Tag: students

  • Parents Sued LAUSD Over Remote Learning. How the Settlement Will Benefit Students – The 74

    Parents Sued LAUSD Over Remote Learning. How the Settlement Will Benefit Students – The 74


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    More than 250,000 students in Los Angeles Unified will be eligible for extra tutoring, summer school and other academic help after the district settled a class-action lawsuit alleging that its remote learning practices during the pandemic were discriminatory.

    The settlement, filed in Los Angeles County Superior Court, was announced Wednesday by the law firm representing families who said their children fell disastrously behind during the Covid-related school shutdown in 2020-21.

    “After five years of tireless advocacy on behalf of LAUSD students and families, we are proud to have secured a historic settlement that ensures students receive the resources they need to thrive,” said Edward Hillenbrand, a partner at the law firm Kirkland & Ellis. “This critical support will help pave the way for lasting educational equity.”

    Los Angeles Unified had no comment on the case because the settlement has yet to be approved by the court. A hearing is set for December, although the settlement goes into effect immediately.

    During the COVID-19 pandemic, Los Angeles and nearly every other school district in California closed for in-person learning from March 2020 through fall 2021. Students attended classes virtually, and most fell behind academically. Test scores statewide plummeted after schools reopened. Chronic absenteeism soared.

    In fall 2020, a group of families whose children were languishing during remote learning sued Los Angeles Unified, saying the district wasn’t doing enough to ensure students were receiving an adequate education.

    One parent, Akela Wroten Jr., said that his second-grade daughter was behind before the pandemic and became even more lost during remote learning. She struggled with reading and never got the extra attention she needed because teachers weren’t assessing her progress.

    Another parent, Vicenta Martinez, said her daughter didn’t get any instruction in spring 2020, in part because she never received logon information for remote instruction and the school never followed up. When she finally did access remote classes, the lessons were short and teachers offered little feedback.

    “LAUSD’s remote learning plan fails to provide students with even a basic education and is not preparing them to succeed,” the lawsuit alleged.

    The suit singled out an agreement between the district and its teachers union that said teachers would only be required to work four hours a day, wouldn’t have to give tests and weren’t required to deliver live lessons — their lessons could be asynchronous, or recorded beforehand. In addition, the agreement said the district wouldn’t evaluate or monitor teachers during that time.

    United Teachers Los Angeles supports the settlement, saying it provides more assistance for students while leaving teachers’ “hard-won contractual rights” intact and avoiding “unwarranted judicial interference” in the district.

    The union also noted that student test scores have recovered significantly since the pandemic..

    The plaintiffs argued that the district’s policies discriminated against low-income, Black, Latino, disabled and English learner students, because those were the students least likely to have adequate support to succeed in remote learning. Those student groups also comprise the vast majority of students in the district, the nation’s second-largest.

    The settlement requires the district to offer a host of academic support, including summer school and after-school tutoring, to the 250,000 students who were enrolled in L.A. Unified during the pandemic and are still with the district. Among those students, 100,000 who are performing below grade level will be eligible for 45 hours of one-on-one tutoring every year through 2028.

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


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  • UK still top choice for pathway students despite policy changes

    UK still top choice for pathway students despite policy changes

    International students are placing getting a quality education over policy developments – with the UK keeping its spot as the preferred desitnation for 80% of nearly 1,000 pathway students surveyed by NCUK.

    A new report covering the survey’s findings analyses data from 921 students across 88 countries studying an international foundation year or Master’s preparatino programs, looking at their motivations for studying in top destinations, as well as other preferences.

    It found that Australia was the second most popular choice, with 4% of students surveyed marking it as their preference, followed by Canada, the US, New Zealand and Ireland at 3%. Meanwhile, the most coveted programs are business and computer science, as the preferred subjects for just under a third (31%) of respondents.

    Students’ continued preference for the UK comes in spite of a slew of policy changes affecting international students. In May, the government unveiled its long-awaited immigration white paper, setting out the way Keir Starmer’s Labour party intends to tackle migration over the coming years.

    It included plans to reduce the Graduate Route by six months to a total of 18 months, as well as new compliance metrics that higher education institutions must in order to continue recrutiing international students. Tougher Basic Compliance Assessment (BCA) requirements are set to take effect this month, meaning that universities will face penalties if more than 5% of their students’ visas are rejected, down from 10%.

    And last September, the UK increased international student maintenance requirements for the first time since 2020. Under the new rules, students coming to London must show evidence of having £1,483 per month, while studying outside of London need proof that they have at least £1,136 per month.  

    But NCUK’s chief marketing officer Andy Howells pointed out that students are looking beyond arbitrary political decision when choosing their preferred study destination, thinking instead about their long-term prospects.

    “This research demonstrates that international students are sophisticated decision-makers who look beyond political headlines to focus on educational quality and career outcomes,” he said. “While policy changes generate significant discussion in our sector, students are primarily motivated by the academic excellence and opportunities that institutions can provide.”

    The survey found that, of a sample size of 646 students, just 12% who said they were considering studying in the UK said that financial requiremwnr increases would stop them from applying to UK instiutuons.

    However, the popularity of other major study destinations were ore impacted by political headwinds, the survey found.

    Over a third (36%) interested in applying the Australian institutions said that proposed international enrolment caps would affect their decision, while 26% of those looking to study in Canada said they would no longer apply to Canadian institutions over policy changes – particularly changes to the country’s postgraduate work permit scheme.

    And almost four in 10 (38%) considering the US said Donald Trump’s second presidency would negatively impact their choice to study in America.

    For the majority of students surveyed (69.9%), education quality is the primary driver leading them to seek study abroad opportunities, closely followed by enhanced career development opportunities (56.4%) and gaining new knowledge (55.2%).

    The survey also shone a light on students’ post-graduation plans. Half of respondents said they wanted to stay in their study destination, with 31% planning to work and 19% looking at further studies.

    This research demonstrates that international students are sophisticated decision-makers who look beyond political headlines to focus on educational quality and career outcomes
    Andy Howells, NCUK

    But a growing number of students plan to return to their hoe country immediately after graduating, with 23% saying they want to do this – up from 18% in last year’s survey.

    Immigration has continued to be a hot topic in the UK as the anti-immigration Reform party grows in popularity.

    Just earlier this week, Home Secretary Yvette Cooper drew ire from the international education sector after announcing that the government will be tougher on overseas students who make asylum claims that “lack merit” as a means to stay in the country after their visa expires.

    Some 10,000 students have already been texted and emailed warning them that they will not be allowed to stay in the UK if they have no legal right to remain and explicitly warning them against making bogus asylum claims.

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  • Exploring a new standard for preparing students for the future of work

    Exploring a new standard for preparing students for the future of work

    Key points:

    According to the World Economic Forum’s Future of Jobs Report 2025, nearly 40 percent of workers’ core skills will change in just the next five years. As AI, automation, and global connectivity continue to reshape every industry, today’s students are stepping into a world where lifelong careers in a single field are increasingly rare.

    Rather than following a straight path, the most successful professionals tomorrow will be able to pivot, reinvent, and adapt again and again. That’s why the goal of education must also shift. Instead of preparing students for a fixed destination, we must prepare them to navigate change itself.

    At Rockingham County Schools (RCS), this belief is at the heart of our mission to ensure every student is “choice-ready.” Rather than just asking, “What job will this student have?” we’re asking, “Will they be ready to succeed in whatever path they choose now and 10 years from now?”

    Choice-ready is a mindset, not just a pathway

    Let’s start with a quick analogy: Not long ago, the NBA underwent a major transformation. For decades, basketball was largely a two-point game with teams focused on scoring inside the arc. But over time, the strategy shifted to where it is today: a three-point league, where teams that invest in long-range shooters open up the floor, score more efficiently, and consistently outperform those stuck in old models. The teams that adapted reshaped the game. The ones that didn’t have fallen behind.

    Education is facing a similar moment. If we prepare students for a narrow, outdated version of success that prepares them for one track, one career, or one outcome, we risk leaving them unprepared for a world that rewards agility, range, and innovation.

    At RCS, we take a global approach to education to avoid this. Being “choice-ready” means equipping students with the mindset and flexibility to pursue many possible futures, and a global approach expands that readiness by exposing them to a broader range of competencies and real-world situations. This exposure prepares them to navigate the variety of contexts they will encounter as professionals. Rather than locking them into a specific plan, it helps them develop the ability to shift when industries, interests, and opportunities change.

    The core competencies to embrace this mindset and flexibility include:

    • Creative and analytical thinking, which help solve new problems in new contexts
    • Empathy and collaboration, which are essential for dynamic teams and cross-sector work
    • Confidence and communication, which are built through student-led projects and real-world learning

    RCS also brings students into the conversation. They’re invited to shape their learning environment by giving their input on district policies around AI, cell phone use, and dress codes. This encourages engagement and ownership that helps them build the soft skills and self-direction that today’s workforce demands.

    The 4 E’s: A vision for holistic student readiness and flexibility

    To turn this philosophy into action, we developed a four-part framework to support every student’s readiness:

    1. Enlisted: Prepared for military service
    2. Enrolled: Ready for college or higher education
    3. Educated: Grounded in academic and life skills
    4. Entrepreneur: Equipped to create, innovate, and take initiative

    That fourth “E”–entrepreneur–is unique to RCS and especially powerful. It signals that students can create their opportunities rather than waiting for them. In one standout example, a student who began producing and selling digital sound files online explored both creative and commercial skill sets.

    These categories aren’t silos. A student might enlist, then enroll in college, then start a business. That’s the whole point: Choice-ready students can move fluidly from one path to another as their interests–and the world–evolve.

    The role of global education

    Global education is a framework that prepares students to understand the world, appreciate different perspectives, and engage with real-world issues across local and global contexts. It emphasizes transferable skills—such as adaptability, empathy, and critical thinking—that students need to thrive in an unpredictable future.

    At RCS, global education strengthens student readiness through:

    • Dual language immersion, which gives students a competitive edge in a multilingual, interconnected workforce
    • Cultural exposure, which builds resilience, empathy, and cross-cultural competence
    • Real-world learning, which connects academic content to relevant, global challenges

    These experiences prepare students to shift between roles, industries, and even countries with confidence.

    Redesigning career exploration: Early exposure and real skills

    Because we don’t know what future careers will be, we embed career exploration across K-12 to ensure students develop self-awareness and transferable skills early on.

    One of our best examples is the Paxton Patterson Labs in middle schools, where students explore real-world roles, such as practicing dental procedures on models rather than just watching videos.

    Through our career and technical education and innovation program at the high school level, students can:

    • Earn industry-recognized credentials.
    • Collaborate with local small business owners.
    • Graduate workforce-ready with the option to pursue higher education later.

    For students who need immediate income after graduation, RCS offers meaningful preparation that doesn’t close off future opportunities, keeping those doors open.

    And across the system, RCS tracks success by student engagement and ownership, both indicators that a learner is building confidence, agency, and readiness to adapt. This focus on student engagement and preparing students for the world postgraduation is already paying dividends. During the 2024-25 school year, RCS was able to increase the percentage of students scoring proficient on the ACT by more than 20 points to 44 percent. Additionally, RCS increased both the number of students who took AP exams and the number who received a passing score by 12 points to 48 percent.

    Preparing students for a moving target

    RCS knows that workforce readiness is a moving target. That’s why the district continues to evolve with it. Our ongoing focus areas include:

    • Helping graduates become lifelong learners who can retrain and reskill as needed
    • Raising awareness of AI’s influence on learning, creativity, and work
    • Expanding career exploration opportunities that prioritize transferable, human-centered skills

    We don’t know exactly what the future holds. We do know that students who can adapt, pivot, and move confidently from one career path to another will be the most prepared–because the most important outcome isn’t fitting students into today’s job market but preparing them to create value in tomorrow’s.

    At Rockingham County Schools, that’s what being “choice-ready” really means. It’s not about predicting the future. It’s about preparing students to thrive within it wherever it leads.

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  • Transfer Data Shows Little Progress for First-Time Students

    Transfer Data Shows Little Progress for First-Time Students

    The new “Tracking Transfer” report from the National Student Clearinghouse Research Center shows little improvement in transfer rates for first-time college students. But it also sheds light on factors that could contribute to better outcomes.

    The latest report, part of a series, examined transfer data for students who entered community college in 2017 and for former community college students enrolled at four-year institutions that academic year.

    It found that only 31.6 percent of first-time students who started community college in 2017 transferred within six years. And slightly fewer than half of those who transferred, 49.7 percent, earned a bachelor’s degree, consistent with outcomes for the previous cohort.

    But some types of students had better outcomes than others. For example, students who came to community college with some dual-enrollment credits had higher transfer and bachelor’s degree completion rates, 46.9 percent and 60.1 percent, respectively.

    Bachelor’s degree completion rates were also highest for transfer students at public four-year institutions compared to other types of institutions. Nearly three-quarters of students who transferred from community colleges to public four-year institutions in the 2017–18 academic year earned a bachelor’s degree within six years. The report also found that most transfer students from community colleges, 75.2 percent, attend public four-year colleges and universities.

    Retention rates among these students were also fairly high. Among students who transferred, 82 percent returned to their four-year institutions the following year. The retention rate was even higher for students who earned a certificate or an associate degree before they transferred, 86.8 percent, which was nearly 10 percentage points higher those who didn’t earn a credential before transferring.

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  • Brown to Fund Grad Students Who Lost Grants

    Brown to Fund Grad Students Who Lost Grants

    The university has vowed to honor financial commitments made to M.F.A. and Ph.D. students.

    Brown University will give money to some of its graduate students whose federal research grants were cut by the Trump administration, The Brown Daily Herald reported. 

    “We want to make sure that we’re able to give each of you all of the attention and support that you need to get through comfortably [and] well supported,” Janet Blume, interim dean of the graduate school, said at a Graduate Student Council meeting Wednesday. She said the university will honor the financial commitments of M.F.A. and Ph.D. students who lost their grants. 

    The National Institutes of Health, the National Science Foundation and other federal agencies have terminated thousands of academic researchers’ grants—including many at Brown—that don’t align with the Trump administration’s ideological agenda. 

    Blume said Brown is also reducing its graduate student admissions target this year to allow “time to work out issues of the federal financial landscape and also shifts in the job market.”

    In addition to canceling research grants, numerous federal agencies have put forth plans to cap the amount of money they reimburse universities to cover indirect research costs, which universities say will hurt their budgets and slow innovation. Brown is among the institutions suing the government over its changes to indirect cost reimbursement rates, which are on pause during ongoing litigation. 

    Brown, which had a $46 million deficit before President Trump took office in January, has also faced targeted scrutiny from the Trump administration. The university implemented a hiring freeze in March. In April, the government froze $510 million of Brown’s federal research dollars in retaliation for the university’s alleged failures to address antisemitism on campus.

    In June, administrators warned of the potential for “significant cost-cutting” measures amid the “deep financial losses” resulting from grant cuts, increased endowment taxes and threats to international student enrollment.

    The following month, Brown and the government came to an agreement, and the frozen grant money is coming back to the university. However, the deal did not restore the grants of researchers whose funding was terminated as part of the broader ideologically driven policy changes.

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  • more international students citing quality and reputation as key factors in decision making

    more international students citing quality and reputation as key factors in decision making

    As the global education landscape evolves, understanding what motivates international students has never been more critical. NCUK’s annual student survey series, Transforming Student Futures, provides essential insights into the aspirations of approximately 1,000 international students from 88 countries participating in NCUK’s in-country pathway programmes worldwide.

    The latest findings reveal clear patterns in student priorities that demand attention from educators, policymakers, and universities. 

    Maintaining quality and reputation is key

    Quality of education stands as the decisive factor for international students, with 69.9% of respondents selecting it as their primary motivation for pursuing overseas qualifications, up from 58% in 2024. Career-focused motivations follow closely, with over half of students (56.4%) motivated by career development opportunities, including increased employability and monetary benefits.
     
    This emphasis on educational excellence is particularly pronounced among students from Nigeria, Pakistan, Myanmar, and Peru, where quality ranks as the top motivation. In Kenya, quality shares the top position with career development, while in Ghana, it ties with gaining new knowledge as the primary driver.

    Interestingly, students from China present a unique pattern, with gaining new knowledge emerging as their main motivation rather than quality alone, suggesting different educational priorities for NCUK students across source markets.

    The rise of TNE and changing learning preferences

    Traditional learning models continue to dominate student preferences, with 66% favouring fully on-campus learning experiences. However, the survey indicates growing consideration for online provision as an increasingly viable alternative, reflecting evolving attitudes toward flexible education delivery.
     
    The year-on-year increases in demand for full online learning (up from 10% to 22%), full on-campus learning at a local institution in the students home country (up from 16% to 32%) and full on-campus learning but half taught at a branch campus in the student’s home country and half taught at a main campus overseas (up from 14% to 20%) all  signal a move toward flexibility.

    This shift aligns with the recent growth of TNE, and NCUK’s in-country model and diverse qualification offerings cater to this demand, enabling students to access global education without relocating immediately.

    Is it worth us considering whether, as a sector, we sometimes place too much emphasis on policy change?

    The high confidence level in NCUK pathways – with 94% of students believing these programs will enhance their career prospects (a 5% year-on-year increase) – demonstrates strong programme satisfaction and perceived value among participants.
     
    Policy changes: The US coming up Trumps but overall, NCUK students unaffected by policy changes

    In 2025, 52% of respondents expressed concern about UK visa restrictions, up from 38% in 2024, reflecting recent tightening of post-study work policies. Conversely, the USA saw a 12% rise in positive sentiment (to 29%) due to perceived stability in immigration rules, while Australia’s appeal dipped 8% (to 22%) amid cost-of-living concerns.
     
    These shifts highlight a nuanced landscape: students from Ghana and Pakistan are more deterred by UK policy changes, while Nigerian students remain optimistic about the USA. However, the overall message here is that NCUK students’ decision making does not seem significantly influenced by policy changes, with 80% of respondents choosing the UK as their preferred destination, despite the above findings.

    Is it worth us considering whether, as a sector, we sometimes place too much emphasis on policy change?

    Implications for the future
     
    The emphasis on quality demands continued investment in academic excellence and institutional reputation to meet rising student expectations, particularly in competitive source markets like Nigeria. And further, expanding TNE and hybrid learning options will cater to students seeking quality education with flexibility, reducing reliance on traditional study-abroad models.

    NCUK’s in-country pathway programmes demonstrate strong alignment with student needs and aspirations, offering the academic preparation, university access to high-ranking institutions, and career development support that international students prioritise. As the education sector continues to evolve, maintaining focus on quality, flexibility, and comprehensive student support will remain essential for meeting the diverse and changing needs of international students.

    About the author: Andy Howells is the Chief Marketing Officer for NCUK, a leading global pathway provider. He has worked in higher education for over 15 years in senior marketing and student recruitment roles at Royal Holloway, University of London, the University of Southampton and most recently, Universities UK International (UUKi).

    Andy has won several awards, including ‘Best Issues and Crisis Campaign’ at the PR Week Global awards in 2022 for UUKi’s We Are Together campaign, and ‘Marketing Campaign of the Year’ at the PIEoneer Awards in 2023 for UUKi’s Twin for Hope campaign. In 2023, Andy led the relaunch of the UK higher education sectors, #WeAreInternational campaign.

    Andy is a father of two young children and his claim to fame is delivering his second child himself, in his car, in a supermarket car park during the first weeks of Covid lockdowns! 

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  • 4 tips to create an engaging digital syllabus

    4 tips to create an engaging digital syllabus

    Key points:

    Back-to-school season arrives every year with a mixed bag of emotions for most educators, including anticipation and excitement, but also anxiety. The opportunity to catch up with friendly colleagues and the reward of helping students connect with material also comes with concern about how best to present and communicate that material in a way that resonates with a new classroom.

    An annual challenge for K-12 educators is creating a syllabus that engages students and will be used throughout the year to mutual benefit rather than tucked in a folder and forgotten about. Today’s digital transformation can be a means for educators to create a more dynamic and engaging syllabus that meets students’ and parents’ needs.

    While it can be overwhelming to think about learning any new education technology, the good news about a digital syllabi is that anyone who’s sent a digital calendar invite has already done most of the technical-learning legwork. The more prescient task will be learning the best practices that engage students and enable deeper learning throughout the year. 

    Step one: Ditch the PDFs and print-outs

    Creating a syllabus that works begins with educators stepping into the shoes of their students. K-12 classrooms are full of students who are oriented around the digital world. Where textbooks and binders were once the tools of the trade for students, laptops and iPads have largely taken over. This creates an opportunity for teachers to create more dynamic syllabi via digital calendars, rather than printed off or static PDFs with lists of dates, deadlines, and relevant details that will surely change as the year progresses. In fact, many learning management systems (LMS) already have useful calendar features for this reason. Again, teachers need only know the best way to use them. The digital format offers flexibility and connectivity that old-school syllabi simply can’t hold a candle to.

    Tips for creating an effective digital syllabus

    Classroom settings and imperatives can vary wildly, and so can the preferences of individual educators. Optimization in this case is in the eye of the beholder, but consider a few ideas that may wind up on your personal best practices list for building out your digital syllabus every year around this time:

    Make accessing the most up-to-date version of the syllabus as frictionless as possible for students and parents. Don’t attach your syllabus as a static PDF buried in an LMS. Instead, opt-in to the calendar most LMS platforms offer for the mutual benefit of educators, students, and parents. To maximize engagement and efficiency, teachers can create a subscription calendar in addition or as an alternative to the LMS calendar. Subscription calendars create a live link between the course syllabus and students’ and/or parents’ own digital calendar ecosystem, such as Google Calendar or Outlook. Instead of logging into the LMS to check upcoming dates, assignments, or project deadlines, the information becomes more accessible as it integrates into their monthly, weekly, and daily schedules, mitigating the chance of a missed assignment or even parent-teacher conference. Students and parents only have to opt-in to these calendars once at the beginning of the academic year, but any of the inevitable changes and updates to the syllabus throughout the year are reflected immediately in their personal calendar, making it simpler and easier for educators to ensure no important date is ever missed. While few LMS offer this option within the platform, subscription calendar links are like any hyperlink–easy to share in emails, LMS message notifications, and more.

    Leverage the calendar description feature. Virtually every digital calendar provides an option to include a description. This is where educators should include assignment details, such as which textbook pages to read, links to videos or course material, grading rubrics, or more. 

    Color-code calendar invitations for visual information processors. Support different types of information processors in the classroom by taking the time to color-code the syllabus. For example, purple for project deadlines, red for big exams, yellow for homework assignment due dates. Consistency and routine are key, especially for younger students and busy parents. Color-coding, or even the consistent naming and formatting of events and deadlines, can make a large impact on students meeting deadlines.

    Encourage further classroom engagement by integrating digital syllabus “Easter eggs.” Analog syllabi often contain Easter eggs that reward students who read it all the way through. Digital syllabi can include similar engaging surprises, but they’re easy to add throughout the year. Hide extra-credit opportunities in the description of an assignment deadline or add an invitation for last-minute office hours ahead of a big quiz or exam. It could be as simple as a prompt for students to draw their favorite animal at the bottom of an assignment for an extra credit point. If students are aware that these opportunities could creep up in the calendar, it keeps them engaged and perhaps strengthens the habit of checking their classroom syllabus.

    While the start of the new school year is the perfect time to introduce a digital syllabus into the classroom, it’s important for educators to keep their own bandwidth and comfortability in mind. Commit to one semester with a digital syllabus and spend time learning the basic features and note how the classroom responds. From there, layer in more advanced features or functionality that helps students without being cumbersome to manage. Over time, educators will learn what works best for them, their students and parents, and the digital syllabus will be a classroom tool that simplifies classroom management and drives more engagement year-round. 

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  • College Students With Kids More Likely to Lack Basic Needs

    College Students With Kids More Likely to Lack Basic Needs

    An estimated one in five college students is a parent, juggling coursework with caring for a dependent and, often, holding down a paid job. The competing priorities of working and caregiving students can put them at heightened risk for stopping out or quitting higher education, requiring additional investment from colleges and universities to help them succeed.

    A recent report from Trellis Strategies, using data from its Fall Financial Wellness Survey, identifies key trends among student caregivers, the role that time poverty can play in their academic pursuits and recommendations for additional supports.

    Who are caregiving students? Eighteen percent of respondents indicated they were a parent or guardian of a child, or approximately 9,500 of the survey’s 53,000-plus respondents. Seven percent of respondents said they were a caregiver to another individual, not a dependent, and 6 percent said they provided care for a child and another individual, identifying them as a double caregiver.

    Women were more likely to say they were caregivers (73 percent) than non-caregivers (55 percent), and more than twice as many Black students indicated they had caregiver (27 percent) or double-caregiver (34 percent) responsibilities, compared to non-caregivers (12 percent). Two-year students were more likely to report being a caregiver (25 percent) than their four-year peers (13 percent).

    A majority of non-caregivers in Trellis’s study were under 24 years old (84 percent), but caregivers were more evenly represented across age brackets from 18 to 45, representing a variety of identities and priorities. For example, younger caregivers were more likely to say they spent less than 20 hours per week providing care for their dependents, compared to their peers aged 25 to 40, but young parents were also more likely to say they missed at least one day of class due to a lack of childcare (32 percent), versus their peers in their early 30s (27 percent).

    Competing priorities: A high percentage of caregiving students are also employed; 71 percent worked while enrolled and 85 percent agreed it was important for them to support their family financially while in college. In addition to supporting themselves, caregiving students said they offered financial support to their spouse (34 percent), parents or guardians (24 percent), or other family members (22 percent).

    Affordability is a top barrier to student persistence nationally, but the cost of higher education can be an even greater burden for students with dependents. A 2014 report by EdTrust found that a student parent working a minimum-wage job would have to work 52 hours per week to afford both childcare and net tuition at a public four-year institution in the U.S.

    Caregiving students were also more likely to consider themselves a “worker that goes to school” (63 percent) than “a student who works” (37 percent)—the direct inverse of non-caregiving students, a majority of whom said they were a student who works (72 percent). Sixty-eight percent of student parents who were employed reported working more than 40 hours per week.

    “The time poverty caused by work and caregiving commitments can have a substantial impact on the student experience,” according to the report.

    The financial and personal pressures of being a caregiver can also impact a student’s academic performance; 24 percent of parenting students said they missed at least one day of class in the past semester due to a lack of childcare.

    Parenting students are more likely to report financial insecurity; 70 percent indicated they would have difficulty securing $500 in cash for an emergency expense. More than four in five caregivers said they’d run out of money at least once in the past year, and nearly 40 percent ran out of money eight or more times in the past year.

    Seventy-two percent of caregivers reported experiencing some level of basic needs insecurity, including food insecurity, housing insecurity or homelessness. Research from New America and the Princeton Eviction Lab published earlier this year found that student parents who faced eviction were 23 percent less likely to complete a bachelor’s degree and more likely to experience a lower quality of life.

    ED Cuts CCAMPIS for Some Colleges

    The Child Care Access Means Parents in School (CCAMPIS) program aims to provide campus-based childcare services for low-income student parents, but President Trump’s proposed 2026 budget would eliminate program funding.

    The Department of Education this week said it discontinued some grants for CCAMPIS because “they would have taught children about gender identity and racial justice and didn’t hire staff based on merit,” according to The Washington Post.

    Supporting success: Based on their findings, Trellis researchers believe institutional investment in caregivers could improve retention, academic success and degree completion for parenting students. They suggest collecting and disaggregating data on student enrollment to identify caregivers, including dependent-care expenses in students’ cost of attendance and providing priority registration for caregivers.

    Childcare remains a critical need, but institutions can help bridge the gap through on-campus facilities, sharing information about community childcare resources and referral services, and partnering with community organizations for support resources.

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  • DOJ sues Illinois over in-state tuition for undocumented students

    DOJ sues Illinois over in-state tuition for undocumented students

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    Dive Brief:

    • The U.S. Department of Justice is suing Illinois over state laws allowing certain undocumented college students to pay in-state tuition rates at public colleges and receive state-administered scholarships.
    • Under Illinois law, an undocumented student is eligible for in-state tuition if they attended a high school in the state for at least three years, graduated from high school or earned a GED in Illinois, and sign an affidavit saying they will apply to become a permanent U.S. resident as soon as possible.
    • U.S. Attorney General Pamela Bondi on Tuesday argued that in-state tuition rates for undocumented students illegally provide benefits not offered to all U.S. citizens. A spokesperson for Illinois Gov. JB Pritzker’s office defended the policy on Wednesday, saying it is consistent with federal law.

    Dive Insight:

    As of May, Illinois was one of at least 25 states that, along with Washington, D.C., had policies making undocumented students eligible to pay in-state rates at some or all public colleges.

    Over 27,600 undocumented students attended Illinois colleges in 2023, according to the Higher Ed Immigration Portal.

    Illinois has had its in-state tuition policy for eligible undocumented students in place since 2003. And in 2011, the state General Assembly established the Illinois DREAM Fund Commission, which raises private donations to fund scholarships for those students.

    Since June, the DOJ has sued at least five states, including Illinois, over the practice.

    The same day the DOJ filed a lawsuit against Texas, the state attorney general’s office partnered with the department to ask the court to strike down the policy. A federal judge declared it unconstitutional shortly afterward, though civil rights groups are seeking to intervene and challenge the ruling.

    In Oklahoma, the state attorney general similarly worked with the DOJ to end its policy, a request approved by a federal judge on Friday. Florida repealed its policy through legislation this year independent of federal intervention.

    “This Department of Justice has already filed multiple lawsuits to prevent U.S. students from being treated like second-class citizens — Illinois now joins the list of states where we are relentlessly fighting to vindicate federal law,” Bondi said in a Tuesday statement.

    Steven Weinhoeft, U.S. attorney for the Southern District of Illinois, similarly alleged that Illinois’ law unlawfully disadvantages the state’s citizens and uses tax funding to incentivize illegal immigration.

    “Illinois has an apparent desire to win a ‘race to the bottom’ as the country’s leading sanctuary state,” he said in a statement. “Illinois citizens deserve better.”

    Sanctuary jurisdictions, such as cities and states, are generally considered areas with policies limiting local authorities’ cooperation with federal immigration enforcement efforts. Bondi has promised to “eradicate” such policies across the country.

    Weinhoeft in February took over as the district’s attorney for Rachelle Aud Crowe, following Trump’s promise to fire all U.S. attorneys appointed by former President Joe Biden.

    Unlike Texas and Oklahoma, Illinois is a solidly blue state, with Democratic control over the governor’s mansion and both chambers of the Legislature. And Pritzker has been one of the most outspoken opponents of President Donald Trump.

    A spokesperson for the governor’s office called the lawsuit “yet another blatant attempt to strip Illinoisans of resources and opportunities.” 

    “While the Trump Administration strips away federal resources from all Americans, Illinois provides consistent and inclusive educational pathways for all students — including immigrants and first-generation students — to access support and contribute to our state,” the spokesperson said in an email Wednesday. “All Illinoisans deserve a fair shot to obtain an education, and our programs and policies are consistent with federal laws.”

    The DOJ’s lawsuit names as defendants: 

    • The state of Illinois.
    • Pritzker.
    • Illinois Attorney General Kwame Raoul.
    • Southern Illinois University’s board of trustees.
    • Rend Lake College’s board of trustees.
    • The University of Illinois’ board of trustees.
    • Chicago State University’s board of trustees.
    • Eastern Illinois University’s board of trustees.
    • Illinois State University’s board of trustees.
    • Northeastern Illinois University’s board of trustees.
    • Illinois Student Assistance Commission.
    • Illinois DREAM Fund Commission.

    The University of Illinois system said Wednesday it is reviewing the complaint and had no comment. Chicago State said it does not comment on pending litigation. And Rend Lake declined to comment on the lawsuit, citing ongoing talks with its legal counsel.

    The remaining colleges did not immediately respond to requests for comment Wednesday.

    The difference between in-state and out-of-state tuition can be substantial.

    In-state students who enrolled full time at Illinois State in fall 2025 paid $12,066 for a year of tuition. For out-of-state students, the cost was $24,132.

    At Chicago State, new in-state students paid $352 per credit hour, while incoming out-of-state students paid $697.

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  • One-third of U.S. public schools screen students for mental health

    One-third of U.S. public schools screen students for mental health

    This press release originally appeared on the RAND site.

    Key points:

    Nearly one-third of the nation’s K-12 U.S. public schools mandate mental health screening for students, with most offering in-person treatment or referral to a community mental health professional if a student is identified as having depression or anxiety, according to a new study.

    About 40 percent of principals surveyed said it was very hard or somewhat hard to ensure that students receive appropriate care, while 38 percent said it was easy or very easy to find adequate care for students. The findings are published in the journal JAMA Network Open.

    “Our results suggest that there are multiple barriers to mental health screening in schools, including a lack of resources and knowledge of screening mechanics, as well as concerns about increased workload of identifying students,” said Jonathan Cantor, the study’s lead author and a policy researcher at RAND, a nonprofit research organization.

    In 2021, the U.S. Surgeon General declared a youth mental health emergency. Researchers say that public schools are strategic resources for screening, treatment, and referral for mental health services for young people who face barriers in other settings.

    Researchers wanted to understand screening for mental health at U.S. public schools, given increased concerns about youth mental health following the challenges posed by the COVID-19 pandemic.

    In October 2024, the RAND study surveyed 1,019 principals who participate in the RAND American School Leader panel, a nationally representative sample of K–12 public school principals.

    They were asked whether their school mandated screening for mental health issues, what steps are taken if a student is identified as having depression or anxiety, and how easy or difficult it is to ensure that such students received adequate services.

    Researchers found that 30.5 percent of responding principals said their school required screening of students with mental health problems, with nearly 80 percent reporting that parents typically are notified if students screen positive for depression or anxiety.

    More than 70 percent of principals reported that their school offers in-person treatment for students who screen positive, while 53 percent of principals said they may refer a student to a community mental health care professional.

    The study found higher rates of mental health screenings in schools with 450 or more students and in districts with mostly racial and ethnic minority groups as the student populations.

    “Policies that promote federal and state funding for school mental health, reimbursement for school-based mental health screening, and adequate school mental health staff ratios may increase screening rates and increase the likelihood of successfully connecting the student to treatment,” Cantor said.

    Support for the study was provided by the National Institute of Mental Health.

    Other authors of the study are Ryan K. McBain, Aaron Kofner, Joshua Breslau, and Bradley D. Stein, all of RAND; Jacquelin Rankine of the University of Pittsburgh School of Medicine; Fang Zhang, Hao Yu, and Alyssa Burnett, all of the Harvard Pilgrim Health Care Institute; and Ateev Mehrotra of the Brown University School of Public Health.

    RAND Health Care promotes healthier societies by improving health care systems in the United States and other countries.

    eSchool News Staff
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