Tag: Trump administration

  • Fewer New International Students Enroll at U.S. Colleges Amid Trump Restrictions – The 74

    Fewer New International Students Enroll at U.S. Colleges Amid Trump Restrictions – The 74


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    New international students enrolling at U.S. colleges declined sharply this fall, a concerning development for universities that rely on those students for research, tuition revenue and the diversity they bring to campus culture. It could, however, create more space for U.S. residents at those campuses.

    Enrollments of new international students were down 17% compared to fall 2024, according to a report released Monday by the Institute of International Education, which surveyed more than 800 colleges about their fall 2025 enrollments. The institute, a nonprofit organization based in New York, publishes an annual report that examines the enrollment of international students. 

    The fall data was not broken down by state, so the scale of decline in California is unclear. At USC, which enrolls more international students than any other California college, overall enrollment of international students is down 3% this fall, according to a campus spokesperson. That includes returning and first-time students, so the drop could be much higher for new arrivals. USC this fall enrolls about 12,000 international students, or 26% of its total student population, according to the college. About half of those students are from China. 

    The declines come amid a changing landscape for international students under the Trump administration, which has delayed visa processing, created travel restrictions and pressured some campuses to recruit and admit fewer students from other countries. The colleges surveyed this fall by the institute cited visa application concerns and travel restrictions as top factors in the decline. 

    “We are confronting major headwinds with what I would say are poor policy decisions that the administration is taking. And that is creating a climate for international students that signals that you’re not welcome here,” said Fanta Aw, CEO of NAFSA, a nonprofit for international education and exchange.

    President Donald Trump has said that he wants to lower the number of international students at U.S. colleges to leave more room at those campuses for U.S. students. “It’s too much because we have Americans that want to go there and to other places, and they can’t go there,” he said earlier this year, referencing the number of international students at Harvard and other universities.

    For the full 2024-25 academic year, new international student enrollments were down by 7%, driven by a 15% drop among new international graduate students, compared to 2023-24. However, the number of new undergraduates was up by 5%. Trump took office in January, just before the start of the spring semester at most colleges. 

    In the U.S., students from India were the largest group of international students, accounting for 30.8% of all international students, followed by students from China, with 22.6% of enrollments.

    In the 2024-25 academic year in California, the largest share of international students were from China, and they made up 35.4% of enrollments, followed by students from India at 20.9%. Overall enrollment of international students in California was down 1.1% in 2024-25. 

    USC enrolled the most international students of any California university, followed by four University of California campuses: Berkeley, Los Angeles, San Diego and Irvine. According to the report, the total number of enrolled international students were: 12,020 at Berkeley, 10,769 at UCLA, 10,545 at San Diego, and 7,638 at Irvine.

    Across the state, international students make up about 7% of enrollments at four-year colleges, according to the Public Policy Institute of California. They make up a large share of graduate students, accounting for 31% of graduate students at UC campuses, 15% at private nonprofit universities, and 12% at California State University campuses. 

    Freya Vijay, 20, a third-year student from Canada studying business administration at USC, said she always planned to come to the United States for college. 

    “In terms of business and just the economy, you have Wall Street, you have New York, Chicago, L.A., and San Francisco, all these big cities that dominate what’s going on in the world,” she said. “So immediately, in terms of opportunity, my mind was set on the States.” 

    In addition to visa and travel restrictions, the Trump administration has directly requested — or threatened, as some have called it — California campuses to limit enrollments of international students. The administration’s compact offer to USC last month would have forced the university to cap international enrollment at 15% for undergraduates and limit enrollment from any one country to 5%.

    USC has since rejected the compact, which also would have required the university to make a number of other changes, including committing to “transforming or abolishing institutional units that purposefully punish, belittle and even spark violence against conservative ideas.” 

    Separately, in a settlement proposal to UCLA, the Trump administration calls on the campus to ensure that “foreign students likely to engage in anti-Western, anti-American, or antisemitic disruptions or harassment” are not admitted. UCLA is still in negotiations with the administration and has not yet reached a deal. The Trump administration has charged the campus with antisemitism and civil rights violations. 

    Even amid the turmoil, experts say they expect California universities to continue recruiting international students. Julie Posselt, a professor of education at USC’s Rossier School of Education, noted that at research universities, much of the research is being carried out by international graduate students. 

    “Especially in STEM fields, international students are really central to the research functions of universities,” Posselt said. “Enrolling international students is not optional. It is absolutely a part of the fabric of what makes universities great.” 

    On top of that, colleges have financial incentives to enroll international students. That’s especially true at UC campuses, which charge international students and students from other states much higher rates of tuition than California residents. In the 2026-27 academic year, new international and out-of-state undergraduates at UC will pay nearly $52,000 in tuition, more than triple what in-state students will be charged. Nonresidents in graduate programs also generally pay higher rates than residents.

    Facing pressure from the state Legislature to make more room for California residents, UC in 2017 passed a policy to cap nonresident enrollment at 18%, with a higher percentage allowed for campuses that were already above that mark. But the system still gets significant tuition revenue from nonresidents, including international students, which UC says supports the system’s core operations and helps to lower the cost of attendance for California residents.  

    In a Nov. 10 interview with Fox News, Trump seemed to acknowledge the importance of international students, saying colleges might “go out of business” without them.

    “You don’t want to cut half of the people, half of the students from all over the world that are coming into our country — destroy our entire university and college system — I don’t want to do that,” he said. 

    International students also bring diverse perspectives and “a richness to the campus culture,” said Stett Holbrook, a spokesperson for the University of California system. “That’s something we really appreciate and try to cultivate.”

    At USC, the presence of international students from more than 130 countries means there are “innumerable opportunities at USC to encounter different perspectives” and “experience new cultures,” a spokesperson said in a statement. 

    Vijay, the USC student from Canada, said she regularly boasts about USC to friends, adding that she hopes attending remains an option for other international students. 

    “I always think it’s just such a great opportunity and that no international student should ever take it for granted,” she said. “I wish other internationals could experience it.”

    This story was originally published on EdSource.


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  • Trump vows to “permanently pause” migration from “third world countries”

    Trump vows to “permanently pause” migration from “third world countries”

    The President made the statement in a Thanksgiving post on Truth Social, in which he said the measures would allow the “US system to fully recover”, while vowing to remove anyone who is not an “asset” to the country. 

    Trump said he would end all federal benefits and subsidies to “noncitizens” in the US and deport any foreign national deemed a security risk or deemed to be “non-compatible with Western Civilisation”. 

    His remarks follow the shooting of two National Guard members in Washington DC on November 26, one of whom died the following day. The suspect in the shooting is an Afghan national who is said to have arrived in the US in September 2021. 

    Officials say the accused came to the country legally, under a program that offered immigration protections to Afghanistan nationals who worked with US forces and feared retribution from the Taliban.  

    No details of Trump’s immigration suspension plan or what would be considered a “third world” country have been released, and the State Department did not immediately respond to The PIE News’ request for comment. 

    Trump previously said after Wednesday’s shooting that the attack constituted an “act of terror”, and vowed to remove people “from any country who doesn’t belong here”. 

    Only REVERSE MIGRATION can fully cure this situation

    Donald Trump, US President

    As announced by USCIS director Joseph Edlow on Thursday: “Effective immediately, processing of all immigration requests relating to Afghan nationals is stopped indefinitely pending further review of security and vetting protocols.” 

    In June 2025, the Trump administration imposed an all-out travel ban on 12 nations including Afghanistan, and a partial ban on a further seven, barring the entry of international scholars and students. Only Afghan nationals holding Special Immigration Visas were among the few exceptions to the policy.

    Those holding valid visas before the ban was announced were allowed to remain in the US, and in 2024/25 there were a total of 712 Afghan students studying at US institutions, according to Open Doors data.

    The countries currently impacted by the ban are Afghanistan, Burma, Chad, Republic of the Congo, Equatorial Guinea, Eritrea, Haiti, Iran, Libya, Somalia, Sudan, and Yemen, whose nationals are obstructed from all types of travel to the US including immigrant and nonimmigrant visas.  

    Nationals of Burundi, Cuba, Laos, Sierra Leone, Togo, Turkmenistan, and Venezuela are subject to partial restrictions. 

    “Only REVERSE MIGRATION can fully cure this situation”, Trump continued on Truth Social.  

    His presidency has seen a widespread crackdown on immigration, including the revocation of 80,000 non-immigrant visas, 10% of which were for international students.  

    The administration’s arrests, detentions and attempted deportations of international students for their pro-Palestinian advocacy have drawn widespread condemnation from within the US and globally, with a court ruling them illegal last month.  

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  • It will take patience and courage to fix K-12 education without the Department of Education

    It will take patience and courage to fix K-12 education without the Department of Education

    by John Katzman, The Hechinger Report
    November 19, 2025

    The Trump administration’s dismantling of the U.S. Department of Education this week provides a rare opportunity to rethink our current top-down approach to school governance.

    We should jump on it. It’s not sexy to talk about governance, but we can’t fix K-12 education until we do so, no matter how we feel about the latest changes.

    Since the Department of Education opened in 1980, we’ve doubled per-pupil spending, and now spend about twice as much per student as does the average country in the European Union. Yet despite that funding — and the reforms, reports and technologies introduced over the past 45 years — U.S. students consistently underperform on international benchmarks. And people are opting out: 22 percent of U.S. district students are now chronically absent, while record numbers of families are opting out of those schools, choosing charters, private schools and homeschooling.

    Most federal and state reform approaches have been focused on curricular standards and have accomplished little. The many billions spent on the Common Core standards coincided with — or triggered — a 13-year decline in academic performance. The underlying principles of the standards movement — that every student should learn the same things at the same time, that we know what those things are and that they don’t change over time — have made our schools even less compelling while narrowing instruction to what gets tested.

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

    We need to address the real problem: how federal, state and district rules combine to create a dense fog of regulations and directives that often conflict or constrain one another. Educators are losing a rigged game: It’s not that they’re doing the wrong things, it’s that governance makes them unresponsive, bureaucratic, ineffective and paralyzed — can you name an industry that spends less on research and development?

    Fixing governance won’t be simple, but it shouldn’t take more than 13 years to do it: three years to design a better system of state governance and 10 more to thoroughly test and debug it.

    I would start by bringing together experts from a variety of disciplines, ideally at a new “Center for K-12 Governance” at a university’s school of education or school of public policy, and give them three years to think through a comprehensive set of state laws and regulations to manage schools.

    The center would convene experts from inside and outside of education, in small groups focused on topics including labor, funding, data, evaluation, transportation, construction, athletics, counseling, technology, curricula and connections to higher education and the workforce. Its frameworks would address various educational and funding alternatives currently in use, including independent, charter and parochial schools, home schooling and Education Savings Accounts, all of which speak to the role of parents in making choices about their children’s education.

    Each group would start with the questions and not the answers, and there are hundreds of really interesting questions to be considered: What are the various goals of our K-12 schools and how do we authentically measure schools against them? What choices do we give parents, and what information might help them make the right decisions for their kids? How do we allow for new approaches to attract, support and pay great teachers and administrators? How does money follow each student? What data do we collect and how do we use it?

    After careful consideration, the center would hand its proposed statutes to a governor committed to running a long-term pilot to fully test the model. He or she would create a small alternative department of education, which would oversee a few hundred volunteer schools matched to a control group of similar schools running under the state’s legacy regime; both groups would include schools with a range of demographic and performance profiles. The two systems could run side by side for up to a decade.

    Related: Schools confront a new reality: They can’t count on federal money

    Each year, the state would assess the two departments’ performance against metrics like graduation and college-completion rates, teacher retention, income trajectories, civic participation, student and parent satisfaction, and, yes, NAEP scores. Under intense scrutiny by interested parties, both groups would be free to tweak their playbooks and evaluate solutions against a range of real-world outcomes. Once definitive longitudinal data comes in, the state would shutter one department and move the governance of its schools over to the other, perhaps launching a new test with an even better system.

    This all may seem like a lot of work, but it’s a patient approach to a root problem. Schools remain the nation’s most local public square; they determine income mobility, civic health and democratic resilience. If we fail to rewire the system now to support them properly, we guarantee their continued decline, to the detriment of students and society. Instead of celebrating students, teachers and principals who succeed despite the odds, we should address why we made those odds so steep.

    That’s why we should use this moment to draft and test something audacious, and give the next Supreme Court a happier education case to decide: how to retire a legacy system that finally lost a fair fight.

    John Katzman has founded and run three large ed tech companies: The Princeton Review, 2U and Noodle. He has worked closely with many large school districts and has served on the boards of NAPCS and NAIS.

    Contact the opinion editor at [email protected].

    This story about fixing K-12 education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.

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  • Can gifted testing spot potential in young children?

    Can gifted testing spot potential in young children?

    by Sarah Carr, The Hechinger Report
    November 13, 2025

    In New Orleans, a few hundred dollars could once help a family buy a “gifted” designation for their preschooler.

    As an education reporter for the city’s Times-Picayune newspaper several years ago, I discovered that there was a two-tiered system for determining whether 3-year-olds met that mark, which, in New Orleans, entitled them to gifted-only prekindergarten programs at a few of the city’s most highly sought-after public schools.

    Families could sit on a lengthy waitlist and have their children tested at the district central office for free. Or they could pay the money for the private test. In 2008, the year that I wrote about the issue, only a few of the more than 100 children tested at the central office were deemed gifted; but dozens of privately tested kiddos — nearly all of them tested by the same psychologist for $300 — met the benchmark.

    Since working on that story, I’ve been interested in the use of intelligence testing for high-stakes decisions about educational access and opportunity — and the ways that money, insider knowledge and privilege can manipulate that process.

    But I knew less about what the research shows about a broader question: Should gifted-only programming for the youngest students exist at all and, if so, what form should it take? When New York City Mayor-elect Zohran Mamdani announced in October that he would end long-standing gifted programming for kindergartners (while preserving it for the older grades), I reached out to some leading researchers in search of answers to those questions. Read the story.

    More on gifted education

    Hechinger reporter Jill Barshay, who covers education research, has written several stories about different facets of gifted education, which she captured in a column earlier this month.

    In 2020, The Hechinger Report and NBC News produced a three-part series on the ways that gifted education has maintained segregation in American schools and efforts to diversify gifted classes. 

    More early childhood news

    Federal immigration agents pulled an infant teacher out of her classroom at a Chicago child care, pinning her arms behind her — and traumatizing the families who witnessed the incident, report Molly DeVore and Mack Liederman for Block Club Chicago.

    Growing numbers of child care workers are running for elected office, hoping to work directly on behalf of change and more support for a sector that desperately needs it, writes Rebecca Gale for The 74. 

    Colorado voters approved two sales tax levies to support child care providers and families with young children, reports Ann Schimke with Chalkbeat Colorado.

    Research quick take

    Contrary to perception, there’s little evidence that an increased academic focus in the early elementary years disadvantages boys, write researchers in a new working paper published by Brown University’s Annenberg Institute. The researchers, Megan Kuhfeld and Margaret Burchinal, examined growth in reading and math test scores for a sample of 12 million students at 22,000 schools between 2016 and 2025. They found that boys are surpassing girls in math by the end of elementary school, and that girls maintain an advantage in reading through fifth grade. 

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

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  • Advocates warn of risks to higher ed data if Education Department is shuttered

    Advocates warn of risks to higher ed data if Education Department is shuttered

    by Jill Barshay, The Hechinger Report
    November 10, 2025

    Even with the government shut down, lots of people are thinking about how to reimagine federal education research. Public comments on how to reform the Institute of Education Sciences (IES), the Education Department’s research and statistics arm, were due on Oct. 15. A total of 434 suggestions were submitted, but no one can read them because the department isn’t allowed to post them publicly until the government reopens. (We know the number because the comment entry page has an automatic counter.)

    A complex numbers game 

    There’s broad agreement across the political spectrum that federal education statistics are essential. Even many critics of the Department of Education want its data collection efforts to survive — just somewhere else. Some have suggested moving the National Center for Education Statistics (NCES) to another agency, such as the Commerce Department, where the U.S. Census Bureau is housed.

    But Diane Cheng, vice president of policy at the Institute for Higher Education Policy, a nonprofit organization that advocates for increasing college access and improving graduation rates, warns that shifting NCES risks the quality and usefulness of higher education data. Any move would have to be done carefully, planning for future interagency coordination, she said.

    “Many of the federal data collections combine data from different sources within ED,” Cheng said, referring to the Education Department. “It has worked well to have everyone within the same agency.”

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

    She points to the College Scorecard, the website that lets families compare colleges by cost, student loan debt, graduation rates, and post-college earnings. It merges several data sources, including the Integrated Postsecondary Education Data System (IPEDS), run by NCES, and the National Student Loan Data System, housed in the Office of Federal Student Aid. Several other higher ed data collections on student aid and students’ pathways through college also merge data collected at the statistical unit with student aid figures. Splitting those across different agencies could make such collaboration far more difficult.

    “If those data are split across multiple federal agencies,” Cheng said, “there would likely be more bureaucratic hurdles required to combine the data.”

    Information sharing across federal agencies is notoriously cumbersome, the very problem that led to the creation of the Department of Homeland Security after 9/11.

    Hiring and $4.5 million in fresh research grants

    Even as the Trump administration publicly insists it intends to shutter the Department of Education, it is quietly rebuilding small parts of it behind the scenes.

    In September, the department posted eight new jobs to replace fired staff who oversaw the National Assessment of Educational Progress (NAEP), the biennial test of American students’ achievement. In November, it advertised four more openings for statisticians inside the Federal Student Aid Office. Still, nothing is expected to be quick or smooth. The government shutdown stalled hiring for the NAEP jobs, and now a new Trump administration directive to form hiring committees by Nov. 17 to approve and fill open positions may further delay these hires.

    At the same time, the demolition continues. Less than two weeks after the Oct. 1 government shutdown, 466 additional Education Department employees were terminated — on top of the roughly 2,000 lost since March 2025 through firings and voluntary departures. (The department employed about 4,000 at the start of the Trump administration.) A federal judge temporarily blocked these latest layoffs on Oct. 15.

    Related: Education Department takes a preliminary step toward revamping its research and statistics arm

    There are also other small new signs of life. On Sept. 30 — just before the shutdown — the department quietly awarded nine new research and development grants totaling $4.5 million. The grants, listed on the department’s website, are part of a new initiative called, “From Seedlings to Scale Grants Program” (S2S), launched by the Biden administration in August 2024 to test whether the Defense Department’s DARPA-style innovation model could work in education. DARPA, the Defense Advanced Research Projects Agency, invests in new technologies for national security. Its most celebrated project became the basis for the internet. 

    Each new project, mostly focused on AI-driven personalized learning, received $500,000 to produce early evidence of effectiveness. Recipients include universities, research organizations and ed tech firms. Projects that show promise could be eligible for future funding to scale up with more students.

    According to a person familiar with the program who spoke on background, the nine projects had been selected before President Donald Trump took office, but the formal awards were delayed amid the department’s upheaval. The Institute of Education Sciences — which lost roughly 90 percent of its staff — was one of the hardest hit divisions.

    Granted, $4.5 million is a rounding error compared with IES’s official annual budget of $800 million. Still, these are believed to be the first new federal education research grants of the Trump era and a faint signal that Washington may not be abandoning education innovation altogether.

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

    This story about risks to federal education data was 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.

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  • Trump administration cuts canceled this college student’s career start in politics

    Trump administration cuts canceled this college student’s career start in politics

    This story was produced in partnership with Teen Vogue and reprinted with permission. 

    Christopher Cade wants to be president someday. His inspiration largely comes from family members, who have been involved in local politics and activism since long before he was born. But policies from the Trump administration and the Ohio Legislature are complicating his college experience — and his plans to become a politician.

    Cade is a student at Ohio State University double-majoring in public policy analysis and political science with a focus on American political theory. He recalls his maternal grandmother, Maude Hill — who had a large hand in raising him — talking to him about her involvement in the Civil Rights Movement. She also worked at Columbus, Ohio-based affordable housing development nonprofit, Homeport, and has gone to Capitol Hill to speak with the state delegation multiple times. His dad is the senior vice president of the housing choice voucher program at the Columbus Metropolitan Housing Authority, and his older brother has a degree in political science and is interested in social justice advocacy work, Cade said. Last fall, his first on campus, Cade began applying to opportunities to bolster his resume for a future career in politics.

    The now 19-year-old secured an internship with the U.S. Department of Transportation and a work-study job on campus in the university’s Office of Diversity and Inclusion. But the federal opportunity was scrapped when the Trump administration imposed a hiring freeze and budget cuts. His campus job ended when the university announced it would “sunset” the diversity office in response to federal and state anti-diversity, equity and inclusion orders and actions, according to Cade.

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

    The work-study position was with the university’s Bell National Resource Center on the African American Male, which was founded to support Black men to stay in college. It’s a cause he was excited about. 

    “I would help order food or speak with students or do interviews,” said Cade. “I developed a good 20 different programs for the next year.” 

    In February, when the university announced it was closing the office, “I was like, ‘Well, so six months of work just for no reason,’” he said.

    OSU President Ted Carter released a statement on Feb. 27 saying the closure of the Office of Diversity and Inclusion was a response to both state and federal actions regarding DEI in public education. The move eliminated 17 staff positions, not including student roles, the university said. Programming and services provided by the Office of Student Life’s Center for Belonging and Social Change were also scrapped. 

    The change came before the Trump administration’s initial deadline for complying with a memo that threatened to cut funding for public colleges and universities, as well as K-12 schools, that offer DEI programs and initiatives. In March, the administration announced that OSU was one of roughly 50 universities under federal investigation for allegedly discriminating against white and Asian students in graduate admissions. Additionally, Ohio Gov. Mike DeWine signed legislation in March banning DEI programs in the state’s public colleges and universities. The legislation went into effect in June.

    Before the DEI office closed, Cade said, “I felt so heard and seen.” He’d attended a private, predominantly white, Catholic high school, he said. “It was not a place that supported me culturally and helped me understand more about who I am and my Blackness,” he recalled. At the university, though, “the programming we had throughout the year [was] about how to change the narrative on who a Black man is and what it means when you go out here and interact with people.

    “And then for them to close down all these programs, that essentially told me that I wasn’t cared about.”

    After the February announcement, students pushed back, organizing protests and a sit-in at the student union. But eventually, those efforts quieted.

    Cade says students felt like there was a “cloud of darkness” hanging over them. But he also thought of his Office of Diversity and Inclusion coworkers, some of whom had spent decades working there, helping students. In particular he thought of his former colleague Chila Thomas, who celebrated her fifth anniversary last year as the executive director of the Young Scholars Program. That program, which helps low-income aspiring first-generation college students get to and through college, was one of several of the office’s programs that will continue. The day after Carter’s announcement, she and others in the office spent time giving students space to talk through their feelings, despite the uncertainties surrounding their own employment, Cade said. 

    Related: A case study of what’s ahead with Trump DEI crackdowns: Utah has already cut public college DEI initiatives 

    Since the university crackdown on DEI, Cade said he’s experienced more discomfort on campus, even outright racism. He says he was approached by a white person who said, “I’m so glad they’re getting rid of DEI” and spit on his shoe and used a racial slur.  

    “I don’t know how that could ever be acceptable to anyone, but that was [when] a flip switched in my head,” Cade said. “I couldn’t sit down and be sad and silent. I had to stand up and make change.”

    In March, he traveled with other students to Washington, D.C., as part of the Undergraduate Student Government’s Governmental Relations Committee. They met with Ohio Rep. Troy Balderson and an aide, along with staffers from the offices of fellow Ohio lawmakers Sen. Bernie Moreno and Rep. Joyce Beatty, to discuss college affordability, DEI policies and the federal hiring freeze. Cade says he described how he was affected by the U.S. Department of Transportation canceling his internship.

    In Carter’s announcement, he stated that all student employees would be “offered alternative jobs at the university,” but Cade said during a meeting with Office of Diversity and Inclusion student employees, an OSU dean clarified that they would have to apply for new opportunities. With the policy changes meaning there were fewer work-study roles and more students in need of jobs, Cade saw the market as increasingly competitive, and he began to job hunt elsewhere. This summer he secured work with the Ohio Department of Transportation as a communications and policy intern. In October he began an intake assistant role in the Office of Civil Rights Compliance at the university. (Ohio State Director of Media and PR Chris Booker told Teen Vogue that the school could not comment on the experiences of individual students but that “all student employees and graduate associates impacted by these program changes were offered the opportunity to pursue transitioning into alternative positions at the university, as well as support in navigating that change.”)

    Although he was drawn to OSU for the John Glenn College of Public Affairs’ master’s program, Cade says he might have reconsidered schools had he known that the university would bend to lawmakers’ anti-DEI efforts. While he’s concerned about how education-related legislation and policies may continue to affect his college experience, he worries most about some of his peers. College is already so hard to navigate for so many young people, said Cade. “And this is just another thing that says, ‘Oh yeah, this isn’t for me.’”

    This story was published in partnership with Teen Vogue.

    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.

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  • More international students find home on US community college campuses

    More international students find home on US community college campuses

    As Thu Thu Htet, “T”, was nearing graduation at her high school in Burma, she knew she wanted to go abroad to study engineering. She wanted to study at the Rochester Institute of Technology in New York State, but didn’t want to spend tens of thousands of dollars a year in tuition, since international students don’t qualify for federal aid. 

    Instead, she decided to start her higher education journey at Monroe Community College, also in Rochester, where tuition is cheaper. T, now in her second semester, has made friends with dozens of other international students at MCC, who have helped her feel less lonely being so far away from family. 

    “There are times where I don’t feel like I fit in. Or I feel alone sometimes. The most important thing is the friends that you have,” she said.

    International student enrolments have surged at US community colleges ever since the pandemic, including this fall. As community colleges host more international students, administrators are looking for ways to make them feel welcome on campuses where most students are local commuters.

    One way international students at MCC can find support is through campus life. T serves as the president of the Global Union – a student-run club for international students, immigrant students, and anyone interested in learning about other cultures. Through her role, she greets new students, helps them to overcome challenges, and organises events to help them showcase their cultures. 

    “Sometimes, you need to be around people that have the same feeling as yours. When we are in the same club with immigrants, refugees, or other international students, we feel like we fit in with each other,” T said.

    An unexpected increase

    Because of President Trump’s policies, analysts predicted a 15% drop in total international students at American colleges and universities this fall. Experts warned that the Trump administration’s near month-long pause on visa interviews, travel bans, and war against many of the nation’s most prestigious universities would harm enrolment. 

    Instead, this fall’s international student enrolment across all degree programs, including OPT, grew by 0.8%, according to the Student and Exchange Visitor Information System (SEVIS) data that the Department of Homeland Security publishes.

    Community colleges have helped to move the needle. For associate degree programs, international student enrolment increased by 9.1%, with community colleges welcoming nearly 5,500 more students than last year. Meanwhile, enrolment shrunk slightly for master’s programs and hardly changed for bachelor’s programs.

    Rather than choosing not to study in the US this fall, it seems like students are choosing different kinds of degrees or schools. That’s according to Chris Glass, director of Boston College’s higher education program, who recently analysed the latest SEVIS data.

    “If we’re to take this data at face value, the system is far more resilient than the tumultuous headlines would suggest,” Glass previously told The PIE News .

    Based on his analysis, the over 9% growth of international students at community colleges may not be a fluke. Glass argues that international students gravitate toward schools with less political spotlight, more affordable tuition, and access to opportunities after graduation. Community colleges check all of those boxes.

    MCC is hosting more international students now than before the pandemic. This fall, the campus’ international student body grew by 35%, hosting 120 students from over 30 countries.

    MCC’s international recruiting efforts for soccer, baseball, and other sports has helped to draw students from across continents, said Carly O’Keefe, MCC’s assistant director of global education and international services. The current men’s and women’s soccer team roster has a combined 34 international students.

    In addition, unlike many other community colleges, MCC has dorms. For T, attending a college with on-campus dorms was critical, since she had no family or friends in Rochester to live with.

    O’Keefe said international students at MCC bring ideas and culture from across the globe, enriching a campus where most students are local. Some local students – limited by jobs, financial constraints, or family obligations – have never traveled overseas.

    “They’re able to make friendships with people from other countries that they maybe would have never connected with otherwise,” she said.

    Finding a community through campus life 

    The wall of the Global Union office is decorated with dozens of paintings of hot air balloons containing flags, created by students to represent their countries. Colourful cloth flags and souvenirs from across the world fill the room.

    “At the time when I saw the Korean flag, I was so proud,” said Onyu Cha, a first-semester international student from South Korea studying nursing.

    Hot air balloon paintings at Global Union office. Photo: MCC Global Union

    Onyu made friends with other Koreans through campus life and through her sister, who also lives in Rochester. Recently, she and other Korean students went to her sister’s house to cook food for the holiday of Chuseok, a mid-autumn harvest festival often referred to as Korean Thanksgiving. 

    Through her role as the vice-president of the Global Union, Onyu has got to learn about the cultures of other students. Currently, the club is planning for an event to celebrate holidays from across the world, all on one day. That’s similar to last year’s Global Fusion Festival – an event in the campus atrium to celebrate the cultures of all MCC students. It featured African drummers, Ukrainian dancers, and food from across the globe.

    Judichael Razafintsalama – a student from Madagascar who graduated from MCC last May – said serving as the Global Union president allowed him to support his fellow international students.

    Having international students on campus at a community college can be really enriching to a local community

    Dr. Melissa Whatley, William & Mary

    The summer before starting his first year at MCC, Razafintsalama landed in Rochester around 2am. When he got to his dorm, he realised he had no food. The vending machines were empty, the campus’ food services were closed, and he hadn’t set up rideshare on his phone. To get groceries, he walked two hours to a Walmart and back, carrying four bags while jet lagged. 

    Now, international students come together to help the Office of Global Education provide packages of canned food, granola bars and utensils for incoming international students. 

    “We even helped two of our students move into their apartment and make sure that everything is settled after going through what I went through,” Razafintsalama said.

    Razafintsalama said he’s had the chance to teach others at MCC about his country and his culture. Most students he encountered had never met anyone from Madagascar, the island nation off the southeastern coast of Africa.

    “They usually attach it to the cartoon movie,” he said. “It’s great because I can see that people are interested in my country and to see what it actually is like.”

    Supporting international students’ social and housing needs is critical to making them feel welcome, said Dr. Melissa Whatley, an assistant professor of higher education at William & Mary University. Her research group recently released a report on international education at community colleges, finding that 82% hosted international students. 

    Whatley hopes that these colleges are providing international students with campus life opportunities and, if they don’t have dorms, are helping students to find housing.

    “Having international students on campus at a community college can be really enriching to a local community, to the extent that the community is equipped to welcome them,” she said. 

    Concerns over travel ban

    Currently, the US hosts over 1.2 million international students or recent graduates, according to SEVIS data. The dataset doesn’t distinguish between students and graduates working temporarily through Optional Practical Training (OPT). More in-depth statistics will become available once the Institute of International Education publishes its annual report later in November. 

    However, because of President Trump’s travel ban, some prospective international students have been restricted from studying in the US. That includes Burmese students who didn’t secure a visa before June 9. 

    MCC has seen an uptick in Burmese students ever since a civil war broke out in the country, interrupting higher education for many students. The war began in 2021 when military forces toppled the country’s democratically elected government. Last spring, MCC still hosted more students from Burma than from any other country, O’Keefe said.

    Now, Burma is among the 12 countries included in Trump’s travel ban, impacting all immigrant and non-immigrant visas. Seven more countries are under a partial travel ban that impacts international student visas.

    As for international enrolments at MCC? “We’ll see how the trends change over the next few semesters. I would be surprised to see such a significant level of continued growth but we can hope things at least stay stable,” O’Keefe said in an email.

    The takeaway from this fall’s enrolment data is that students’ perceptions take a long time to change, said Gerardo Blanco, academic director of the Centre for International Higher Education at Boston College. He previously told The PIE that the 0.8% international student increase revealed in SEVIS records came as a surprise, but that doesn’t mean there won’t be a decline in coming years.

    “I hope the takeaway message is not that the US is invincible, in that even hostile policies towards international students cannot change perceptions,” he said.

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  • Rural teacher shortages could get worse thanks to Trump’s visa fee

    Rural teacher shortages could get worse thanks to Trump’s visa fee

    by Ariel Gilreath, The Hechinger Report
    November 7, 2025

    HALIFAX COUNTY, N.C. — When Ivy McFarland first traveled from her native Honduras to teach elementary Spanish in North Carolina, she spent a week in Chapel Hill for orientation. By the end of that week, McFarland realized the college town on the outskirts of Raleigh was nowhere near where she’d actually be teaching.

    On the car ride to her school district, the city faded into the suburbs. Those suburbs turned into farmland. The farmland stretched into more farmland, until, two hours later, she made it to her new home in rural Halifax County.

    “I was like, ‘Oh my God, this is far,’” McFarland said. “It was shocking when I got here, and then I felt like I wanted to go back home.”

    Nine years later, she’s come to think of Halifax County as home.

    In this stretch of rural North Carolina, teachers hail from around the globe: Jamaica, the Philippines, Honduras, Guyana. Of the 17 teachers who work at Everetts Elementary School in the Halifax County school district, two are from the United States. 

    In this rural school district surrounded by rural school districts, recruiting teachers has become a nearly impossible task. With few educators applying for jobs, schools like Everetts Elementary have relied on international teachers to fill the void. Districtwide, 101 of 156 educators are international. 

    “We’ve tried recruiting locally, and it just has not worked for us,” said Carolyn Mitchell, executive director of human resources in the eastern North Carolina district of about 2,100 students. “Halifax is a rural area, and a lot of people just don’t want to work in rural areas. If they’re not people who are from here and want to return, it’s challenging.” 

    Around the country, many rural schools are contending with a shortage of teacher applicants that has ballooned into a crisis in recent years. Fewer students are enrolling in teacher training programs, leading to a shrinking pipeline that’s made filling vacancies one of the most challenging problems for school leaders to solve in districts with smaller tax bases and fewer resources than their suburban and urban peers. In certain grade levels and subject areas — like math and special education positions — the challenge is particularly acute. Now, some of the levers rural schools have used to boost their teacher recruitment efforts are also disappearing.

    This spring, the federal Department of Education eliminated teacher residency and training grants for rural schools. In September, President Donald Trump announced a $100,000 fee on new H-1B visa applications — visas hundreds of schools like Everetts Elementary use to hire international teachers for hard-to-staff positions — saying industries were using the visas to replace American workers with “lower-paid, lower-skilled labor.” A lawsuit filed by a coalition of education, union, nonprofit and other groups is challenging the fee, citing teacher shortages. Rural schools are also bracing for more cuts to federal funding next year.

    “We’re not only talking about a recruitment and retention problem. We’re talking about the collapse of the rural teacher workforce,” said Melissa Sadorf, executive director of the National Rural Education Association.

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

    Most of Halifax’s international teachers arrive on H-1B visas, which allow them to work in the U.S. for about five years with the possibility of a green card at the end of that period. About one-third of the district’s international teachers have J-1 visas, which let them work in the country for three years with the possibility of renewing it for two more. At the end of those five years, educators on J-1 visas are required to return to their home countries.

    A few years ago, Halifax County Schools decided to shift from hiring teachers on J-1 visas in favor of H-1B, hoping it would reduce teacher turnover and keep educators in their classrooms for longer. The results have been mixed, Mitchell said, because within a few years, some of their teachers ended up transferring to bigger, higher-paying districts anyway. 

    There are trade-offs for the teachers, too. Mishcah Knight came to the U.S. from Jamaica both to expand her skills and increase her pay as an educator. In the rural North Carolina county, finding transportation has been the biggest challenge for Knight, who teaches second grade. 

    She lacks a credit history needed to buy a car, leaving her reliant on carpooling to work. A single taxi driver serves the area, which doesn’t have public transit, Uber or Lyft. “Sometimes, he’s in Virginia,” Knight said. “It’s lucky when we actually get him to take us somewhere.”

    Being away from family also takes its toll on teachers. Nar Bell Dizon, who has taught music at Everetts Elementary since 2023, had to leave his wife and son back home in the Philippines. He visits in the summer, but during the school year, he sees them only through video calls. 

    “This is what life is — not everything is smooth,” Dizon said. “There will always be struggles and sacrifices.”

    Dizon’s first year in Everetts Elementary School was hard — it took time adapting to a different teaching style and classroom management. Now that he’s in his third year, he feels like he’s gotten his feet beneath him. 

    “When you can build a rapport with your students, things become easier,” Dizon said.

    When her international teachers are able to stay for longer, the students perform better, said Chastity Kinsey, principal of Everetts Elementary. “I know the benefit the teachers bring to the classroom,” Kinsey said. “After the first year or two, they normally take off like rock stars.” 

    Related: Trump’s cuts to teacher training leave rural school districts, aspiring educators in the lurch 

    Trump’s new fee does not address any of the challenges the Halifax district had with the H-1B visa, and it effectively slams the door on future hires. Now, the district will have to rely on J-1 visas to recruit new international teachers, meaning the educators will have to leave just as they’ve acclimated to their classrooms.

    “We just can’t afford to,” Mitchell said of paying the $100,000 fee. Other districts, she said, might turn to waivers allowing them to increase class sizes and hire fewer teachers, among other strategies.

    Since the applicant pool began drying up about a decade ago, the make-up of the district’s teaching staff has slowly shifted to international teachers. 

    At the heart of the problem is that when a position opens up, few, if any, citizens apply, said Katina Lynch, principal of Aurelian Springs Institute of Global Learning, an elementary school in Halifax County. 

    When Lynch had to hire a new fourth grade teacher this summer, she received three applications: Only one was a licensed teacher from the U.S.

    Nationally, about 1 in 8 teaching positions are either vacant or filled by teachers who are not certified for the position, according to data from the nonprofit Learning Policy Institute, published in July. In addition to fewer college students graduating with degrees in education, diminished public perception of the teaching profession and political polarization of schools are to blame, school leaders said. In some states, the growth of charter and private school options has made competing for teachers even harder. On top of a widening pay gap between rural and urban districts, it’s a perfect storm for schools in more remote parts of the country, said Sadorf.

    In rural Bunker Hill, Illinois, where more than 500 students attend two schools, some positions have gone unfilled for years. “We’ve posted for a school psychologist for years, never had anybody apply. We posted for a special ed teacher — have not had anybody apply. We’ve posted for a high school math teacher two years in a row,” said Superintendent Todd Dugan. “No applicants.”

    As a result, students often end up with a long-term substitute or an unlicensed student teacher. 

    When teachers do arrive in the district, Dugan works hard to try to get them to stick around. He pairs new teachers with experienced mentors, and uses federal funding to help those who want master’s degrees to afford them. 

    He also formed a calendar committee to give teachers input on which days they get off during the year. “More than pay, having at least a little bit of involvement, control and say in your work environment will cause people to stay,” said Dugan. It seems to be working: Bunker Hill’s teacher retention rate is more than 92 percent. 

    Related: Schools confront a new reality: They can’t count on federal money 

    Schools across the country face the same challenges to varying degrees. Several years ago, the Everett Area School District in southern Pennsylvania would receive 30 to 50 applications for a given position at its elementary schools, Superintendent Dave Burkett said. Now, they’re lucky if they get three or four.

    Last year, the district learned that a middle school science teacher would retire that summer. Just three people applied for the opening, and only one was certified for the role.

    “We offered the job before that person even left the building,” Burkett said. The candidate accepted it, but when it was time to fill out paperwork that summer, the teacher had taken a different job in a bigger district.

    One way Burkett has tried to address the shortage is to hire a permanent, full-time substitute teacher in each of its buildings. If a vacancy opens up that they haven’t been able to fill, the full-time substitute can step in until a permanent replacement is found. The permanent substitute makes more than a traditional sub and also receives health insurance. 

    Sadorf, with the National Rural Education Association, says other ways to help include introducing students to teacher training pathways starting in high school, building “grow-your-own” programs to train local people for teaching jobs, and offering loan forgiveness and housing support.

    Sadorf’s organization is in favor of creating an educator-specific visa track that would allow international teachers to be in communities for longer. The group is also in favor of exempting schools from the $100,000 H-1B fee. “Stabilizing federal support is something that really needs to be focused on at the federal level,” Sadorf said.

    At Everetts Elementary in Halifax County, McFarland, the educator from Honduras, is among the most senior teachers in the school. She has adapted to the rural community, where she met and fell in love with her now-husband. She gets asked sometimes why she hasn’t moved to a bigger city.

    “Education has taken me places I’ve never expected,” McFarland said. “For me, being here, there’s a reason for it. I see the difference I can make.”

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

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

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  • Universal vouchers have public schools worried about market share

    Universal vouchers have public schools worried about market share

    by Laura Pappano, The Hechinger Report
    November 6, 2025

    TALLAHASSEE, Fla. — As principal of Hartsfield Elementary School in the Leon County School District, John Olson is not just the lead educator, but in this era of fast-expanding school choice, also its chief salesperson.

    He works to drum up enrollment by speaking to parent and church groups, offering private tours and giving Hartsfield parents his cell phone number. He fields calls on nights, weekends and holidays. With the building at just 61 percent capacity, Olson is frank about the hustle required: “Customer service is key.”

    It’s no secret that many public schools are in a battle for students. As school started in Florida this August, large districts, including Hillsborough, Miami-Dade and Orange, reported thousands fewer students, representing drops of more than 3 percent year over year. In Leon County, enrollment was down 8 percent from the end of last year.

    Part of the issue is the decline in the number of school-age children, both here and across the country. But there’s also the growing popularity of school choice in Florida and elsewhere — and what that means for school budgets. Leon County’s leaders anticipate cutting about $6 million next year unless the state increases its budget, which could mean reduced services for students and even school closures. 

    Other Florida school districts are also trimming budgets, and some have closed schools. As districts scramble for students, some are hiring consulting firms to help recruit, and also trying to sell seats in existing classes to homeschoolers. There is also the instability of students frequently switching schools — and of new charter or voucher schools that open and then shut down, or never open at all as promised. 

    Two years after the Florida Legislature expanded eligibility for school vouchers to all students, regardless of family income, nearly 500,000 kids in the state now receive vouchers worth about $8,000 each to spend on private or home education, according to Step Up For Students, the nonprofit that administers the bulk of the scholarships. And Florida’s Tax Credit Scholarship, created in 2001 to allow corporations to make contributions to private school tuition, is the model for the new federal school voucher program, passed this summer as part of Republicans’ “one big, beautiful bill.” The program, which will go into effect in 2027, lets individuals in participating states contribute up to $1,700 per year to help qualifying families pay for private school in exchange for a 1:1 tax credit.

    “We are in that next phase of public education,” said Keith Jacobs of Step Up For Students, who recruits public school districts to offer up their services and classes on its educational marketplace. “Gone are the days when a government institution or your zoned neighborhood school had the authority to assign a child to that school.”

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

    That’s a problem for Leon County Schools, which boasts a solid “B” rating from the state and five high schools in the top 20 percent of U.S. News’ national rankings. The district, located in the Florida panhandle, serves a population of around 30,000 students, 44 percent of whom are Black, 43 percent white and 6 percent Hispanic.

    “There’s just not enough money to fund two parallel programs, one for public schools and one for private schools,” said Rocky Hanna, the Leon County Schools superintendent. 

    Over the past few years, the Legislature has increased state and local funding for charter schools and created new rules to encourage more to open. (Charter schools are public schools that are independently operated; the Trump administration recently announced a $60 million increase in charter school funding this year, along with additional competitive grants.)

    But vouchers are the big disrupter. The nonprofit Florida Policy Institute projects annual voucher spending in Florida will hit $5 billion this year. In Leon County, money redirected from district school budgets to vouchers has ballooned from $3.2 million in 2020-21 to nearly $38 million this academic year, according to state and district figures. Enrollment in local charter schools has also ticked up, as has state per-pupil money directed to them, from $12 million to $15 million over that time.

    As a mark of how the landscape is shifting, Step Up For Students is now helping districts market in-person classes to homeschoolers on the group’s Amazon-like marketplace to fill seats and capture some money. Jacobs said Osceola County put its entire K-12 course catalog on the site. A year of math at a Miami elementary school? It’s $1,028.16. And just $514.08 for science, writing or P.E.

    “A student can come take a class for nine weeks, for a semester, for a year,” said Jacobs, adding that 30 districts have signed on. They are thinking, he said, “if we can’t have them full-time, we have them part-time.”

    Leon County is considering signing on, said Hanna, “to basically offer our courses à la carte.” It could be a recruitment tool, said Marcus Nicolas, vice chair of the county’s school board. “If we give them an opportunity to sniff the culture of the school and they like it, it could potentially bring that kid back full-time.”

    Related: Federal school vouchers: 10 things to know 

    Because of his shrinking budget, Hanna is looking at cuts to IT, athletics, arts, counselors, social workers and special tutors for struggling students, along with exploring school closings or consolidations. 

    Another challenge: With more school options, a growing number of students are leaving charters or private schools and enrolling in the district mid-year. Yet state allocations are based on October and February enrollment counts.

    Last year, 2,513 students — about 8 percent of Leon County’s district enrollment — entered after February. “Those are 2,500 students we don’t receive any money for,” Hanna said at an August school board meeting.

    Public schools do a lot well, but have been slow to share that, said Nicolas. “We got lazy, and we got complacent, and we took for granted that people would choose us because we’re the neighborhood school,” he said.

    Even as more parents choose private voucher schools, it’s not necessarily easy for them to determine if those schools are performing well. Although Florida State University evaluates the state’s Tax Credit Scholarship program, its report lags by about two years. It includes an appendix with voucher schools’ test scores, but there is no consequence for low performance. And scores cannot be compared, because even though schools must test students in grades 3 to 10, the schools pick which test to give.

    The result, said Carolyn Herrington, director of the Education Policy Center at Florida State University, who has written some of the evaluation reports, is that “the only real metric here is parent satisfaction,” which she said “is not sufficient.” 

    Yet many parents like the idea of school choice. According to a poll released last month by EdChoice, a school choice advocacy group, just over half of all Americans and 62 percent of parents broadly favor school vouchers.

    Related: Florida just expanded school vouchers — again. What does that really mean? 

    Mother Carrie Gaudio, who attended the local charter school her parents helped to found, was surprised when her son Ross visited Hartsfield Elementary, a Title I school that serves a high percentage of low-income households — and loved it.

    Before enrolling him, however, she and her husband, Ben Boyter, studied the enrollment situation. The school was under capacity, but they noticed more students coming each year.

    “We felt like if they ended up having to close a school it wouldn’t be one that’s had continual increases in enrollment,” she said, and added, “it’s a real bummer that you have to consider that, that you can’t just consider, ‘Are these people kind? Is my kid comfortable here? Do we feel safe here?’”

    Indeed, a school that a parent chooses one year may close the next.

    That’s what happened last year to Kenia Martinez. Since fall 2022, her two sons had attended a charter school run by Charter Schools USA, among the largest for-profit charter operators in the state. Last spring, she learned from a teacher that the school, Renaissance Academy, was shutting down. 

    Previously named Governor’s Charter Academy, Renaissance recently received a “D” grade, and saw enrollment fall from 420 students in 2020-21 to 220 last year. It also ran deficits, with a negative net position of $1.9 million at the end of the 2023-24 school year, according to the most recent state audit report. It closed last May.

    The school building was to re-open as Tallahassee Preparatory Academy — a private school — which was advertised on its website as a STEM school for “advanced learners” that would charge a fee, ranging from $1,500 to $3,200, in addition to the money paid through a voucher. 

    The school was to be run not by Charter Schools USA but by Discovery Science Schools, which operates several STEM charter schools in the state. The deal revealed a possible exit strategy for faltering charters: conversion to a private voucher school that gets state money, but without the requirement of state tests, grades or certified teachers — in other words, without accountability. 

    Yet as this school year began, the building remained dark. The parking lot was vacant. There was no response to the doorbell, or to emails or phone calls made to the contact information on the new school’s website. Discovery Science Schools’ phone number and email were not in service, and emails to founder Yalcin Akin and board president David Fortna went unanswered. A Charter Schools USA spokesperson, Colleen Reynolds, wrote in an email that “CUSA is not involved with the building located where the former Renaissance Academy Building stands” and did not provide additional clarification on why state audit reports indicate otherwise. 

    The Leon County School Board fiercely debated whether to sue Charter Schools USA for access to the building and its contents, which had been funded with taxpayer dollars. But school board members dropped the idea after learning that the building had a large lien, the result of how financing was crafted through Red Apple Development, the real estate arm of Charter Schools USA. Hanna was frustrated that for-profit companies benefited from taxpayer dollars — but still owned the assets.

    Related: Inside Florida’s ‘underground lab’ for far-right education policies

    When Renaissance announced it was closing, a friend of Martinez’s suggested her family apply for vouchers, which covered the full cost of attendance for her two sons at the Avant Schools of Excellence, a private Christian school with campuses in Tallahassee and Florida City. 

    The school takes vouchers (along with a school scholarship) as full payment, although its website lists tuition and fees at $22,775 per year. Martinez liked that the school is Christian, and small. None of their friends from Renaissance Academy are there. Martinez drives them 30 minutes each way, every day.

    The Tallahassee building that houses Avant was previously home to at least two charter schools. (One lasted a month.) Since the campus opened three years ago, said Donald Ravenell, who co-founded Avant with his wife, enrollment has jumped from 55 to 175.

    Ravenell, who on a recent weekday wore a red and blue tie (school colors are red, white and blue), attributed the school’s success to a focus on faith (“We talk about God all the time”) and the aim of preparing each student to be “a successful citizen and person.” 

    Like Olson at Hartsfield, he well understands this is a competitive marketplace. He wants his school to be known for offering a quality product, which he underscored by drawing a comparison to fried chicken.

    “I have nothing against Chester’s Chicken,” said Ravenell, referring to the quick-service chain sold in gas stations and rest stops. But he expects Avant to reach for more: “We want to be Chick-fil-A.”

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

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

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  • Colleges build environmental lessons into degrees

    Colleges build environmental lessons into degrees

    by Olivia Sanchez, The Hechinger Report
    November 5, 2025

    LA JOLLA, Calif. — On a Thursday this fall, hundreds of students at the University of California, San Diego, were heading to classes that, at least on paper, seemed to have very little to do with their majors. 

    Hannah Jenny, an economics and math major, was on their way to a class on sustainable development. Angelica Pulido, a history major who aspires to work in the museum world, was getting ready for a course on gender and climate justice. Later that evening, others would show up for a lecture on economics of the environment, where they would learn how to calculate the answer to questions such as: “How many cents extra per gallon of gas are people willing to pay to protect seals from oil spills?”

    Although most of these students don’t aspire to careers in climate science or advocacy, the university is betting that it’s just as important for them to understand the science and societal implications of climate change as it is for them to understand literature and history, even if they’re not planning to become writers or historians. UCSD is perhaps the first major public university in the country to require all undergraduate students to take a class on climate change to earn their degree. 

    The requirement, which rolled out with first-year students last fall, came about because UCSD leaders believe students won’t be prepared for the workforce if they don’t understand climate change. Around the globe, global warming is already causing severe droughts, water scarcity, fires, rising sea levels, flooding, storms and declining biodiversity; leaders at UCSD argue every job will be affected. 

    And even as President Donald Trump dismisses climate change as a hoax and cancels funding for research on it, other colleges are also exploring how to ensure students are knowledgeable about the subject. Arizona State University began requiring that students take a class in sustainability last year, while San Francisco State University added a climate justice class requirement to begin this fall. 

    “You can’t avoid climate change,” said Amy Lerner, a professor in the urban planning department at UCSD. “You can’t escape it in the private sector. You can’t escape it in the public sector. It’s just everywhere.” Students, she said, must be made ready to engage with all of its likely consequences.

    Related: Want to read more about how climate change is shaping education? Subscribe to our free newsletter.

    UCSD, a public university that serves roughly 35,000 undergraduate students, is not demanding that everyone sign up for Climate Change 101. Instead, students can fulfill the requirement by taking any of more than 50 classes in at least 23 disciplines across the university, including sustainable development, the course Jenny is taking. 

    There’s also psychology of the climate crisis, religion and ecology, energy economics, and several classes in the environmental science and oceanography departments, among others. And leaders at the university are working to develop more classes that satisfy the requirement, including one on the life cycle of a computer.

    Bryan Alexander, an adjunct professor at Georgetown University and author of a book on higher education and the climate crisis, said that while colleges have long taught about climate change in classes related to ecology, climatology and environmental science, it’s only been in the last decade or so that he’s seen other disciplines tackle the topic. 

    Climate change, Alexander said, “is the new liberal arts” — and colleges should take it seriously. 

    K. Wayne Yang, a UCSD provost who served on the original group that advocated for the requirement, said every industry and career field will experience the effects of climate change in some way. Health care providers need to know how to treat people who have been exposed to extreme heat or wildfire smoke; psychologists need to understand climate anxiety; and café owners need to know how the price of coffee changes in response to droughts or other natural disasters in coffee-growing regions.  

    Jenny, the senior taking a class on sustainable development, is eager to get answers to a question that has, in their three years as an economics and mathematics major, become difficult not to ponder: How can economic growth be the silver bullet of societal change if it has so many negative consequences for the planet?

    “It’s definitely my hope that this is a class that will teach me something new about how to consider humanity’s path forward without destroying this earth, without destroying each other, without sacrificing quality of life for any person on this planet,” Jenny said. 

    Jenny isn’t subject to the requirement because they entered college before it rolled out. But they said they like the idea of encouraging students to step outside their comfort zones and fields of study and, in many cases, consider their future career paths in the context of the changing climate.

    Other students, like junior Pulido, don’t see a specific link between climate change and their future careers. Pulido, who has spent the last few years working in the visitors center at San Diego’s Balboa Park and aspires to work in museums, said she signed up for the gender and climate justice class simply because it sounded interesting to her. She believes climate change is important, and she’s hoping that taking this class will help give her a better idea of how its role in history and might play into her career.

    Related: How colleges can become ‘living labs’ for combating climate change  

    Colleges are taking different approaches to teaching their students about climate change, with some requiring a course in sustainability, a broad discipline that goes beyond the specific scientific phenomenon of climate change.

    At Arizona State, sustainability classes can cover anything about how human, social, economic, political and cultural choices affect human and environmental well-being generally, said Anne Jones, the university’s vice provost for undergraduate education.

    Dickinson and Goucher colleges have had such requirements since 2015 and 2007, respectively. 

    At San Francisco State University, leaders said they instead chose to require climate justice for all students, beginning with the class of 2029, because of the urgency of understanding how climate change affects communities differently. 

    Students need to understand broader systems of oppression and privilege so that they can address the unequal effects of climate change for “communities of color, low-income communities, global south communities and other marginalized communities,” said Autumn Thoyre, co-director of Climate HQ, the university’s center for climate education, research and action.

    Yang and other UCSD leaders believe that, despite the increased politicization of climate change under Trump, they’ve received little pushback on the new requirement because of the university’s reputation as a climate-concerned institution. (It descended from the Scripps Institution of Oceanography, initially founded in 1903.) But this model may not work as well on other campuses. 

    In communities where people’s livelihoods depend on activities that contribute to climate change, like coal mining or oil production, educators may have to modify their approach so as to not come off as offensive or threatening, said Jo Tavares, director of the California Center for Climate Change Education at West Los Angeles College. 

    “Messaging is so important, and education cannot be done in a way that just forces facts upon people,” Tavares said. 

    Related: One state mandates teaching about climate change in almost all subjects — even PE

    At UCSD, to meet the graduation requirement, a course must be at least 30 percent about climate change: For example, a class that meets twice a week for a 10-week term must have at least six of its 20 sessions be about climate change. And the course syllabus must address at least two of the following four categories: the scientific aspects; human and social dimensions; project-based learning; or solutions.

    The first time Lerner, the urban studies professor, applied for her sustainable development course to count toward the requirement, in July 2024, the committee told her she needed to better explain how the class addressed climate change. It wasn’t enough to simply have “sustainable” in the course name, committee members told her; she had to better articulate the role of climate change in sustainable development, a course she’s been teaching some version of for nearly 20 years. 

    Her students helped her go through the syllabus and identify all the points where she was teaching about how development contributes to climate change, even if she wasn’t explicitly putting those words to paper. After Lerner revised the descriptions of the class topics and made a few additions, the class was approved, she said. 

    On that fall Thursday, Lerner walked around her large glass-walled classroom while discussing development and globalization with the 65 undergraduate students in her sustainable development class. They covered how to balance equity, economy and environment in development, as well as various ways to measure the well-being of societies, including gross national income, food security, birthrate and infant mortality, happiness, fertility, education and lifespan. Lerner peppered her lecture with jokes and relatable examples, asking, for example, how many siblings students had before explaining the role of fertility and birth rate in a healthy society. (One student had 12, but the average was closer to two.)

    Lerner, who now chairs the committee that decides which classes meet the requirement, said most of her students come in with the understanding that climate change is caused by rising levels of carbon dioxide entering the atmosphere, and some have even used an online tool to calculate their own carbon footprints. Often, their education has been focused on the hard science aspect of climate change, but they haven’t learned about what society has experienced as a result of climate change, she said. 

    When she asks them what can be done about climate change, she said, “they’re deer in the headlights.”

    Related: Changing education could change the climate

    Across campus, economics professor Mark Jacobsen teaches a lecture class every Thursday night on the economics of the environment. It meets the climate change requirement, but it also covers a core economics idea, he said: achieving efficiency. 

    Jacobsen is teaching students the formulas and methods they’ll need to answer questions like whether it’s worth it to spend $1 billion now to build renewable energy sources to avoid $10 billion in natural disaster cleanup in 30 years.

    Though Jenny hasn’t taken Jacobsen’s class, this is exactly the type of dilemma they’re worried about. 

    Jenny, a public transit enthusiast so dedicated that they got a commercial driver’s license just to drive for Triton Transit, the campus bus system, said the requirement encourages students to face the climate crisis rather than shy away from it. 

    “It can be easy to kind of put your head down and be like, ‘That is too big for me to think about, and too scary,’” Jenny said. But it’s imperative, they added, that students be “forced to reckon with it and think about it and talk about it, to have that knowledge kind of swirling around in your head.” 

    Contact staff writer Olivia Sanchez at 212-678-8402 or [email protected]. 

    This story about climate literacy was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our climate and education newsletter and for our higher education newsletter. Listen to our higher education podcast.

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