loan system? (Student Borrower Protection Center)

    Having trouble keeping up with the chaos of the student loan system? (Student Borrower Protection Center)

    Are you having trouble keeping up with the chaos of the student loan system? Don’t worry; we got you. There’s a lot going on right now and we’re here to break it all down. Here are some of the most pressing things that happened this week.

    On Tuesday, Senator Patty Murray (D-WA), the Ranking Member of the U.S. Senate Appropriations Committee and senior member of the Senate Health, Education, Labor and Pensions (HELP) Committee chaired an education forum to spotlight the Trump Administration’s radical effort to dismantle the U.S. Department of Education (ED). Tasha Berkhalter, a U.S. Army veteran and student loan borrower who had her debt discharged by the Biden Administration after being defrauded by a predatory for-profit college, gave powerful testimony at the hearing.

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  • Judge orders release of Tufts student Rümeysa Öztürk

    Judge orders release of Tufts student Rümeysa Öztürk

    A federal judge has ordered the immediate release of Tufts student Rümeysa Öztürk, who faces deportation for writing an op-ed critical of Israel. 

    “Her continued detention cannot stand,” said Judge William Sessions III.

    Judge Sessions explained the government provided no evidence Öztürk engaged in violence or any other crimes. “The reason she’s been detained is simply and purely the expression she made,” he said. The judge also warned her detention chills millions of noncitizens from expressing their views “for fear of being whisked away from their home.”

    Below is a statement from FIRE Supervising Senior Attorney Conor Fitzpatrick, praising the order:

    The court rightly found Öztürk’s detention unlawful and an affront to the First Amendment. No one in America — citizen or not — should fear the government’s wrath for speaking their mind.

    Last week, FIRE was joined by a nonpartisan coalition that included the National Coalition Against Censorship, Cato, PEN America, and the Rutherford Institute calling for the release of Ms. Öztürk and all others detained and targeted for deportation based on protected speech.

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  • “The accreditors are coming!” 4 ways to use student satisfaction scores to prepare

    “The accreditors are coming!” 4 ways to use student satisfaction scores to prepare

    Does your campus fully utilize its student satisfaction scores at accreditation time? As a reminder, regular assessments of student satisfaction provide data for four key institutional activities:

    • Retention/student success
    • Strategic planning
    • Recruiting new students
    • Accreditation documentation

    The accreditation process can be time-demanding and stressful for your campus staff and leadership, yet it is essential to complete on the designated cycle. And while the official process is something you address once every decade, regularly gathering data from your students and maintaining proactive processes can make the official requirements go much more smoothly.

    My colleague Charles Schroeder likes to say that during self-studies, people on campus begin running around gathering data and shouting, “The accreditors are coming! The accreditors are coming!” To avoid this reaction, our recommendation is don’t just assess student satisfaction as part of your self-study, but assess student satisfaction on a regular cycle, once every two or three years (if not annually).

    4 ways to use student satisfaction scores to prepare for accreditors

    How can you use data from student satisfaction surveys in your accreditation process? I have four suggestions for you.

    1. Match the survey items to your accreditation requirements. As a resource for you, we have mapped the individual items on the Ruffalo Noel Levitz (RNL) Satisfaction-Priorities Surveys (including the Student Satisfaction Inventory, the Adult Student Priorities Survey, and the Priorities Survey for Online Learners) to the individual criteria for all of the regional accreditors across the United States. You can download the relevant mapping document for your survey version and region here. By seeing how the items on each survey are mapped to the regional accrediting agency requirements, you can take  the guesswork out of determining how the student feedback lines up with the documentation you need to provide.

    2. Respond to student-identified challenge items. The RNL Satisfaction-Priorities Surveys identify areas of high importance and low satisfaction as challenge items. These are priority areas for improvement based on the perceptions of your students. By actively working to improve the student experience in these areas, you can potentially improve overall student satisfaction, which studies have correlated with better individual student retention, higher institutional graduation rates, higher institutional alumni giving, and lower loan default rates. Improvements in these areas are going to look good for your accreditation.

    3. Document your student-identified strengths. The RNL Satisfaction-Priorities Surveys also reflect student-identified strengths, which are items of high importance and high satisfaction. These are the areas that your students care about, and where they think you are doing a good job. Mentioning your strengths to your accreditors helps to position you in a positive light and to focus the conversation on where you are meeting or exceeding student expectations.

    4. Show improvements over time. As indicated earlier, student satisfaction surveys should not be a “once and done” activity, or even an activity done just once every five to ten years. The institutions we work with which assess student satisfaction systematically every two or three years, and actively work to improve the student experience in the intervening years, are seeing student satisfaction levels increase year over year. This process shows your commitment to your students and to your accreditors, and reflects that continuous quality improvement is valued by your institution.

    Ready to learn more?

    Are you ready to regularly assess student satisfaction? Are you interested in connecting the results to your accreditation criteria? Do you want to learn more about moving forward with a satisfaction assessment? Contact RNL with any questions you have and we will look forward to assisting you.

    Note: This blog was originally published in November 2016 and was updated with new content in May 2025.

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  • Do transgender student athletics fall under DOGE Subcommittee jurisdiction?

    Do transgender student athletics fall under DOGE Subcommittee jurisdiction?

    This audio is auto-generated. Please let us know if you have feedback.

    Do transgender student athletes’ involvement in girls’ and women’s sports — an issue that has recently jeopardized schools’ federal funding — fall under government efficiency and oversight? That question starkly divided lawmakers among party lines in a nearly 4-hour hearing on Wednesday held by the Delivering on Government Efficiency Subcommittee, a newly-formed subcommittee of the House Committee on Oversight and Accountability. 

    The DOGE Subcommittee hearing — meant to discuss the politically charged issue of Title IX and transgender student rights that has taken center stage under the Trump administration — quickly deteriorated to repeated gavel-banging, a motion to adjourn the meeting, disagreement over the committee’s purpose, arguments over lawmakers’ allotted speaking times, and discussions of differences in male and female elbow-joint anatomy and muscle mass. 

    The subcommittee was created to oversee “federal civil service, including compensation, classification, and benefits; federal property disposal; government reorganizations and operations, including transparency, performance, grants management, and accounting measures generally,” according to the Committee on Oversight and Government Reform’s rule book. 

    Witnesses included two cisgender female athletes advocating for athletic teams without transgender students, the chair for the USA Fencing Board of Directors, and the CEO of National Women’s Law Center, a nonprofit organization that advocates for LGBTQ+ rights.

    Republican lawmakers, who have called for less federal oversight of education and a return of that power to the states, said the hearing was necessary because it related to Title IX, a federal law meant to prohibit sex discrimination in federally funded education programs. 

    “It’s an important issue that biological men stay out of women’s sports,” said Rep. Marjorie Taylor Greene, chair of the committee and Republican from Georgia. 

    Rep. William Timmons, R-S.C., said the hearing was meant to “shine a light not only on the integrity of women’s sports,” but also on how institutions like USA Fencing and others may be misusing their authority to “push controversial policies that violate basic human rights and disregard their Congressionally-authorized mission.”

    “This is what happens when you allow God to be pushed out of everything,” added Rep. Eli Crane, R-Ariz. 

    Democratic lawmakers at the hearing, however, said it was a waste of the subcommittee’s time and did not fall under the body’s jurisdiction, which instead includes issues like proposed cuts across the government. 

    “This subcommittee could be focusing on the layoffs that President Trump has executed: over 200,000 firings of federal employees,” said Rep. Stephen Lynch, D-Mass. “That does affect the efficiency of our government programs.” 

    Rep. Robert Garcia, D-Calif., concurred, saying the subcommittee has “never really talked about government efficiency or any serious legislative work,” and that he was “surprised that this subcommittee is not apparently in charge of policing women’s sports.” 

    Witnesses at a DOGE Subcommittee hearing raise their hands in oath

    Stephanie Turner, left, a fencer who refused to compete against a transgender athlete, and Payton McNabb, right, a former North Carolina high school volleyball player injured by a transgender opponent, are sworn in during the hearing held by the Delivering on Government Efficiency Subcommittee at the U.S. Capitol on May 7, 2025, in Washington, D.C.

    Kayla Bartkowski/Getty Images via Getty Images

     

    DOGE impacts on K-12

    The DOGE Subcommittee is among the latest in a series of efforts by the Trump administration and Republicans to cut back on what they say are instances of abuse, fraud and waste in the government. Its formation is an extension of similar efforts conducted by the Department of Government Efficiency, also referred to as DOGE. 

    Those efforts have had major implications for the K-12 sector in recent months, including gutting the Education Department by laying off more than 1,300 employees, closing or significantly reducing its offices, canceling grants entirely or retracting grant competitions, and proposing a 15% cut to the department’s funding. 

    The reduction in expenses from DOGE’s efforts is also expected to put a strain on K-12 finances, according to a Moody’s report released in April. 

    Among DOGE cuts were seven of the Education Department’s 12 local offices for the Office for Civil Rights, leaving schools with reduced oversight of civil rights compliance. Those offices were in charge of investigating allegations of Title IX violations — the subject of the hearing Wednesday — for half of states. 

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