Tag: Top

  • How America’s top tribal arts college silenced a student — and made him homeless

    How America’s top tribal arts college silenced a student — and made him homeless

    TAKE ACTION

    David John Baer McNicholas sleeps every night next to a bomb.

    The worst thing about being homeless is the weather, he says. Santa Fe gets so cold that sometimes diesel fuel turns to gel. At those temperatures, frostbite hits in minutes.

    In The Martian, Matt Damon’s character Mark Watney uses a radioactive isotope to keep his rover warm. In the Martian landscape of New Mexico’s Chihuahuan Desert, McNicholas keeps his van warm with a rusty five-gallon propane tank hissing beside his bed.

    It’s not just the cold of the desert at night, either. Santa Fe is also the highest state capital in America, at 7,000 feet above sea level. That’s higher than the base lodge at most ski resorts. To stay warm, he keeps a pile of old covers and shirts in his van. A top from TJ Maxx. A blanket from a friend. An oversized green-and-black fleece from his sister who died of cancer.

    But in the thick of winter, it’s nowhere near enough. So he fires up the heater hooked to the propane tank beside his bed. Burning an open flame inside a flammable structure filled with combustible fuel isn’t exactly safe, so he keeps a carbon-monoxide detector on his pillow. It’s a thin safeguard since these alarms can, and do, fail. But it’s better than nothing. To avoid freezing to death, he has to risk burning alive.

    Summer brings no relief either. “The average temperature in the van during summer is about 110 degrees,” he says. “There’s only so much shade in Santa Fe, especially considering most people don’t want you parking near them.”

    And if the weather doesn’t get you, there are a hundred other little things about being homeless that surely will. For one, his van is tiny, and he’s tall. Cooking involves a camp stove that makes his clothes stink of grease, increasing the risk of fire, and turning his van into a dripping sweatbox. Not to mention, the constant anxiety of knowing his belongings are not safe. Or that his home could be towed. Or having to move multiple times a day to avoid such an outcome. Or having to pee into a plastic bottle every night. Or having to find a place to dump the bottles every morning.

    “I go to bed every night thinking, this could be it,” he says, reflecting on how his propane tank might blow up and kill him in his sleep. “I might not wake up.”

    He adds, after a pause, “All my troubles would be over.”

    The moment of truth

    McNicholas is a student journalist who studies creative writing at the Institute of American Indian Arts (IAIA) in Santa Fe, and he is on track to graduate this spring with a 4.0 GPA. He often writes about life on the road. His poem “Flatbed,” which earned the 2022 Betty and Norman Lockwood Poetry Prize from the Academy of American Poets, captures a cross-country adventure he took with his father when he was 15.

    In New Mexico, over half of students face food insecurity. When a whistleblower at IAIA uncovered evidence that school officials might have misused a $50,000 grant meant to support campus food pantries, McNicholas thought it was clearly newsworthy. When students claimed school officials retaliated against the whistleblower who raised the alarm, he published their allegations.

    This was groundbreaking journalism. Food scarcity in Native American communities is a dire problem, so a food-pantry scandal at the nation’s top indigenous arts college is a five-alarm fire. Native Americans are twice as likely to face food insecurity compared to white Americans, and sometimes three times higher. In fact, the entire Navajo Nation, which overlaps New Mexico, is considered a food desert.

    But instead of being celebrated for such journalistic work, David McNicholas was fired. Put on probation. Evicted. Homeless. 

    One of the two anonymous student submissions published in The Young Warrior

     McNicholas’s clash with IAIA leadership began in 2024, after he published two anonymous submissions in his student-run zine The Young WarriorOne piece accused school officials of bullying a beloved student advisor, Karen Redeye, out of her job. Redeye herself later confirmed this, writing:

    I resigned from IAIA due to repeated lack of support from my superiors, maltreatment and bullying from my direct supervisors. It elevated to the point of affecting me physically and my workspace did not provide me emotional safety … I loved my job but it became a hostile workplace and I could not continue on with my position.

    The second piece accused Dean of Students Nena Martinez of misappropriating the $50,000 food-security grant. After publishing, McNicholas says he received a flood of thanks and support from his fellow students. Many of them, like McNicholas, depended on the food pantry for survival. 

    But the administration was not so grateful. They hit back hard, claiming McNicholas was “bullying” university staff. They opened a formal investigation with consequences sure to follow.

    “Oh shit,” McNicholas remembers thinking at the time. “They’re going to throw everything at me.”

    Learning to hide

    Painting of David McNicholas by his mother

    “Wonder” by McNicholas’ mother Mary Alice Baer, depicting her son

    I grew up in the 1980s near the poverty line, raised by a single mom. The McNicholas residence was a one-car garage with a few rooms tacked on the back in Newington, New Hampshire. Mom was an artist who scraped by doing cleaning jobs. She struggled with alcoholism. Dad was absent until I was 12, but sent $150 a month in child support. Mom didn’t really cook, but she could make a pot of beans. Most nights, we ate TV dinners. It was more than some folks had.

    I had undiagnosed autism as a kid, so as you can imagine, school was hell. I learned to keep my mouth shut or get beaten up. Most of the torment from my peers was psychological. I was terrified and lonely. But work was different. In high school, I worked part-time at Market Basket, on the front end. Got hired as a bagger, promoted to keyholder within a day. I found it easier to talk to the cashiers and baggers my age because there, our roles were clearly defined.

    Life at school was harder. Blending in became its own kind of hobby. I spent years studying people like an anthropologist, trying to fit in. And I spent years ostracized and harassed for being different. But every year, I got better at hiding myself.

    I had traditional hobbies too, you know. I liked computers. I even thought I might study computer science. But I changed my mind at the close of senior year because I knew I had to study people more if I was ever going to have a normal life.

    I could only take so much. I started drinking and ended up living in parking lots, storage closets, and couch-surfed for over a decade. But eventually I got sober, bought a house, even started a business. The startup life was too stressful, though. I lost everything — except my sobriety. I entered IAIA to study creative writing. I did my first two years at IAIA while living in my van. In my third year, I moved into the dorms. It was a chance at more stability. And life began to make sense.

    I entered at 42, while my peers were mostly 19, so there wasn’t the same pressure to make friends. I contextualize my social life at IAIA as work. Most of my peers are half my age and I am a trusted mentor. These clearly defined roles make me comfortable. Around this time, I was diagnosed with autism, and that helped make sense of things. I also started The Young Warrior, and people liked it. I was part of a community.

    When I got into trouble for publishing those pieces, I did what I always do. I tried to study my way out of the problem. I went to the archives and read about old IAIA publications. I read Dean Spade’s “Mutual Aid” and FIRE’s “Guide to Free Speech on Campus.” I studied other undergrad publications and wrote an official proposal and operations manual for what I hoped would be the new Young Warrior.

    But overall, life was going well. I haven’t had a drink or drug in 13 years. IAIA has been a huge part of my continued sobriety. And my creative studies have given me the space to unpack the person I hid away so long ago.

    Going public

    Anticipating housing sanctions barring him from his dorm room, McNicholas left campus before they were formally applied and started living out of his van. But the school’s vicious overreaction in moving to evict him only convinced him it was trying to cover something up. In addition, McNicholas says when Dean of Students Martinez heard the allegations about school officials robbing the food pantry, she simply dismissed the need for food pantries to begin with. According to him, she said, “Students have meal plans. They don’t need food pantries.”

    But that explanation didn’t sit right with McNicholas, who lives below the poverty line and depends on food pantries to survive. The situation escalated, he says, when the administration denied that the grant even existed. On March 21, 2024, after McNicholas, acting as press officer for the Associated Student Government (ASG), re-posted an image on Instagram summarizing the scandal, Provost Felipe Colón emailed ASG officers:

    It has come to my attention over the last 24 hours that in response to the resignation of Student Success Adviser, Karen Redeye, several students, including members of ASG, have been involved in bullying, defamation, and possibly legally actionable slander and liable [sic] against members of the IAIA staff.

    He then suggested that the ASG officers invite him to discuss “Karen’s departure, and particularly to receive information about the pantry grant fund and re-stocking process which has been repeatedly and grossly misrepresented.”

    When McNicholas and other ASG members met to discuss the matter with Colón, McNicholas didn’t come empty-handed. An anonymous source had already given him a photocopy of the grant-award letter for $50,000. But when Colón denied the existence of the grant, and McNicholas brandished the proof, Colón tried to explain it away.

    Not only that, but university President Robert Martin later threatened to sue them all.

    McNicholas was floored. But given the school’s history, he wasn’t surprised. IAIA has a pattern of silencing critics — especially those trying to improve the school’s performance where it falls glaringly short. During a faculty meeting with the Board of Trustees in February 2022, former sculpture professor Matthew Eaton cited an academic paper by a former IAIA department head that showed a staff turnover rate of 30%. According to McNicholas, “They came down on him hard.” 

    Colón told Eaton he had embarrassed Martinez and demanded that Eaton write a public apology. Eaton wrote the coerced apology and quit the next day. In it, he said citing the high turnover rate was “disparaging” to Martinez as well as “a direct assault” against her.

    But McNicholas’ main concern was for his fellow students. The lack of food, coupled with legal threats and the intense stress of having to deal with an administration that appeared to prey on its students rather than support them, had taken an emotional toll on him and his peers. And that toll was beginning to show.

    McNicholas on IAIA campus

    David McNicholas on IAIA campus

    One day, the ASG called yet another meeting to discuss the situation, but this time they only invited ASG members because the students feared they couldn’t trust their own advisors. When the meeting began, the ASG president showed up in tears. She had just come from a one-on-one meeting with President Martin, who had delivered shocking news — the school was seriously considering suing ASG and her over the bad publicity. 

    “She came to us and said, ‘They told me to fix it,’” McNicholas says. “She was in tears. And that made me mad.”

    At the next ASG meeting, now that the existence of the grant was proven, Colón changed his tune. McNicholas says, “He showed up and said, ‘Oh, you know what? I did some looking, I researched it, and I think I found the grant that you guys were talking about. And I’d like to come and explain how it was spent.’” 

    “I was like, yeah,” says McNicholas, “I bet you do.”

    McNicholas was unable to attend the meeting, but he got the sheet Colón handed out, which showed budget-to-actual figures. When pressed to release the ledger, however, Colón claimed bank statements might not go back that far. “We’re talking a year,” says McNicholas, “maybe two at most. I think he thought he could get away with that because he was in a room full of 19-year-olds. If I’d been there, I would’ve pushed back.”

    In all this, what got under his skin the most, he says, was how the school treated his fellow students, such as the girl who had posted the original Instagram summary of the scandal. “I can’t stand that they did the same thing [they did to me] to a 19-year-old freshman for making an Instagram post,” he says. “They kicked that person out, kept their money, and made a 19-year-old student homeless. As far as I’m concerned, that’s unconscionable.”

    IAIA anti-bullying policy

    IAIA’s anti-bullying policy

    Meanwhile, Colón concluded his investigation, finding McNicholas guilty of violating IAIA’s highly restrictive anti-bullying policy, which broadly bans “unwanted, aggressive behavior” and includes constitutionally-protected expression as examples of prohibited conduct. That is, he accused McNicholas of bullying administrators by publishing claims that those administrators had bullied others. McNicholas later successfully appealed his ban from campus housing and recovered about $2,000 in lost fees, but much of the damage was already done. Given this victory, he could move back into housing this upcoming semester, but continues to live in his van where IAIA can’t kick him out.

    The sanctions against him not only sent him back to homelessness, but cost him work too, including a federal work-study opportunity that should have been protected from administrative meddling. “I was hired to be an orientation mentor at the end of last summer,” says McNicholas. “And the day before I was going to start, I got a call from the director of that program who said, ‘Yeah, you can’t participate because you’re on institutional probation.’”

    Finding himself ruthlessly targeted by the administration, McNicholas turned to the press. Teaming up with a few peers, they went to the Santa Fe Reporter, and the article that followed made an immediate impact. “When that article came out,” he says, “both the interim director and dean of students were gone within days. Like, they were gone.” 

    Breaking through

    After the Santa Fe Reporter exposé and the ensuing leadership shakeup, the food pantry underwent a striking transformation. The 20-foot-long conference table in the Student Success Center, once a barren surface lined with unused cans of tomatoes, is suddenly overflowing with fresh groceries. McNicholas’s journalistic work, for which he was evicted from campus housing, has not only been vindicated, but has helped make his campus a better place.

    As for himself, McNicholas is about to enter his fifth and final year at IAIA. He is applying to MFAs this fall and says he hopes all this doesn’t affect his chances. “But,” he adds, “I chose to stick up for my community — and to incur the costs of doing so.”

    That said, he remains shaken by the experience. “The school administration violated my rights and treated me like a criminal, offering no meaningful due process, and protecting themselves over the community at every turn.”

    Indeed, IAIA has offered little in the way of accountability. The school has refused FIRE’s demands to clear McNicholas’s disciplinary records or those of any other student punished and threatened for speaking out, including the ASG president. It has also failed to revise its vague and censorial anti-bullying policy, still found in the publicly-available student handbook — leaving open the possibility of IAIA silencing other students the same way they did McNicholas. On top of all this, IAIA leadership has also failed to offer any legal or moral justification for its actions.

    Following President Martin’s retirement this July, one can only hope that the newly minted president, Shelly C. Lowe, breaks from his administration’s legacy of censorship and authoritarianism. IAIA’s crackdown on student dissent must be challenged. Oversight from the school’s Board of Trustees and the Bureau of Indian Education is essential to help push IAIA in the right direction. Because no student should ever be left homeless for telling the truth.

    Each night, McNicholas returns to his van. On cold nights, the propane tank hisses beside him, threatening him in whispers. On hot nights, he lies there sweating. But he remains unshaken. In one of his poems, McNicholas describes chopping through six feet of ice, the water “fixed like concrete,” his hands burning in the cold “with thin gloves or nothing.” It’s a searing image. McNicholas is nothing if not resilient.

    “I want my uncredited legacy to be a small part of the student handbook,” he says, “enshrining the right to free speech that we all fought for.”

    Source link

  • Top Characteristics of a Student Ambassador

    Top Characteristics of a Student Ambassador

    Reading Time: 14 minutes

    Student ambassadors are more than just friendly faces on a campus tour; they’re living, breathing stories of what it’s really like to study at your institution. Whether they’re current students or recent alumni, they give prospects something no brochure or ad campaign can match: authenticity.

    Today, that authenticity is going digital. Many institutions are now recruiting digital student ambassadors who meet prospects where they already spend most of their time, on social media, in live chats, and across online communities.

    So, why does this matter? Because ambassadors humanize your school’s brand. They answer questions honestly, share glimpses of daily life, and help prospects picture themselves as part of the community. For Gen Z, especially, that peer-to-peer connection is gold. A relatable student voice can often be far more persuasive than a polished marketing message.

    As we’ll see, many of the qualities and characteristics of a student ambassador remain constant, but success in the digital realm also requires some special skills. Let’s start with the basics – what exactly does a student ambassador do, and how would we describe this role?

    Struggling to stand out in a crowded market?

    Boost enrollment with digital student ambassador strategies!

    What Is a Digital Student Ambassador?

    How would you describe a student ambassador? A student ambassador is a representative of their institution who shares authentic experiences, supports prospective students, and fosters a welcoming community. They act as a bridge between the school and its audience, answering questions, giving insights, and promoting campus culture through personal interaction, events, and digital engagement.

    On digital channels, these ambassadors take on a new kind of role: becoming micro-influencers for your school. They showcase campus moments on Instagram Stories, upload vlogs to YouTube, or join discussion threads to help someone halfway around the world decide whether your school is the right fit.

    And here’s where “digital” makes the difference. Traditional ambassadors focus on in-person tours, open houses, and campus events. Digital ambassadors bring that same personal touch into the online world. They host live Q&As, post blogs or videos, and respond to inquiries on platforms like Unibuddy, connecting with prospects who may never set foot on campus before applying. For international or out-of-town students, these online connections can be the deciding factor. The best blend is the warmth of a welcoming peer with the creativity and consistency of a skilled content creator. 

    Digital Student Ambassador Responsibilities:

    • Welcoming and Touring Visitors: Ambassadors guide campus tours, share personal stories, and help visitors envision themselves as part of the community. They may host “shadow days,” lead Q&A panels at open houses, or ensure new students feel at ease during orientation.
    • Outreach and Communication: Many connect directly with prospects through calls, emails, and social media. They answer questions, follow up with applicants, or even make congratulatory calls to admitted students. Some take over institutional Instagram accounts or host live Q&A sessions, providing candid insights into academics, housing, and student life.
    • Event Support and Promotion: Ambassadors often help plan and run recruitment events, student panels, and webinars. They may work with faculty to coordinate workshops or invite speakers from student services, bringing a student-led energy to every event.
    • Content Creation and Storytelling: Today’s ambassador programs frequently include content production. Students might write blogs, create videos, or manage social media takeovers to highlight campus life.
    • Peer Advising and Support: Beyond recruitment, ambassadors mentor new and younger students, answer parent questions, and direct peers to campus resources. In certain settings, such as K-12 schools or community programs, they may lead workshops or classroom discussions.
    • Bridge Between Students and Administration:  Ambassadors also act as liaisons, communicating student feedback to staff and reinforcing institutional values within the student body. This two-way role supports a stronger campus culture and understanding.

    Ultimately, the role is about representing the school’s values and culture through genuine, student-to-student engagement. As one Higher Education Marketing advisor explains, “Students want to see themselves in your school’s marketing material”, and ambassadors make that possible.

    Whether volunteer or paid, ambassadors gain significant benefits: leadership and communication skills, valuable networking, and a stronger sense of belonging. Many describe the experience as a highlight of their education, one that builds confidence and allows them to give back to their community.

    The Rise of the Digital Student Ambassador

    The student ambassador role isn’t new, but the way it’s delivered has changed dramatically. Today, many of those warm, peer-to-peer conversations that once happened during campus tours now take place entirely online. That’s where the digital student ambassador comes in.

    What is a digital ambassador? A digital ambassador is a student representative who promotes their institution online through social media, live chats, and virtual events. They share authentic experiences, answer questions, and create engaging content, helping prospects connect with the school community, even if they can’t visit campus in person.

    The job is the same at its core: share genuine student experiences and help prospects imagine themselves at your school. But instead of shaking hands at an open house, digital ambassadors are hosting live virtual tours, answering questions in chat rooms and giving followers a real look at campus life through Instagram, TikTok, or YouTube. For many prospects, especially those researching from halfway around the world, this might be their very first interaction with your institution. That’s why the role is so powerful. Here are the top  characteristics of a student ambassador:

    Communication That Connects Through a Screen

    Speaking to a room is one thing. Making someone feel welcome through a camera or a line of text is another. Digital ambassadors need to master both. They know how to keep responses clear, friendly, and relatable, whether that’s through a quick message in a DM, a 30-second Instagram Story, or a thoughtful blog post. They understand tone, timing, and even how the right emoji can make an online exchange feel personal.

    Self-Motivation in a Flexible Role

    Unlike traditional ambassadors who work during scheduled tours or events, digital ambassadors often manage their own hours. They might respond to a question late in the evening, keep up with multiple conversations across platforms, or check in with an international prospect in a different time zone. That means self-motivation is of extreme importance. The best digital ambassadors don’t wait for prompts. They’re proactive about reaching out, following up, and making sure no question goes unanswered.

    Tech-Savvy and Adaptable

    A digital ambassador’s toolkit can change from one day to the next. One moment they’re editing a TikTok video, the next they’re co-hosting a Facebook Live Q&A or answering questions in a university’s custom chat app. They’re comfortable switching platforms, solving small tech issues, and adapting quickly when something unexpected happens. They also understand how to use each channel’s strengths to create the most impact, whether that’s a quick selfie video for a personal touch or a detailed written reply for complex questions.

    Bringing Energy Online

    Here’s the challenge: online, you don’t have the buzz of an in-person conversation to carry you. That means enthusiasm has to work harder. The best digital ambassadors make their passion for the school shine through in every message, video, or post. Research backs this up: positive, genuine interactions between current and prospects are one of the biggest drivers of enrollment conversions.

    To recap, what makes a good ambassador? A good ambassador is authentic, approachable, and knowledgeable, with strong communication skills. They represent their institution with enthusiasm, build trust through genuine connections, and adapt easily to different audiences and platforms, ensuring every interaction leaves a positive, lasting impression.

    In essence, a digital student ambassador is more than a student with social media skills. They’re a trusted peer, a skilled communicator, and a tech-savvy connector who can make a prospect feel seen, heard, and excited, no matter the distance. Schools that invest in them aren’t just extending their reach; they’re deepening their influence from the very first interaction.

    Key Qualities of a Great Student Ambassador

    What separates a good student ambassador from a truly exceptional one? Whether they’re greeting visitors in person or connecting with prospects online, the standouts share a set of defining qualities that make them unforgettable.

    Communication That Connects

    Great ambassadors are master communicators. They’re equally skilled at chatting one-on-one with a shy high school student or presenting to a room full of parents. They don’t just speak; they listen. They pick up on unspoken concerns, ask clarifying questions, and tailor their responses so every prospect feels understood. In a digital context, this means writing with warmth and clarity; friendly enough to spark conversation, yet concise enough to respect attention spans. They adapt effortlessly: a casual tone on Instagram, a polished one in email, and an authentic voice in video.

    Positivity That’s Contagious

    An ambassador’s outlook shapes a prospect’s first impression of the school. The best ones radiate genuine enthusiasm, never forced, never “salesy.” Their love for the institution is real, and it shows in every conversation, every smile, and every story they share. Admissions teams often spot potential ambassadors by noticing who already volunteers for events or naturally promotes their campus. Enthusiasm is magnetic: when an ambassador talks about their favorite class or a beloved campus tradition, that excitement becomes impossible to ignore.

    Initiative and Leadership in Action

    True leaders don’t wait for instructions; they step in. Exceptional ambassadors are proactive, spotting the student standing alone at an event and striking up a conversation, or jumping in to answer an unanswered question in a group chat. They embody self-discipline, integrity, and the ability to make others feel welcome. For digital ambassadors, initiative is non-negotiable. They must work independently, manage their time, and seize every opportunity to engage.

    Inclusivity and Empathy

    Great ambassadors make every prospect feel like they belong. They’re culturally aware, sensitive to differences, and skilled at connecting across backgrounds. They know what it’s like to be the newcomer, uncertain, maybe even overwhelmed, and they respond with patience and understanding. Whether reassuring an international student about campus diversity or helping a first-generation applicant navigate the admissions process, they create an atmosphere of welcome and respect.

    Professionalism You Can Count On

    While the role is peer-driven and personable, it’s also a serious responsibility. Ambassadors represent the school’s brand, and reliability is key. That means showing up on time, honoring commitments, and maintaining a respectful, professional demeanor, even in casual interactions. Digital ambassadors, in particular, must be disciplined enough to manage their role without constant oversight, delivering the same level of professionalism online as in person.

    Knowledge and Resourcefulness

    Prospects ask everything: from residence life to program details to financial aid. Ambassadors aren’t expected to have all the answers, but they must be well-informed about the institution’s key offerings and know exactly where to find information when needed. The strongest ambassadors are resourceful problem-solvers, following up quickly and connecting prospects to the right campus contacts. This builds trust and leaves prospects feeling supported.

    Digital Fluency (for Online Engagement)

    For digital student ambassadors, tech skills aren’t optional; they’re foundational. They navigate social media platforms, live chat tools, and video conferencing software with ease, staying on top of online trends and knowing how to leverage each platform’s strengths. They understand digital etiquette, moderate discussions effectively, and troubleshoot minor tech issues without losing composure. In short, they bring creativity, adaptability, and technical confidence to the role, turning digital spaces into welcoming, interactive environments.

    When you combine these student ambassador qualities: communication, positivity, initiative, inclusivity, professionalism, knowledge, and tech fluency. You get a student ambassador who doesn’t just represent the school… they embody it. They make every interaction feel personal, every prospect feel valued, and every conversation a step closer to enrollment.

    Examples of Great Student Ambassador Programs

    John Cabot University 

    John Cabot University, an American university in Rome, runs a robust student ambassador program that shows how ambassadors can touch many facets of campus life. John Cabot University’s ambassadors are actively involved in the orientation process, event planning, leadership, and student support. 

    Their profiles (complete with friendly photos and contact info) are featured on the school site to invite connections. This approachable public presence signals to new and prospective students that they have peer resources ready to help. John Cabot’s example underlines the importance of choosing outgoing, involved students – their ambassadors take on leadership in organizing events and mentoring newcomers, embodying the school’s warm, inclusive culture from the start.

    HEM Image 2HEM Image 2

    Source: John Cabot University

    Academy of Applied Pharmaceutical Sciences

    Smaller career-focused colleges also leverage ambassadors. The Academy of Applied Pharmaceutical Sciences (AAPS) in Toronto uses student ambassadors in marketing-savvy ways by showcasing student and alumni success stories. AAPS regularly celebrates Student Success Stories: for example, posting when an alumnus lands a dream job in the pharmaceutical industry. These stories (often shared on AAPS’s website and social channels) let prospects “see themselves achieving their goals” at the college.

    In essence, AAPS ambassadors become living proof points of outcomes, saying “look what our students achieve; you can join them.” Ambassadors share their journeys and tips (on Facebook, YouTube, LinkedIn, etc.), adding authenticity to recruitment. The key is that AAPS selects enthusiastic storytellers proud of their field, so their posts come off as peer-to-peer endorsements of the college’s programs. This example shows that digital ambassador content doesn’t always mean live chats; even a series of student highlight posts with quotes and photos can serve as powerful testimonials.

    HEM Image 3HEM Image 3

    Source: AAPS

    Terry College of Business, University of Georgia (USA)

    Business schools often rely on ambassadors to convey the program’s culture to applicants (for MBA or undergraduate business programs). The Terry College of Business at UGA has a team of Terry Ambassadors who exemplify leadership and community-building. Their mission statement: “Leading by example, ambassadors engage with students and alumni to build community within the college, increase understanding of opportunities available, and further the Terry legacy.” 

    This highlights how ambassadors at a business school not only assist with recruiting new students but also serve as connectors among current students and alumni – bridging different parts of the community. Terry Ambassadors are selected for attributes like strong academic records, interpersonal skills, and dependability. They uphold values such as integrity, respect, and servant leadership, acting as role models. 

    In practice, they host networking events, speak with prospective business majors about career opportunities, or welcome alumni back to campus. The benefit is two-fold: prospects get insiders’ perspectives on the program, and the ambassadors themselves gain networking and leadership experience (Terry explicitly notes ambassadors “develop a strong network of peers, alumni and professionals” as a benefit of the role. This example shows a slightly different angle – ambassadors not just for admissions, but for fostering pride and connections within a college community.

    HEM Image 4HEM Image 4

    Source: Terry College of Business

    Middlebury Language Schools 

    Specialized programs like language immersion schools use ambassadors. At Middlebury’s famed Language Schools, former students act as student ambassadors to share their experience with prospective enrollees. 

    For example, the Japanese Language School has student ambassadors listed with their emails so interested students can reach out to ask about the immersion program. These ambassadors answer questions like “What surprised you about your experience?” and “How much did your Japanese improve?”, giving honest testimonials about the intensive summer program. This helps prospects, who might be nervous about the immersion pledge, hear directly from peers who succeeded.

    HEM Image 5HEM Image 5

    Source: Middlebury Language Schools

    The ambassadors in this context need to be candid and reflective, able to articulate how they overcame challenges and why the program was worth it. Their enthusiasm for language learning and personal growth becomes a selling point for others. It’s a great example of how even non-traditional educational settings leverage peer ambassadors to build trust – after all, who better to convince someone to spend a summer speaking only Japanese than a student who did it and loved it?

    Bishop O’Dowd High School 

    High schools also use student ambassadors, often in admissions tours or as “student hosts.” Bishop O’Dowd, a Catholic college-preparatory high school, actually has an army of nearly 400 student volunteers in its ambassador program – affectionately nicknamed the “Dragons” (after the school mascot). According to their admissions director, this large-scale program has been “transformative for the campus culture itself”. With so many students involved, it created “a culture of positivity and a willingness in students to truly engage” on campus. 

    Ambassadors at O’Dowd not only assist with tours and open houses, but by telling their personal stories to visitors, they have also become more reflective and positive about their own school experience. This is a powerful insight: a well-run ambassador program doesn’t just benefit the admissions office; it can fundamentally boost student morale and leadership school-wide. The key qualities for these youth ambassadors include being outgoing, responsible, and service-oriented – essentially, being proud “Dragons” who want to share that pride. 

    For younger students (high schoolers), being an ambassador also instills college and career-ready skills early on, such as public speaking and collaboration. Bishop O’Dowd’s example demonstrates how scale and inclusivity (hundreds of ambassadors representing all types of students) can amplify impact: every prospective family can meet a student who resonates with their child’s interests or background.

    HEM Image 6HEM Image 6

    Source: Bishop O’Dowd High School

    Empowering Students as Digital Ambassadors

    A great digital student ambassador is more than a smiling face on a brochure. They’re a communicator, a leader, a tech-savvy problem-solver, and, most importantly, a genuine student voice. They bridge the gap between your institution and prospects, turning formal marketing into an authentic human connection. 

    And the proof is in the results. When the University of Guelph launched its student social media ambassador program, engagement skyrocketed: 45% more interactions on Twitter and a 560% surge in Instagram likes, all in the first semester. Why? Because prospects trust real students sharing real experiences.

    In conclusion, choose ambassadors who radiate positivity, connect easily with others, and navigate the online world with confidence. Give them the training they need, social media best practices, Q&A techniques, but don’t strip away their personality. Authenticity is their greatest asset, and when they’re free to speak in their own voice, it resonates far beyond what any scripted message can.

    For students considering the role, here’s your sign to go for it. If you naturally talk about your school with enthusiasm, becoming an ambassador is simply channeling that passion into impact. You’ll build leadership skills, expand your network, and help future students feel at home before they even arrive.

    In the end, the formula for a great digital ambassador is the same as for any ambassador: a sincere desire to help, connect, and inspire, supercharged by the reach of digital media. When schools and students partner in this way, everyone wins. Students grow as leaders, institutions gain their most credible advocates, and prospective learners get the authentic, peer-to-peer insight they crave. In an age where trust drives enrollment, investing in student ambassadors is investing in your most powerful recruitment asset: your own students.

    Struggling to stand out in a crowded market?

    Boost enrollment with digital student ambassador strategies!

    Question: How would you describe a student ambassador?
    Answer: A student ambassador is a representative of their institution who shares authentic experiences, supports prospective students, and fosters a welcoming community. They act as a bridge between the school and its audience, answering questions, giving insights, and promoting campus culture through personal interaction, events, and digital engagement.

    Question: What makes a good ambassador?

    Answer:  A good ambassador is authentic, approachable, and knowledgeable, with strong communication skills. They represent their institution with enthusiasm, build trust through genuine connections, and adapt easily to different audiences and platforms, ensuring every interaction leaves a positive, lasting impression.

    Question: What is a digital ambassador?

    Answer: A digital ambassador is a student representative who promotes their institution online through social media, live chats, and virtual events. They share authentic experiences, answer questions, and create engaging content, helping prospects connect with the school community, even if they can’t visit campus in person.

    Source link

  • How one state revamped high school to reflect that not everyone goes to college

    How one state revamped high school to reflect that not everyone goes to college

    This story is part of Hechinger’s ongoing coverage about rethinking high school. Read about high school apprenticeships in Indiana, a new diploma in Alabama that trades chemistry for carpentry, and “career education for all” in Kentucky.

    ELKHART, Ind. — The numbers were discouraging, and in some cases getting worse. Nearly 30 percent of Indiana’s high schoolers were chronically absent in 2022. Only about 52 percent of students in the state enrolled in college in 2023, a 12-percentage-point drop in seven years. Fewer students were pursuing other paths, too: The share of students enlisting in the military, for example, declined by 41 percent from 2018 to 2022.

    When Katie Jenner toured the state after becoming education secretary in 2021, she heard from many students who said they simply didn’t value high school or see how it would help them. “That was really hard to hear,” Jenner said. “We had to look in the mirror and say, ‘OK, this is the reality. Let’s do better.’”   

    Jenner and her team began redesigning what high school looks like in Indiana, in an effort to make it more relevant to young people’s futures and help them gain a better grasp of career paths. For too long, she and others argued, kids had been pushed to plan for four-year college, yet only about half of seniors actually enrolled, and those who did go often dropped out before graduating. 

    When a draft of the plan was released in early 2024, it drew fierce protest from many parents and educators who worried the state was prioritizing workforce learning over academics. Jenner and her staff reworked the proposal, eventually crafting a plan that alleviated some, though not all, of the concerns. 

    The “New Indiana Diploma” — which was signed into law in April and goes into effect for all incoming first-year students this academic year — gives students the option to earn different “seals” in addition to a basic diploma, depending on whether they plan to attend college, go straight to work or serve in the military. Jenner describes it as an effort to tailor the diploma to students’ interests, expose students to careers and recognize different forms of student achievement. 

    Experts said the template is something of a model nationally, at a time when more states are reconsidering how to help students prepare for careers and the federal government is also pushing alternatives to four-year college. Elements of that effort have earned bipartisan support: Presidents from both parties have advocated for expanding work-based learning, and President Donald Trump recently called for the creation of 1 million new apprenticeships.  

    “The basic architecture of American high school is being questioned and challenged,” said Timothy Knowles, president of the Carnegie Foundation.* Indiana is at the forefront of an effort to incorporate more experiential learning instead of restricting education to school buildings, he said: “Indiana is really breaking ground.” 

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.

    The initial proposal Jenner’s agency drafted would have created two high school diplomas, “Graduates Prepared to Succeed” and “Graduates Prepared to Succeed Plus.” Both would have scaled back math and science requirements and loosened recommendations for world languages and other electives. Meanwhile, they would have encouraged all students to participate in work-based learning in apprenticeships, internships or job shadowing, with at least 75 hours in such activities required for the “plus” diploma. 

    Indiana hopes that work-based learning opportunities at companies like Alpha Systems and Hoosier Crane Service Company, in Elkhart, Indiana, can flourish under the new diploma system. Credit: Camilla Forte/The Hechinger Report

    In 2024, the state board of education held dozens of meetings to gather feedback on the proposal for the revamped diplomas — and the backlash was intense. Leaders of higher education institutions, including the state’s flagship schools, Indiana and Purdue universities, said students graduating under the new system would not meet minimum requirements for admission. Purdue’s president, Mung Chiang, wrote a letter to Jenner showing that the proposed diploma system required too few credits in every subject except English.   

    Hoosier parents were furious that their children might have to sacrifice more challenging courses to fulfill the mandatory work experience requirement under the “plus” option. At an Indiana Department of Education hearing in June 2024, parent Michelae Hill was among dozens who criticized the proposal, calling it “intentionally dumbing down our population” and warning that “what will happen is that we are ensuring a permanent underclass, we are ensuring cheap workers.” There were also questions about the logistics of workplace learning, including transportation and possible safety issues on job sites. 

    State education policy makers went back to the drawing board. The revised version, adopted last December, establishes one basic diploma that all graduates earn, plus the seals students can pursue depending on their post-high-school plans. Even within each seal, students have several ways of meeting the requirements.  

    For example, to receive the “enrollment” seal — meant primarily for college-bound students — high schoolers can choose from more advanced classes in math, science, social studies and world languages, and may earn additional credits in Advanced Placement, International Baccalaureate or other such college-level courses. An “enrollment honors plus” seal requires that students concurrently obtain a credential such as an associate’s degree or technical certificate and complete 75 hours of work-based learning in apprenticeships, internships or other such programs. 

    “We wanted rigor and flexibility and less cookie cutter,” said Jenner.  

    Related: Apprenticeships for high schoolers are touted as the next big thing. One state leads the way

    Even the updated system has critics, though. For the basic diploma, students must earn a minimum of 42 credits, two more than before. But how students reach that threshold is different: Economics, geometry and Algebra II are no longer required, while courses in financial literacy and communication are. Physical education is one credit instead of two, and world languages and fine arts are no longer recommended electives.

    Professor Michael Hicks, who runs the Center for Business and Economic Research at Ball State University in Indiana, said he worries about the reduced mathematics rigor in particular. While most states do not require Algebra II for graduation, the class is often seen as a necessity for admission to selective colleges and for certain careers. Hicks said high-achieving, well-resourced students may benefit from the flexibility of the new diploma, as could students committed to the military. But many other students could be harmed, he said, if they are left with the impression that the basic diploma alone will prepare them well for college when it does not. 

    “It is essentially funneling children away from academic opportunity very early at a time when we really needed to have more kids pushed into the academic options that would get them into college,” he said, arguing that people with college degrees outearn those with only a high school education and have also fueled the state’s and country’s economic growth of the past several decades. “This curriculum will cause the Indiana economy to stall and potentially go into reverse.” 

    At public meetings last winter, some parents and educators raised concerns that the new system amounted to an unfunded mandate for school districts and would put a huge burden in particular on counselors, who would be working closely with students to help chart their diploma paths. Critics also objected to the de-emphasis of other classes like music and foreign languages. Megan Worcester, the president of the Indiana Foreign Language Teachers Association, said the reduced emphasis on foreign language would hurt the state’s economy; she cited a study in which nearly 1 in 4 employers surveyed said they had lost or couldn’t pursue a business opportunity because of language barriers. 

    Jenner, a former high school teacher, said the new diploma allows students greater flexibility to choose electives depending on their goals, which could include language and music study. While Algebra II is no longer required, students must take four math credits beyond the required Algebra I and personal finance, she said. Jenner also said the state had allocated a portion of $50 million in discretionary funding to train counselors in helping students navigate the new diploma system. In addition, it dedicated up to $10 million in grants to help students pay for transportation, equipment and certifications related to work-based learning, and also provided financial assistance to companies that take on apprentices. Each school that offers work-based learning will receive an extra $500 per participating student.

    The new plan eventually quieted the concerns of many education leaders. Several universities, including Indiana and Purdue, released letters of support. “We appreciate the thoughtful adjustments to the work based learning requirements, AP testing and transferability of dual credits,” wrote Pamela Whitten, president of Indiana University. (Neither university agreed to an interview with its leaders.) All major education groups in the state, including the Indiana State Teachers Association, Indiana School Boards Association and the Indiana Association of Public School Superintendents, endorsed the plan. 

    Ty Zartman, a student apprentice at Hoosier Crane Service Company in Elkhart, Indiana, decided to go straight to work after graduating high school, despite being a straight A student. Parents and educators objected to Indiana’s first proposal for a new high school diploma system, arguing that the emphasis on workplace experience would crowd out academic learning. Credit: Camilla Forte/The Hechinger Report

    In April, Gov. Mike Braun announced that beginning this year, students who earn the state’s “enrollment honors plus” seal will be automatically accepted into the state’s public colleges and universities, including Purdue and Indiana, potentially persuading more students to enroll. 

    Parent Chantee Eldridge said she believes the new diploma will make higher education more affordable and help students sharpen their career plans at an earlier age. Her son, Micah, is a 16-year-old senior at Brownsburg High School, near Indianapolis, and has already taken dual credit courses through a partnership with Vincennes University. College credits can be expensive, she said, so earning them at no cost in high school can be a big money saver. 

    Micah, who has a 3.7 GPA and plays semi pro soccer, said he’s always enjoyed challenging classes and plans to go to college. “When things get repeated, that’s when I get bored and start to tap out mentally,” he said. In college, he anticipates studying psychology — a surprise to his mother, who expected him to pursue math or physics, two topics he’s always excelled in. She likes the idea of him doing an internship with a psychologist, so he can learn more about the field and gain practical work experience before he goes to college; that’s the sort of opportunity that will become more common under this new diploma system. 

    “Very rarely do you know exactly what you want to do between 16 and 18,” Eldridge said. “That will help students and their families make an informed decision.”  

    Related: Schools push career education ‘for all,’ even kids heading to college 

    For students who want to go straight into the workforce, the employment seals are designed to provide exposure to career options and work experience that boost students more quickly into higher-paying roles. Under the “employment honors” seal, students must: take coursework or earn a credential aligned to a specific occupation; complete 150 hours of work-based learning; and demonstrate communication, collaboration and work ethic skills. The “employment honors plus” seal requires that students also earn an associate’s degree or advanced industry certificate and complete 650 hours of work-based learning.

    Matt Mindrum, president and CEO of the Indy Chamber, said that most of the 150,000 vacant jobs in Indiana right now don’t require a four-year degree. “And yet 100 percent of our high school students are pushed through a college preparatory path. That makes no sense,” he said. He believes an alternate path is critical for driving economic growth in the state, by helping to fill existing jobs and attract new businesses. 

    Edgar Soto, a senior at Concord High School in Elkhart, is the kind of student Mindrum has in mind. Soto said he has never wanted to attend a four-year college. To get workforce experience, he enrolled in an apprenticeship through his school and is up before dawn each morning to start work with manufacturing technology company Alpha Systems. “It’s something new every day. I love it,” he said. He earns $17 an hour and gives half his paycheck to his mom for family expenses. When school is in session, he spends his afternoons taking classes back at Concord High. 

    Indiana’s Elkhart County has been at the forefront of expanding apprenticeships to high schoolers, but it’s had trouble recruiting companies — a challenge for the state as it tries to expand work-based learning. Credit: Camilla Forte/The Hechinger Report

    Working has motivated him to study harder at school, he said; he’s never cared for math, but when he realized it was important for his job, he began asking his teacher for extra help. “I got a taste of the real world and I want to be that type of person who does things right,” he said. 

    Alpha Systems pays for him to take classes in industrial systems through the state community college system, Ivy Tech, and has promised to pay for any further postsecondary education if he stays with the company. In just a few years, company executives said, he could easily make more than $40 an hour, approximately $80,000 a year. 

    Mindrum is working with employers around the state to try to increase work-based learning opportunities so they match student demand, a particular challenge in rural areas. Communities that have already made a commitment to work-based learning have had trouble recruiting enough employers: For example, in Elkhart County, only 1 in 3 high schoolers who apply for an apprenticeship gets one. Schools will also have to reorganize class schedules and overcome transportation challenges to ensure students can complete the necessary work-based learning under the various seals. The state has a goal of 50,000 apprenticeships by 2030. “It’s an aggressive but achievable target,” Mindrum said. 

    Related: A new kind of high school diploma trades chemistry for carpentry 

    Supporters hope the revamped diploma will also encourage more students to enlist in military service. Nationally, the military is struggling to recruit, and according to Army data, just 23 percent of 17- to 24-year-olds who apply to the U.S. military meet its medical fitness and academic requirements. In Indiana, the number of students enlisting in the National Guard dropped by 38 percent between 2018 and 2022, the sharpest decline of any state. 

    Retired Maj. Gen. Dale Lyles, who led the Indiana National Guard and helped create the “enlistment” seal criteria, said students often don’t know much about enlisting and the benefits of military service. In Indiana, for example, serving in the National Guard unlocks free tuition to state colleges.

    The new diploma options are meant to fix that: Students in the “enlistment honors” and “enlistment honors plus” seals are taught about each branch of service, what it means to swear an oath to your country and the many different job opportunities available. They also must take a public service course or complete a year of Junior ROTC and receive a certain score on the military’s aptitude test, the Armed Services Vocational Aptitude Battery, among other requirements. Students can receive coaching for the test and have the opportunity to visit Camp Atterbury-Muskatatuck, a nearly 35,000-acre military post, for hands-on learning opportunities.

    “Today’s military is much different than it was even five years ago, just because of the high degree of technology,” said Lyles, citing the Indiana National Guard’s platoon that flies automated aerial drones and its cyber warfare battalion. “We are in a battle for talent.” He added that the pathway emphasizes that there are other ways to serve, including as a firefighter, as a police officer or in the Department of Homeland Security. 

    Nicholas Purdy, a 17-year-old from Marion, has three grandparents who served in the military and said he’s always been interested in enlisting. In his first year of high school, he signed up for JROTC, and he said he loves traveling to other states for competitions and leadership camps where students participate in activities such as rappelling, water operations and land navigation. “It doesn’t matter what your background is, how much money you have, your looks,” he said of the experience. “The only thing that matters is your character.” 

    His mother, Stephanie Purdy, said she’s seen his confidence deepen as a result of his experiences with JROTC. Nicolas has won ribbons and pins for marksmanship and leadership that he wears on his uniform, and he likes the idea that under the new seals, those accomplishments would be reflected on his high school transcript. Nicholas wants to become a combat medic in the army. “The training set me up for really good opportunities, and it’s all paid for,” he said. 

    Jenner’s work continues — with a pressing deadline, as schools roll out these changes for first-year students this year. Her office is working on an online advising tool, a pilot program to help communities identify solutions to transportation challenges, guidance for educators on the new diploma options and courses, and incentives for school districts to measure skills like communication, collaboration and work ethic, not just academic outcomes.   

    It’s a big task. “This is new terrain for our country when you think about the level of scale we’re trying to accomplish,” said Jenner. “We don’t have a model to just copy and paste, so we’re going to learn some lessons along the way.” 

    *Due to an editing error, an earlier version of this story included an inaccurate description of the Carnegie Foundation.

    Contact editor Caroline Preston at 212-870-8965, via Signal at CarolineP.83 or on email at [email protected]

    This story about work-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link

  • Top Tips: Are your sources reliable?

    Top Tips: Are your sources reliable?

    As a reporter you’re only as good as your sources. That’s why it is important, when doing a news story, to choose sources who are knowledgeable. That’s the advice from investigative journalist Matt Drange. 

    As a reporter, Drange doesn’t report his own thoughts and feelings. Instead, he reports the news based on what he can verify from multiple sources.

    Drange has written stories for ProPublica, Forbes Magazine, the Center for Investigative Reporting, the Guardian and Business Insider. 

    He said that when researching a story and looking for interviews, you should evaluate whether potential sources are reliable. This is critical in this age where so much disinformation is distributed. Just because someone says something and just because someone has a fancy title doesn’t mean they will give you good information.

    “These days the internet makes finding and accessing information easy,” Drange said. “But just because someone says something, doesn’t make it true or worthwhile for you to report in a journalistic article.”

    Source link

  • fetal development videos in schools

    fetal development videos in schools

    Last August, Republican Rep. Gino Bulso looked out at a room filled with dozens of fellow state lawmakers as he touted new legislation he had just helped become a reality in Tennessee. Under the law, a fetal ultrasound or a video of a computer-animated fetus developing in the womb had become mandatory viewing for students in the state’s sex education classes. 

    Bulso was there at the request of the event’s host, anti-abortion advocacy nonprofit Live Action. The group had gathered legislators from across the country to provide them “with the policy information and persuasion strategies they need to end abortion,” according to its annual report

    Bulso’s panel, “The Agenda for Life in Schools and Beyond,” focused on how he had successfully shepherded his bill into becoming the second so-called fetal development education law in the country.

    When lawmakers returned to their home states after the Live Action event, The Hechinger Report found, at least 10 of them sponsored bills similar to Bulso’s, in some cases proposing that students as young as third grade watch fetal development videos. Another legislator who introduced such a bill had sent his chief of staff and wife to the event. And the volume of legislation stemming from the gathering may be higher: Live Action keeps its list of attendees private, though many lawmakers posted about the event on social media or were featured in Live Action’s promotional materials.

    Since 2023, when North Dakota became the first state to pass fetal development education legislation, anti-abortion lawmakers in more than 20 additional states have proposed such bills; 6 of those states, including Bulso’s, have passed them. As a result, this fall, nearly 4 million children will attend school in a state that requires them to watch a video or ultrasound of a fetus in the womb during sex education classes. And this year, legislators in four states tried to go even further: Their proposals would have required students to view depictions of abortions, including computer-animated videos.

    After the fall of Roe v. Wade in 2022, public schools have become an increasingly important battleground in the fight over abortion rights. Even though 12 states now ban abortion in all circumstances, the number of procedures has increased nationwide since the Supreme Court’s decision to overturn Roe. Public support for abortion rights has also risen. Many anti-abortion advocates hope that getting their message in front of students can help them win the hearts and minds of young people and change these trends in the long run.

    While critics, including medical professionals and some parents, say that the fetal development education materials being introduced to schools are manipulative and little more than propaganda, Live Action and other groups that produce them maintain they are medically accurate and unbiased. Experts in sex education and abortion policy say a related problem is the dearth of sex education in schools — students, on average, receive only about six hours during their high school years — that creates a vacuum for anti-abortion groups to move into.

    “They’re attempting to reach children at an age where I would assume most haven’t been exposed to issues of an abortion,” says Alisa Von Hagel, a political science professor at University of Wisconsin-Superior who has studied the strategies of the anti-abortion movement. “They’re attempting to be the first to imprint this quote, unquote ‘knowledge’ or opinion about these issues.”

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.

    During a debate earlier this year in the Arkansas Senate, Republican Sen. Alan Clark referred to his state’s proposal as “one of the most important pro-life bills that’s ever come before us.” He also said, “It will shape the minds of kids from now on.” 

    The proposal would have required showing a video created by Live Action to students starting in sixth grade. In the video, titled “Meet Baby Olivia,” a narrator tells the viewer that life begins at conception and says the fetus, named Baby Olivia, begins playing and exploring as early as 11 weeks. 

    In an annual report, Live Action noted that its “Meet Baby Olivia” video caused a “37-point shift towards the pro-life perspective among viewers.” The organization also highlighted the impact its materials can have on kids, in particular, to help “instill a reverence for life as children at impressionable ages develop their world view.” 

    Tennessee state Rep. Gino Bulso sponsored the nation’s second fetal development education law. He credits the anti-abortion group Live Action with helping him get it passed. Credit: George Walker IV/AP Images

    Both Bulso and Noah Brandt, Live Action’s vice president of communications, have said the only goals of Baby Olivia and fetal development education are to teach and inform students — but they also expected it to leave an impression. “It is intuitive that, after watching that, people would be less likely to support abortion on demand,” Brandt said.  

    Live Action’s work to connect with students is also part of playbooks for other anti-abortion  organizations. Take Heartbeat International, for example, a group that supports clinics known as “crisis pregnancy centers,” which provide limited medical care and encourage people not to have abortions. Heartbeat also offers in-person and online training, including one program on how to “Change the Nation with Pro-life Education,” featuring specific tactics for working with public schools. One speaker at Heartbeat’s 2023 national conference described performing an ultrasound on a pregnant woman in front of public school students to “plant a seed of life.” 

    Related: ‘They just tried to scare us’: How anti-abortion centers teach sex ed in public schools 

    Before creating “Meet Baby Olivia,” Live Action was best known for anti-abortion campaigns and undercover stings against Planned Parenthood, and largely worked outside of policymaking. But as the organization has grown in recent years, it has begun to coordinate directly with legislators. 

    Live Action held its inaugural lawmaker summit in 2022, two months after Roe was overturned. The following spring, North Dakota passed a fetal development education law, the nation’s first.

    Many proposed fetal development education bills mention the video “Meet Baby Olivia” by name. Critics say that the video is designed to manipulate the viewer’s emotions, while its creator, Live Action, says it is accurate. Credit: Live Action

    By 2024, the summit had doubled in size to host 70 lawmakers at a four-star hotel in Chapel Hill, North Carolina. Lawmakers attended panel discussions titled “Saving Our Children and Helping Their Mothers” and “Communications and Persuasion: Winning the Messaging War.” Live Action also screened its abortion videos, including “Meet Baby Olivia.” 

    On his panel, Bulso walked through every step of creating Tennessee’s law, from filing the bill to committee deliberations to its eventual passage. He gave Live Action credit for providing him with resources to help make the case that “Meet Baby Olivia” was scientifically accurate.

    Most of the proposed fetal development education bills don’t prescribe a specific video, but many suggest the Baby Olivia video. Two bills in Texas do mention alternatives: A 1983 film by PBS’s NOVA called “The Miracle of Life” and a video produced by the St. John Paul II Life Center, a crisis pregnancy center. 

    Said Brandt, it’s up to “lawmakers, school board members, teachers, that kind of thing, to try to make prudential judgments about, ‘Is the actual resource I’m using a good resource to accomplish the goal that I’ve been tasked to accomplish?’” 

    “Meet Baby Olivia” in particular, has been sharply criticized by medical experts since Live Action released the video in 2021. Many doctors have raised concerns about its language and portrayal of the timeline of fetal development. Parents and students in Fargo, North Dakota, used arguments such as these to convince the school district to use a different video to meet the state law. 

    “The Baby Olivia video is designed to manipulate students’ emotions rather than to share objective facts about embryonic and fetal development,” Nisha Verma, senior advisor of reproductive health policy and advocacy for the American College of Obstetricians and Gynecologists, said in a statement. “The video attempts to advance anti-abortion policies such as fetal personhood and uses non-scientific language about conception, pregnancy, embryos, and fetuses to evoke an emotional response.” 

    Related: Day care, baby supplies, counseling: Inside a school for pregnant and parenting teens  

    Live Action maintains the video is medically accurate — and has its own roster of anti-abortion doctors who endorse it, including a handful who collaborated with the organization on the video’s creation.

    The approval of some medical professionals was part of the appeal of “Meet Baby Olivia” and another Live Action video series called “What Is Abortion?” for New Hampshire Rep. John Sellers, another Republican who attended the group’s lawmaker summit. The series shows a computer rendering of three different points in the pregnancy process.

    Since 2023, getting fetal development education into public schools has been a priority for the anti-abortion group, Live Action. Credit: Live Action

    In January, Sellers filed two bills to make Live Action’s videos required viewing for New Hampshire students — including college students in the case of “Meet Baby Olivia.” Both bills, however, faced opposition: Nearly 700 residents officially recorded their objection with the state or submitted testimony opposing the fetal development bill, and 1,080 registered their opposition to the abortion video legislation. By comparison, the number of residents who registered in favor was 23 and 30, respectively.

    Many of those who submitted written testimony called the bill an attempt to indoctrinate students; Sellers maintained the legislation was nonpolitical. “We’re just trying to get the information out to the kids so they’re educated,” he said in an interview. “I don’t know how you indoctrinate somebody with the truth of the development of life … or the truth that these are the types of procedures of abortions. I can’t see that being indoctrination.”

    Sellers said further that he hoped education could help people “make a better decision of, ‘Should I get an abortion or not?’”

    Several people who opposed Sellers’ bills agreed that the videos contained some factual information and that topics such as fetal development and abortion could be useful to learn about in schools, but it was the presentation of the information — and that it came from an anti-abortion group — that worried them, they explained.

    “My biggest concern is that it’s set up to come from a moralistic and fear-based place as opposed to a medical or wellness model,” said Stephanie Vazzano, a therapist who lives in New Hampshire who submitted written testimony opposing the abortion video bill. “They do have some facts. When you watch them you can be really seduced by those facts … but then these other things get slipped in.”

    During the hearing for his bills, Sellers repeatedly said he was open to other abortion videos being shown but didn’t know of any. This lack of alternatives has allowed Live Action to succeed in getting into schools so far, said Mary Ziegler, a law professor at University of California-Davis and author of several books on the history of abortion debates. “Part of what they’ve exposed is that there are gaps in the way we’ve done sex education,” she points out. “There’s truth in the sense that sex education programs across the board, including those favored by progressives, don’t have enough information about pregnancy, childbirth, abortion or fetal development.”

    Related: If we see more pregnant students post-Roe, are we prepared to serve them? 

    In many ways, Live Action’s efforts — as well as those of Heartbeat International and other organizations working to reach K-12 students — are a response to groups that run comprehensive sex education programs. Five states require comprehensive sex education, and individual districts in other states also provide it. These programs typically cover an array of topics including contraception, gender identity, consent, and options if one becomes pregnant. Planned Parenthood offers such a program to schools and has become the single-largest provider of sex ed nationwide

    “I’m sympathetic if someone says we wouldn’t want any organization that has any point of view creating any materials for our public school system,” Brandt of Live Action said. “But I would just say that’s not the reality that’s happening across the country. It’s tough to find curriculum that is from a group that no one would oppose.”

    Even some anti-abortion Republicans have drawn a line at directly promoting the use of Live Action materials in public schools. Among them is Arkansas Sen. Breanne Davis, who led the opposition to a bill that specifically called for “Meet Baby Olivia” to be shown in schools. She raised concerns about requiring content from “a political advocacy group.” Davis said in an interview, “That’s just out of bounds for what we should be putting into law.”  

    At least 11 state legislators who attended Live Action’s Lawmaker Summit, including Arkansas Rep. Mary Bentley, introduced fetal development legislation during the 2025 legislative session. Credit: Facebook

    In hearings, Arkansas representative and bill sponsor Mary Bentley argued it would be easier and better for school districts to be told which video to use rather than have to make that determination themselves. She remains staunchly in support of the Baby Olivia video: “I think it’s so good to help kids understand the process of fetal development,” she said. “I just assumed that it would get the support that we needed in the most pro-life state in the nation.”

    Davis proposed a competing bill, one that would require the Arkansas department of education to adopt standards for age-appropriate fetal development education, including showing an ultrasound, in the future. No video would be required, but districts could still show one, such as “Meet Baby Olivia,” if they chose to.

    In the end, Bentley’s bill died and Davis’s legislation was signed into law in April.  

    For Brandt, of Live Action, the law falls short of what he considers the “gold standard” of fetal development education, but “We’re happy that they passed some version of it,” he said. “That is definitely better than nothing, and maybe can even be improved upon in the future.” 

    Contact investigations editor Sarah Butrymowicz at [email protected] or on Signal: @sbutry.04.

    This story about fetal development was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link

  • 7 insights about chronic absenteeism, a new normal for American schools

    7 insights about chronic absenteeism, a new normal for American schools

    Five years after the start of the pandemic, one of the most surprising ways that school has profoundly, and perhaps permanently, changed is that students aren’t showing up. Here are some insights from a May symposium at the American Enterprise Institute where scholars shared research on the problem of widespread absenteeism.  

    1. Chronic absenteeism has come down a lot from its peak in 2021-22, but it’s still 50 percent higher than it was before the pandemic.

    Roughly speaking, the chronic absenteeism rate nearly doubled after the pandemic, from 15 percent of students in 2018-19 to a peak of almost 29 percent of students in 2021-22. This is the share of students who are missing at least 10 percent, or 18 or more days, of school a year. Chronic absenteeism has dropped by about 2 to 3 percentage points a year since then, but was still at 23.5 percent in 2023-24, according to the most recent AEI data

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    Chronic absenteeism is more than 50 percent higher than it used to be. There are about 48 million public school students, from kindergarten through 12th grade. Almost 1 in 4 of them, or 11 million students, are missing a lot of school. 

    2. High-income students and high achievers are also skipping school.

    Absenteeism cuts across economic lines. Students from both low- and high-income families are often absent as are high-achieving students. Rates are the highest among students in low-income districts, where 30 percent of students are chronically absent, according to AEI data. But even in low-poverty districts, the chronic absenteeism rate has jumped more than 50 percent from about 10 percent of students to more than 15 percent of students. Similarly, more than 15 percent of students in the highest-achieving school districts (the top third) are chronically absent, up from 10 percent in pre-pandemic years.

    “Chronic absenteeism affects disadvantaged students more often, but the rise in chronic absenteeism was an unfortunate tide where all boats rose,” said Nat Malkus, deputy director of education policy studies at AEI.

    Related: The chronic absenteeism puzzle

    The data show strikingly large differences by race and ethnicity, with 36 percent of Black students, 33 percent of Hispanic students, 22 percent of white students, and 15 percent of Asian students chronically absent. But researchers said once they controlled for income, the racial differences were not so large. In other words, chronic absenteeism rates among Black and white students of the same income are not so disparate. 

    3. Moderate absenteeism is increasing.

    Everyone is missing more school, not just students who are frequently absent. Jacob Kirksey, an associate professor of education policy at Texas Tech University, tracked 8 million students in three states (Texas, North Carolina and Virginia) from 2017 to 2023. Half had “very good” absentee rates under 4 percent in 2019. By 2023, only a third of students were still going to school as regularly. Two-thirds were not.  

    “A lot of students who used to miss no school are now missing a couple days,” said Ethan Hutt, an associate professor at the University of North Carolina at Chapel Hill, who noticed the same phenomenon in the North Carolina data that he studied. “That’s just become the norm.”

    4. Many students say they skip because school is ‘boring.’

    Researchers are interviewing students and families to try to understand why so many kids are skipping school. 

    Kevin Gee, a professor of education at the University of California, Davis, analyzed surveys of elementary, middle and high school students in Rhode Island from 2016 to 2024. He found that more students are reporting missing school for traditionally common reasons: not getting enough sleep and illness. 

    After the pandemic, parents are more likely to keep their kids home from school when they get sick, but that doesn’t explain why absenteeism is this high or why physically healthy kids are also missing so much school.

    Gee found two notable post-pandemic differences among students in Rhode Island. Unfinished homework is less of a reason to skip school today than it used to be, while more elementary school students said they skipped school because “it’s boring.” 

    Researchers at the symposium debated what to do about school being boring. Some thought school lessons need to be more engaging for students who may have shorter attention spans. But others disagreed. “I think it’s OK for school to be boring,” said Liz Cohen, a research fellow at the Johns Hopkins Institute for Education Policy. “We need to adjust expectations that school should be as exciting as ‘Dora the Explorer’ all the time.”

    5. Mental health issues contribute to absenteeism.

    Morgan Polikoff, a professor of education at the University of Southern California, has also analyzed surveys and noticed a “strong connection” between mental health struggles and chronic absenteeism. It was unclear if the increase in mental illness was triggered or exacerbated by the pandemic, or if it reflects anxiety and depression issues that began before the pandemic. 

    He’s interviewing families and teenagers about why they’re absent, and he says he’s seeing high levels of “disengagement” and mental illness. Parents, he said, were often very concerned about their children’s mental health and well-being. 

    “Reading the transcripts of these parents and kids who are chronically absent is really difficult,” said Polikoff. “A lot of these kids have really severe traumas. Lots of very legitimate reasons for missing school. Really chronic disengagement. The school is not serving them well.”

    6. Showing up has become optional.

    Several researchers suggested that there have been profound cultural shifts about the importance of in-person anything. Seth Gershenson, an economist and associate professor of public affairs at American University, suggested that in-person school may seem optional to students in the same way that going to the office feels optional for adults.

    “Social norms about in-person attendance have changed, whether it’s meeting with the doctor or whatever,” said Gershenson, pointing out that even his graduate students are more likely to skip his classes. “We’re going to be absent now for reasons that would not have caused us to be absent in the past.” 

    At the same time, technology has made it easier for students to skip school and make up the work. They can download assignments on Google Classroom or another app, and schedule a video meeting with a classmate or even their teacher to go over what they missed. 

    Related: Tracking student data falls short in combating absenteeism at school

    “It is easier to be absent from school and make up for it,” said USC’s Polikoff. In his interviews, 39 of the 40 families said it was “easy” to make up for being absent. “People like that everything is available online and convenient. And also, there is absolutely no question in my mind that doing that — which is well-intentioned — makes it much easier for people to be absent.” 

    The numbers back that up. Gershenson calculated that before the pandemic, skipping 10 days of school caused a student to lose the equivalent of a month’s worth of learning. Now, the learning loss from this amount of absenteeism is about 10 percent less; instead of losing a month of school, it’s like losing 90 percent of a month. Gershenson said that’s still big enough to matter.

    And students haven’t felt the most severe consequence: failing. Indeed, even as absenteeism has surged, school grades and graduation rates have been rising. Many blame grade inflation and an effort to avoid a high school dropout epidemic.

    7. Today’s absenteeism could mean labor force problems tomorrow.

    Academic harm may not be the most significant consequence of today’s elevated levels of chronic absenteeism. Indeed, researchers calculated that returning to pre-pandemic levels of chronic absenteeism would erase only 7.5 percent of the nation’s pandemic learning losses. There are other more profound (and little understood) reasons for why students are so far behind. 

    More importantly, the experience of attending school regularly doesn’t just improve academic performance, researchers say. It also sets up good habits for the future. “Employers value regular attendance,” said Gershenson. He said employers he has talked to report having trouble finding reliable workers

    “There’s much more than test scores here,” Gershenson said. “This is a valuable personality trait. It’s part of a habit that gets formed early in school. And we’ve definitely lost some of that. And hopefully we can bring it back.”

    Next week, I’ll be writing a follow-up column about how some schools are solving the absenteeism puzzle — at least with some students — and why the old pre-pandemic playbooks for reducing absenteeism aren’t working as well anymore. 

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about chronic absenteeism was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link

  • Top Hat and the First Nations Caring Society Award 2025 Shannen’s Dream Scholarships

    Top Hat and the First Nations Caring Society Award 2025 Shannen’s Dream Scholarships

    TORONTO – August 1, 2025 – Top Hat, the leader in student engagement solutions for higher education, is proud to announce the 2025 recipients of the Shannen’s Dream Scholarship, presented in partnership with the First Nations Child & Family Caring Society. As lead sponsor, Top Hat is funding two $10,000 and two $5,500 scholarships, awarded to First Nations students pursuing post-secondary education in recognition of their academic excellence and outstanding contributions to their communities.

    Scholarship recipients were selected based on outstanding academic performance and a demonstrated track record of promoting health, wellbeing, and equity within their communities. Whether through mentorship, health advocacy, or cultural revitalization, these individuals are already acting as important agents of change.

    “We are deeply inspired by all that these individuals have accomplished so early in their lives. They are community builders, advocates, and future leaders with enormous potential,” said Maggie Leen, CEO of Top Hat. “It’s an honor to play even a small part in helping them achieve their dreams of higher education and go even further.”

    Named in honor of Shannen Koostachin, a courageous youth from Attawapiskat First Nation who led a national campaign for equitable education, the Shannen’s Dream Scholarship celebrates Indigenous students who exemplify resilience, leadership, and a commitment to social change.

    What makes the scholarship unique is its “pay-it-forward” requirement. Each recipient is expected to make a fair and measurable contribution to the Shannen’s Dream campaign or a related First Nations initiative. Previous pay-it-forward campaigns have included creating a guide to help students navigate the medical school application process, hosting talks and workshops on Shannen’s Dreams, and establishing an online database of scholarships for Indigenous youth.

    “Shannen believed in the power of education to change lives and communities. Each of this year’s recipients carries that vision forward, not only through their academic efforts, but through their leadership and service,” said Cindy Blackstock, Executive Director of the First Nations Child & Family Caring Society. “We are proud to celebrate these remarkable students and grateful to Top Hat for helping to make the Shannen’s Dream Scholarship a reality for more First Nations youth.”

    Meet the 2025 Shannen’s Dream Scholarship Recipients

    Zoe Quill, a member of Sapotaweyak Cree Nation with ties to Wuskwi Sipihk First Nation, holds a BSc in Genetics from the University of Manitoba and will be attending the Max Rady College of Medicine for Fall 2025. She is a published researcher and 2024 Manitoba Indigenous Youth Achievement Award recipient, and is committed to advancing Indigenous health and representation in care.

    Mercedes Stemm, a proud Mi’kmaw woman from Natoaganeg First Nation, is a second-year medical student at the University of Manitoba. With a BSc in Neuroscience and minor in Indigenous Studies, she co-created Indigenous admissions pathways and launched a national mentorship program supporting future Indigenous medical students.

    Syndel Thomas Kozar, from One Arrow First Nation, is completing a Double Honours in Indigenous Studies and Women’s and Gender Studies at the University of Saskatchewan. A community advocate, Kozar holds leadership roles in youth and arts organizations, with work focused on cultural reclamation, and empowering Indigenous youth through storytelling.

    Ruby O’Tennadzahe, a Dene woman from Northlands Denesuline First Nation, will begin the Bachelor of Nursing program at Red River College Polytechnic in Fall 2025. A former Health Care Aide, she brings clinical experience and a strong focus on holistic, culturally grounded care for Indigenous youth.

    About Shannen’s Dream Scholarship

    The Shannen’s Dream Scholarship was established to assist First Nations youth with the financial burdens of post-secondary education. The scholarship honors Shannen Koostachin, whose advocacy for safe and comfortable schools for First Nations students ignited a nationwide movement. This scholarship aims to continue her legacy by empowering First Nations students to achieve their educational aspirations. To learn more, please visit www.fncaringsociety.com.

    About Top Hat

    As the leader in student engagement solutions for higher education, Top Hat enables educators to employ evidence-based teaching practices through interactive content, tools, and activities in in-person, online and hybrid classroom environments. Thousands of faculty at more than 900 North American colleges and universities use Top Hat to create meaningful, engaging and accessible learning experiences for students before, during, and after class. To learn more, please visit tophat.com.

    Source link

  • The details behind the first national school voucher program

    The details behind the first national school voucher program

    After decades of trying, conservatives this year succeeded in creating the first national school voucher program.

    The Republican megabill that President Donald Trump signed into law in July will establish new tax credit scholarships for families to use at private schools, including religious ones — a long-held goal of school privatization advocates who argue parents should get taxpayer support if they want to opt out of their neighborhood school.

    Under the “big, beautiful bill,” donors can receive dollar-for-dollar tax credits of up to $1,700 for contributions to scholarship-granting nonprofits. Those groups then distribute the money to families seeking help paying for private school, tutoring and other educational expenses. 

    The program, while significant, is less expansive than in earlier drafts of the legislation. Previous versions gave donors larger tax credits — a match up to $5,000 or 10 percent of their income, whichever is greater — and mandated that all states participate rather than allowing them to opt in. 

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.

    Here are 10 things to know about the program. If you have other questions or there’s more you’d like to know, write to us: [email protected].

    When does it start?

    Jan. 1, 2027. Families have until then to research where they might want to spend a scholarship — and if the school in mind even plans to accept one. Taxpayers who want to contribute to support the scholarships can do so beginning in late 2026.  

    How will the scholarships work?

    The law opens the door to churches, universities, education nonprofits, rotary clubs and potentially even public schools (more on that below) to accept and distribute donations for the program. These “scholarship-granting organizations,” or SGOs, can keep up to 10 percent of the donations for administrative costs.

    In some states with existing scholarship programs, families apply with a third-party contractor that works with eligible schools and selects students for awards. Other states allow religious groups and other nonprofits to create and manage their own scholarship funds. The federal bill gives states wide flexibility to make those sorts of decisions about how the program is administered, experts say.

    Who’s eligible for the scholarships?

    To qualify, students need to check these boxes: They must be eligible to attend a public school, their state must opt in to the program, and their families must earn no more than three times the area median income — a threshold that would include households with incomes nearing $500,000 in some parts of the United States.

    Students who already attend private school qualify, since they are eligible for public school, even if they don’t attend one. The scholarships also may cover home-schoolers. (Keep reading for more on that.)

    How much money will families receive? 

    While the bill set a $1,700 cap on how much individual donors can contribute through their taxes, it’s unclear whether it limits how much an individual student could collect in scholarships.

    In theory, a student could apply for several scholarships. An SGO might also offer a scholarship that reimburses a family for all costs associated with attending their preferred school. In states that already offer similar school choice programs, a student might be able to collect scholarships from both the new program and the existing state program. Still, the average cost of private school tuition is roughly $13,000, so even students who combine several scholarships may not receive enough to cover the full cost of attending.

    The Treasury Department is expected to issue regulations on the program, and we may not know these kinds of details until it does. 

    Related: Arizona gave families public money for private schools. Then private schools raised tuition

    What can the scholarship money be used for?

    Quite a lot. The legislation suggests that families could use the money not only to help pay for private school tuition, but also for room and board, services for students with disabilities, transportation, tutoring, and school supplies like books, computers and uniforms. 

    The rules may depend on the individual state and its definition of an “eligible school.” In some states, home schooling might qualify students for the scholarships, but in other states it might not, said Robert Enlow, president of EdChoice, a pro-school choice group.  

    It’s also possible that public schools could charge scholarship students — as some do with home-schoolers — for services like tutoring, special education or advanced courses. 

    So students can use the money at public schools? How would that work? 

    Yes, potentially. In some states, schools already charge activity or participation fees for non-enrolled students who want to join clubs and sports. Marguerite Roza, director of the Edunomics Lab at Georgetown University, said some states may write their own rules that allow schools to extend the menu of services they could charge for.

    Meanwhile, most school districts — roughly 4 in 5 — already partner with foundations that raise money to help students with transportation, school supplies and basic needs. Both Enlow and Roza said they expected nonprofits and districts to partner on finding ways to tap the federal scholarship dollars as well.

    “Imagine you could have a public school foundation going out and helping with transportation and books and computers and tutors and all sorts of stuff, right?” Enlow said. “The potential is huge.”

    Will all private schools accept the scholarships? 

    No, private schools are not required to accept the scholarships, and many states that offer school choice don’t require private schools to participate. Private schools generally can accept or reject a student for any reason, whether they have a scholarship or not.

    In Arizona, for example, the tax credit program provided scholarships to students at 348 schools last year. More than 400 private schools operated in the state as of 2022.

    Related: Tracking Trump: His actions to dismantle the Education Department, and more 

    Which states will participate?

    Roughly 21 states — including Arizona, Georgia and Montana — offer their own tax credit scholarships, according to the group EdChoice, so it’s expected they would opt into the federal program. Conservative lawmakers in North Carolina already introduced a bill to allow families there to take part in the federal scholarships. 

    If public schools can benefit too, even Democratic governors may consider joining the program, said Roza.

    “Ultimately if the state can open this to summer camp and tutoring, obviously there would be a lot of pressure to unlock so much money with this,” she said.

    How much will the scholarships cost the government?

    It depends on how many taxpayers claim the credit. 

    While an earlier version of the bill would have capped the tax credits at $10 billion a year, the final legislation contains no such limit — so the exact amount in lost revenue won’t be known until much later. That said, an analysis by the nonpartisan Joint Committee on Taxation found that the legislation would cost the Treasury up to $4 billion per year.

    Others think the cost will be higher. The Institute on Taxation and Economic Policy, a left-leaning research group, placed its projection closer to $51 billion, while Roza estimated the cost at $28 billion per year. Still, she hesitated to count that as a direct loss to K-12 funding. “It’s new money in the sense that it doesn’t go into or out of the federal pie,” Roza said.

    What’s been the reaction to the plan? 

    Critics, including teachers unions and many education experts, have been quick to raise alarms about the voucher program, arguing that it’s a handout for wealthy families and will harm public schools by reducing funding for them.

    “It’s the centerpiece of the Great American Heist — a privatization scheme wrapped in tax policy,” Denise Forte, president of the left-leaning nonprofit EdTrust, said at a hearing before the Senate Democratic Caucus in July. 

    Advocates for the separation of church and state worry about the program channeling money from government coffers to religious schools, while disability advocates note that private schools are not required to serve students with disabilities.

    Some supporters of school vouchers, meanwhile, wish the legislation had gone further.

    “This is a very positive program for taxpayers in America. You can help families get better education and claim a tax credit for it,” said EdChoice’s Enlow. “It’s going to benefit middle- and low-income families.” But he added, “It’s not as generous as we would like, which is universal.”

    Others are focused now on encouraging states to participate in the program. “The fight doesn’t end with the passing of the bill,” said Sydney Altfield, national director of Teach Coalition, which advocates for Jewish schools to get access to government funding. “States must opt into the program.”

    Contact staff writer Neal Morton at 212-678-8247, on Signal at nealmorton.99, or via email at [email protected].

    This story about school voucher programs was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link

  • Federal cuts to AmeriCorps could make it harder for recent graduates to find jobs

    Federal cuts to AmeriCorps could make it harder for recent graduates to find jobs

    This story about AmeriCorps jobs was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    Lily Tegner didn’t know what she wanted to do when she graduated from Oregon State University with a chemical engineering degree five years ago. She entered the workforce at a point when unemployment briefly skyrocketed and companies were freezing hiring because of the Covid pandemic. “I didn’t have a very clear direction as far as where I was going in life,” she said. 

    Like hundreds of thousands of other young adults, Tegner kick-started her career through AmeriCorps, a federal agency that sends its members to communities across the country to tutor students, help after disasters strike and restore wildlife habitats, among other activities. She took a position at the Alaska Afterschool Network, where her job was to help find ways to expand science, technology, engineering and math access in its programs. Four years later, she’s still there — now, as a full-time employee managing the nonprofit’s AmeriCorps program. 

    “This state became my home,” Tegner said, adding that her year in AmeriCorps “completely changed the trajectory of my career.” 

    An AmeriCorps member poses with a student in one of the Alaska Afterschool Network’s funded programs. The organization lost its AmeriCorps funding last spring. Credit: Courtesy of Alaska Afterschool Network

    This spring, Alaska Afterschool Network was one of hundreds of organizations abruptly notified that its AmeriCorps funding had been terminated. Federal funding cuts forced the nonprofit to eliminate three full-time positions and cancel 19 internships scheduled for this summer. Tegner’s job is also at risk, though the organization is trying to find a way to keep her on. 

    In late April, the Trump administration slashed 41 percent of AmeriCorps’ funding, cutting about $400 million in grants and letting go of more than 32,000 members serving in hundreds of programs across the United States. In June and also this month, judges ordered the government to restore some funding, but the ruling does not reinstate all the money that was taken away. Shrinking AmeriCorps is among the many steps the Trump administration has taken to curb what he has called “waste, fraud and abuse” of federal funds. More action is expected in the months ahead. 

    Related: Become a lifelong learner. Subscribe to our free weekly newsletter featuring the most important stories in education. 

    Over the years, the program former President Bill Clinton created has deployed more than a million people. On top of gutting AmeriCorps, the cuts have diminished the reach of an agency that has been a critical path to a career for recent high school and college graduates at a time when entry-level jobs can be difficult to find.

    AmeriCorps was created more than three decades ago to oversee expanded federal volunteer programs, incorporating existing projects including Volunteers in Service to America and the National Civilian Community Corps. Its members take on community service positions across the country that can last for up to two years. They receive a small living stipend, and full-time members are eligible for health insurance. At the end of their terms, members are awarded a grant that can be used to pay college tuition or student loans.

    “AmeriCorps dollars have a powerful ripple effect, for both the AmeriCorps members and the students that they serve,” said Leslie Cornfeld, founder and CEO of the National Education Equity Lab, a nonprofit that brings college courses to high-poverty schools. “In many instances, it helps them define their careers.” 

    About half of the AmeriCorps funding for the Philadelphia Higher Education Network for Neighborhood Development was cut this spring. Credit: Courtesy of PHENND

    Federal surveys of AmeriCorps members from 2019, 2021 and 2023 show that 90 percent of members joined the national program in part to gain skills that would help them in school and work, and well over 80 percent said their experience in AmeriCorps helped further their “professional goals and endeavors.”

    The Trump administration cited fraud as part of its reason for nearly halving the AmeriCorps budget. Audits of the agency have raised questions about its financial management. 

    Related: Hundreds of thousands of students are entitled to training and help finding jobs. They don’t get it

    Peter Fleckenstein, 23, joined Aspire Afterschool in Arlington, Virginia, through AmeriCorps last year after graduating from the University of Delaware with a degree in psychology. He saw AmeriCorps as a way to build out his resume; even the entry-level positions he encountered during his job search required experience in the field. 

    In his position at the after-school program, Fleckenstein leads daily activities for a group of about two dozen fourth grade students. The experience has helped him crystallize his career aspirations: Before AmeriCorps, he was considering clinical social work or teaching. Now, he wants to become a counselor.

    “Working with the kids here is a lot of behavior management: problem solving, helping them regulate themselves,” Fleckenstein said. “Doing one-on-one work with them, building habits and routines with them — that is something that I could focus on more if I was in a counseling job.”

    Fleckenstein’s position was cut in April before he could complete his one-year term set to end in August, but Aspire Afterschool was able to raise money through donations to hire him and some of the nonprofit’s other AmeriCorps members part-time to finish out their grant year. 

    The Philadelphia Higher Education Network for Neighborhood Development lost half of its AmeriCorps funding this past spring when the federal agency was slashed. Credit: Courtesy of PHENND

    While some members have joined Americorps after graduating, student Deja Johnson, 24, joined as a way to help pay for college. Her term at The Scholarship Academy — a nonprofit in Atlanta helping low-income high school students navigate financial aid applications — was supposed to end with a $7,400 education grant. Because the terms were cut short, members have been told they’ll get only a prorated portion of the money.

    “It’s a little bit of a shame,” said Johnson, who is using the education grant to pursue a bachelor’s degree in nonprofit leadership. 

    “That’s what a lot of us look forward to with this work that we’re doing, because we know how much of a sacrifice it can be at times. It’s that ‘pouring into our community’ — and that’s how our community pours into us,” Johnson said.

    The AmeriCorps termination letters told grantees that their programs no longer met agency priorities, but the nonprofits were not told what those priorities are. Programs with different missions, in both Democratic- and Republican-led communities, were cut.

    Sira Coulibaly, a member with the Philadelphia Higher Education Network for Neighborhood Development’s Next Steps AmeriCorps program, packs bags of food for the Metropolitan Area Neighborhood Nutrition Alliance. Credit: Courtesy of PHENND

    The Hindman Settlement School, a nonprofit in rural Kentucky, was one victim of the cuts. The organization receives about $1 million a year from AmeriCorps for its program tutoring students with math and reading learning disabilities in more than two dozen schools. Losing that funding means drastically scaling back services, said Josh Mullins, senior director of operations at the Hindman Settlement School. He said he does not know why Hindman’s grants were terminated: The nonprofit regularly passes its audits, and its last annual report showed an average gain of seven months in reading levels among students in its dyslexia intervention program.

    A statement published in January on an AmeriCorps webpage says the agency is in the process of “conducting a full review” to comply with President Donald Trump’s executive order banning diversity, equity and inclusion in federal programs. But Mullins and other AmeriCorps grantees said diversity, equity and inclusion efforts were not listed anywhere as part of their operations.

    “That’s what’s devastating,” Mullins said. “It was completely out of our control. There was nothing you could do.”

    Related: Tracking Trump: His actions to dismantle the Education Department, and more

    The administration also gutted 85 percent of the agency’s federal staff, which has caused problems even for programs that are still receiving AmeriCorps funding. 

    The federal government terminated about half of the AmeriCorps grants for the Philadelphia Higher Education Network for Neighborhood Development. The group uses the funding to place members in local nonprofits and to help develop community partnerships in high-poverty schools. Director Hillary Kane said she’s been experiencing delays from the national AmeriCorps office in getting members approved for the programs that are still operating.

    “We need the humans in D.C. to do the stuff that they do, so we can do the stuff that we do,” Kane said. “The person we communicate with isn’t there.”

    About half of the AmeriCorps funding for the Philadelphia Higher Education Network for Neighborhood Development was cut this spring. Credit: Courtesy of PHENND

    On June 5, a federal judge granted a temporary injunction ordering the Trump administration to restore AmeriCorps funding in states that had sued over the budget cuts. The lawsuit, which was filed by two dozen Democratic-led states in May, challenges the administration’s authority to cancel the funding without Congressional approval. But the judge’s injunction does not require the Trump administration to reinstate AmeriCorps’ federal employees, and funding is not being restored to programs in states that did not sign on to the lawsuit, including Alaska, home of the Alaska Afterschool Network, or Virginia, where Aspire Afterschool is based.

    The Hindman Settlement School in Kentucky was one organization whose funding was restored this summer because of the lawsuit. Mullins said he’s hopeful the nonprofit will continue to receive AmeriCorps funding for the upcoming grant cycle in the fall.

    For Kane, the injunction does not undo the chaos caused by the abrupt cancellation of half of her Philadelphia organization’s funding. Many terminated members that were with Kane’s organization have already moved on. 

    “It’s too late for us,” she said.

    Related: Schools push career ed classes ‘for all,’ even kids heading to college

    Programs whose grants were cut can apply again in the next grant cycle, but the president’s 2026 budget calls for shutting down AmeriCorps entirely. 

    While the debate in Washington rages, current and former volunteers mourn the potential loss of a program they said gave their lives meaning and led to employment. The avenue AmeriCorps provided for Tegner to start a career at the Alaska Afterschool Network gave her purpose in life, she said. She’s worried if the program ends, there won’t be another pathway on the same scale for young idealists who aren’t sure what they want to do with their lives.

    “It helps young people of all ages grow and try new things,” Tegner said. “That’s very much what it was for me.”

    Contact staff writer Ariel Gilreath on Signal at arielgilreath.46 or at [email protected].   

    This story about AmeriCorps jobs was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link

  • Schools and colleges nationwide face Trump investigations

    Schools and colleges nationwide face Trump investigations

    The Trump administration moved quickly after taking office to open dozens of investigations into schools and universities nationwide. Most of those announced publicly mark a dramatic shift in priorities from previous administrations.

    The Education Department and other agencies are looking into allegations of antisemitism and racial discrimination against white students at dozens of colleges. The agency also has begun investigating policies that protect transgender athletes and, in some cases, targeted entire state departments of education as part of that work.

    Related: Become a lifelong learner. Subscribe to our free weekly newsletter featuring the most important stories in education. 

    Here’s a look at investigations the Trump administration has announced. This map and list will be updated. Know of an investigation we missed? Tell us: [email protected]

    Although the majority of investigations that have been opened are in states considered to be liberal, almost every state in the country has at least one entity under scrutiny. And many institutions face more than one investigation.

    Related: Tracking Trump: His actions to dismantle the Education Department, and more

    To date, colleges and universities have received the most attention from the administration, with more than 60 targeted over alleged incidents of antisemitism and another 45 under scrutiny over their work with a program that aims to increase diversity among Ph.D. candidates. Most of the K-12 investigations involve transgender policies, including those about access to sports and locker rooms. 

    Contact investigations editor Sarah Butrymowicz at [email protected] or on Signal: @sbutry.04

    This story about Trump investigations was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link