Tag: U.S

  • Recruiting U.S. Scholars Can Protect “Threatened Research”

    Recruiting U.S. Scholars Can Protect “Threatened Research”

    Universities should look to recruit researchers fleeing the U.S. amid dramatic funding cuts by the Trump administration because it could help protect vital scientific expertise from being lost, according to the rector of a leading Belgian university.

    Vrije Universiteit Brussel (VUB) has announced a host of new postdoctoral positions for international academics, stating that the institution “particularly welcomes excellent researchers currently working in the U.S. which see their line of research threatened.”

    VUB and its sister university Université Libre de Bruxelles are offering a total of 36 grants to researchers with a maximum of eight years of postdoctoral experience, funded by the European Union’s Marie Skłodowska-Curie Actions. The positions are not exclusively designed for U.S.-based researchers, VUB rector Jan Danckaert stressed, but are “open to all incoming researchers, whatever their nationality or their working place at the moment outside of Belgium.”

    VUB chose to advertise the positions to scholars in the U.S., Danckaert explained, in the wake of drastic funding cuts by the Trump administration, with research fields under particular threat including climate, public health and any areas considered to be related to diversity.

    “We also hear from colleagues in the United States that they are applying a kind of self-censorship in order to stay under the radar,” he said. “We believe that freedom of investigation is now under threat in the U.S.”

    “It’s not so much about trying to attract the best US researchers to Brussels but trying to prevent fruitful lines of research from being abruptly cut off,” Danckaert said. While recruiting talent “would benefit our society,” he said, “it’s important that these lines of research can be continued without interruption, for the benefit of the scientific community as a whole and, in the end, for humanity.”

    VUB has already lost U.S. funding for two research projects, one concerning youth and disinformation and the other addressing the “transatlantic dialogue,” Danckaert said. The grants, amounting to 50,000 euros ($53,800) each, were withdrawn because “they were no longer in line with policy priorities,” the rector said. “Now, we have some costs that will have to be covered, but that’s nothing in comparison to the millions that are being cut in the United States.”

    European efforts to recruit U.S.-based researchers have faced some criticism, with the KU Leuven rector Luc Sels arguing that “almost half of the world population lives in countries where academic freedom is much more restricted,” while “the first and most important victims of Trump’s decisions”—such as the cancellation of USAID funding—“live and work in the Global South.”

    “Should we not prioritise supporting the scientists most at risk?” Sels writes in a recent Times Higher Education comment piece, adding that “drawing [the U.S.’s] talented scientists away will not help them.”

    Asked about these concerns, Danckaert said, “It’s true, of course, that the U.S. by no means has a monopoly on putting scientists under threat,” noting that VUB, alongside other Belgian universities, participates in academic sanctuary programs such as Scholars at Risk. “We try to provide a safe haven for scholars who are being persecuted in their countries, and this work doesn’t stop.”

    As for fears of a potential brain drain from the U.S., the VUB rector said he was “by nature optimistic.” Recruiting U.S.-based researchers “is hopefully only a temporary measure to avoid some lines of research being abruptly cut,” Danckaert said.

    “I believe this is a temporary difficult period for a number of scientists,” he continued. “We’ve always looked with high esteem to the quality of science done in the United States, and I’m confident that the climate in which science was prospering will come back.”

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  • Banning DEI Is Catastrophic for U.S. Science (opinion)

    Banning DEI Is Catastrophic for U.S. Science (opinion)

    Our scientific enterprise in the United States is the envy of the world. Top scientists from around the globe want to come to work here, specifically because of the environment that we have fostered over decades to support scientific innovation and intellectual freedom. Federal investment in research is one of the primary foundations upon which this extraordinarily successful system has been constructed.

    It is not simply the dollar amount of federal funding that makes this system so successful. It is also about how we allocate and distribute the funds. Long before “DEI” was common parlance, we made robust efforts to distribute funds broadly. For example, instead of concentrating funding only in the top research institutions, as many other countries do, we created programs such as EPSCoR (1979) to direct funding to support research and development throughout the entire country, including rural areas. This was done in recognition that excellence in research can be found anywhere that and colleges and universities serving rural and impoverished communities deserve to benefit from and contribute to the economic and scientific engine that the federal government can provide.

    The National Science Foundation also implemented Broader Impacts in its grant review process (originating in the 1960s and formalized in 1997). The goal of the NSF review criteria for broader impacts was to ensure that every federally funded project would have some benefit for society. These broader impacts could take a wide variety of forms, including but not limited to new tools and innovations, as well as efforts to grow the STEM workforce by supporting those historically and economically excluded from becoming scientists.

    Diversity, equity and inclusion funding is one of the mechanisms that we use to continue this legacy of equity in federal funding of scientific research. This approach has also helped reduce public mistrust of science and scientists—a mistrust attributable to science’s historical abuses—by ensuring that the benefits of scientific progress are shared widely and equitably and by making the work of scientists more transparent and accessible.

    Until fairly recently in history, science was primarily an activity for the wealthy. Training as a scientist requires many years of deferred salary, due to the extensive education and practical skill development needed to conduct independent research and start a laboratory. For those who make it through this training, research jobs can be scarce, and the salaries are not high, considering the highly specialized skills required and the high demands of the job. Many of the best and brightest minds have been excluded from the scientific process by this economic reality. Federal funding provides critical support for science workforce development, primarily through stipends and salaries for undergraduates, graduate students and postdoctoral fellows. These stipends ease (but do not erase) the economic burden of training as a scientist.

    When you hear “DEI in science,” this is largely what we are talking about. A vast portion of federal DEI funds in the sciences goes directly to support highly talented and accomplished trainees who have deferred their personal economic progress for the opportunity to contribute to science in the U.S. This wise national investment helps to ensure that our science workforce can recruit the most meritorious trainees, regardless of their economic backgrounds. Without these initiatives, our science workforce would be much smaller with a narrower set of perspectives. Our national investment in science training is not altruistic—it is the very reason why the U.S. is a global leader in science and technology. This leadership contributes to our nation’s safety and capacity to deal with the existential problems we now face.

    The framework of DEI recognizes that systemic economic and social injustices are present in our society, due to historical and contemporary realities such as slavery, Jim Crow, genocide of Native peoples, redlining, a broken immigration system, educational and health-care disparities, and discriminatory practices in housing and employment against nonwhite, disabled and LGBTQ+ communities. These disparities have resulted in a lack of intergenerational wealth and resources among many communities in the U.S., leading to unequal access to scientific training and careers.

    The claim, now made by our federal government, that a meritocracy can be achieved by ignoring these injustices is simply false and illogical. DEI is not only about diversity training and hiring practices. In the sciences, it is essential and existential to the goal of developing the most robust, talented and highly skilled science workforce in the world.

    With Executive Order 14151, issued by the Trump administration, this funding is under attack, undoing decades of progress that have fostered some of the most talented and brilliant minds of our time. Rigorous training programs are being canceled, graduate students are losing their funding and the training of an entire generation of scientists is being jeopardized. Science will lose an extraordinary amount of talent, necessary for our nation’s industrial and economic leadership, because of this executive order.

    Furthermore, this removal of funding is being enacted on the basis of identity, effectively endorsing a form of government-imposed segregation of science. Advancements in science are often determined by the demography of those doing the science, and a diversity of perspectives and research questions is necessary for scientific innovation. For example, sickle cell disease is chronically underfunded and underresearched, despite the severity of the disease, likely because it affects descendants of people from regions with high instances of malaria, including many African Americans. Indeed, some scientific breakthroughs and technologies may never materialize or be greatly delayed due to the exclusion of talented individuals on the basis of their identity. This is a fundamental threat to scientific progress and academic freedom.

    The federal banning of DEI programs is a slap in the face to every person who has struggled to become a scientist in the face of systemic injustices. These trainees, past and present, have missed out on economic opportunities, deferred building their families and made many personal sacrifices so that they can create innovative solutions to our nation’s most pressing scientific and technological challenges. The creation of these DEI programs came from the extraordinary efforts of thousands of people, many of whom have overcome injustices themselves, working tirelessly across many decades so that the most meritorious and talented individuals all have an opportunity to succeed as scientists.

    Referring to these efforts as “shameful discrimination,” as the Trump administration has now done, is a cruel attempt to destabilize the emotional well-being of everyone who has created and been supported by these essential programs. It is an example of blaming the victims of past and ongoing injustice for their plight in society, rather than working to dismantle the systems that perpetuate inequality and limit access to a fair and just future, where a true meritocracy in science becomes possible.

    We believe that the efforts to ban, diminish and misrepresent DEI and diversity, equity, inclusion and accessibility programs should be immediately stopped and reversed to avoid the most serious negative impacts of these new policies. Removal of DEI programs will demoralize and disincentivize an entire generation of scientists in training. It will greatly reduce the scientific workforce and remove top talent from our training programs as funding mechanisms are dismantled.

    Our graduate students, undergraduates, postdoctoral fellows and other early-career scientists are those most greatly impacted by the removal of this support. This will severely jeopardize the status of the U.S. as a global leader in science, and the catastrophic impacts will be felt for decades. We stand by those most affected by the DEI ban, especially our trainees, and we demand an immediate reinstatement of DEI funding.

    We are speaking out using the speech and intellectual freedoms afforded to us by the U.S. academic system and the U.S. Constitution. We are calling on our institutions to stand with us in defense of DEI in science. Institutions and professional societies must reaffirm their own commitments to DEI. Some institutions have already made strong statements of reaffirmation of these values, but others have begun to remove their internal and external DEI initiatives pre-emptively. We understand the need for institutions to protect their employees and students from adverse consequences, but we argue that the consequences of dismantling diversity programs are much greater for our communities, as these steps usher in a new era of segregation in science and academia.

    We urge the public, our lawmakers and politicians to stand with us. We believe that DEI is foundational to science and an attack on DEI is an attack on the core of science itself in the United States.

    Joseph L. Graves Jr. is the MacKenzie Scott Endowed Professor of Biology and the director of the Genomic Research and Data Science Center for Computation and Cloud Computing at North Carolina A&T State University.

    Stacy C. Farina is an associate professor of biology at Howard University.

    Parvin Shahrestani is an associate professor of biological science at California State University, Fullerton.

    Vaughn S. Cooper is a professor of microbiology and molecular genetics at the University of Pittsburgh.

    Gilda A. Barabino is president and professor of biomedical and chemical engineering at Olin College of Engineering.

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  • Trump signs executive order that aims to close U.S. Department of Education

    Trump signs executive order that aims to close U.S. Department of Education

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    President Donald Trump has signed a much anticipated executive order that he said is designed to close the U.S. Department of Education.

    The order Trump signed Thursday tells Education Secretary Linda McMahon to “take all necessary steps to facilitate the closure of the Department of Education and return authority over education to the States and local communities” to the “maximum extent appropriate and permitted by law.” At the same time, the order says McMahon should ensure “the effective and uninterrupted delivery of services, programs, and benefits on which Americans rely.”

    Despite polling to the contrary, Trump said in his speech Thursday that closing the department is a popular idea that would save money and help American students catch up to other countries. He also said his order would ensure that other federal agencies take over major programs now housed at the Education Department, like those for students from low-income backgrounds and students with disabilities.

    “Beyond these core necessities, my administration will take all lawful steps to shut down the department,” Trump said. “We’re going to shut it down, and shut it down as quickly as possible. It’s doing us no good. We want to return our students to the states.”

    The executive order represents a symbolic achievement for Trump, who for years has expressed a desire to close the department. Yet the president has already radically transformed the department without relying on such an order. McMahon announced massive layoffs and buyouts earlier this month that cut the department’s staff nearly in half.

    Beyond the rhetoric, it’s unclear how exactly the order will impact the department’s work or existence.

    By law, only Congress can eliminate a cabinet-level agency authorized by Congress; White House Press Secretary Karoline Leavitt seemed to acknowledge as much Thursday before Trump signed the order, when she said that the Education Department will become “much smaller.” And during his Thursday remarks, Trump expressed hopes that Democrats as well as Republicans would be “voting” for the department’s closure, although prominent Democratic lawmakers have blasted the idea.

    The order does not directly change the department’s annual budget from Congress. And federal law dictates many of the Education Department’s main functions–changing those would require congressional approval that could be very hard to secure.

    Still, Trump’s move to dramatically slash the department’s staff could impact its capacity and productivity, even if officially its functions remain in place.

    At her confirmation hearing, McMahon promised to work with Congress on a reorganization plan. Project 2025, a prominent blueprint for conservative governance from the Heritage Foundation released before Trump’s second term, says that along with closing the Education Department, the federal government should move the department’s education civil rights enforcement to the Department of Justice, while the collection of education data should move to the U.S. Census Bureau.

    In a statement on Thursday, McMahon said closing the Education Department does not mean cutting off funds from those who depend on them.

    “We will continue to support K-12 students, students with special needs, college student borrowers, and others who rely on essential programs,” she wrote. “We’re going to follow the law and eliminate the bureaucracy responsibly by working with Congress and state leaders to ensure a lawful and orderly transition.”

    The executive order could be challenged in court. Many of Trump’s efforts to remake the federal bureaucracy are already tied up in litigation, including the Education Department layoffs.

    The executive order notes that the Education Department does not educate any students, and points to low test scores on an important national assessment as evidence that federal spending is not helping students.

    “Closing the Department of Education would provide children and their families the opportunity to escape a system that is failing them,” the order says.

    Trump order is triumph for department’s foes

    The Republican governors of Florida, Texas, Iowa, Indiana, Ohio, Louisiana, Tennessee, Idaho, and Nebraska were present during the signing ceremony. Trump said they “badly” wanted the federal government to give their states more control over education.

    “Probably the cost will be half, and the education will be maybe many, many times better,” Trump said. States that “run very, very well,” he said, could have education systems as good as those in Finland, Denmark, Sweden, and Norway–countries that tend to outperform the United States on international reading and math tests.

    The Education Department administers billions of dollars in federal assistance through programs such as Title I, which benefits high-poverty schools, and the Individuals with Disabilities Education Act, or IDEA, which offsets the cost of special education services.

    The department also administers financial aid for college students, shares information about best practices with states and school districts, and enforces civil rights laws. And it oversees the school accountability system, which identifies persistently low-performing schools to extra support.

    States and school districts already make most education decisions, from teacher pay to curriculum choices.

    Conservatives have wanted to get rid of the U.S. Department of Education since it was created by President Jimmy Carter and Congress in 1979, and Trump talked about doing so in his first administration. But those efforts never gained traction.

    Conservatives say that for decades the department has failed to adequately address low academic performance. They also see the department as generally hostile to their political and ideological perspectives.

    The executive order says that McMahon must ensure that “any program or activity receiving Federal assistance terminate illegal discrimination obscured under the label ‘diversity, equity, and inclusion’ or similar terms and programs promoting gender ideology,” a reference to policies intended to make schools more welcoming for students of color and LGBTQ students.

    The department has moved to publicly target and root out diversity-focused practices in schools in recent weeks. And the department has already threatened to withhold federal funding from Maine for allowing trans athletes to compete on teams that match their gender identity.

    Public education advocates say critical expertise will be lost and students’ civil rights won’t be protected if Trump further diminishes the department. They also fear that a department overhaul could endanger billions in federal funding that bolsters state and local education budgets.

    They say they’re already seeing impacts from layoffs, which hit the Office for Civil Rights, Federal Student Aid, and the Institute of Education Sciences particularly hard.

    Even before McMahon took office, the U.S. DOGE Service, the cost-cutting initiative run by billionaire Elon Musk, canceled hundreds of millions of dollars worth of research grants and contracts.

    The Education Department already was one of the smallest cabinet-level departments, with around 4,100 employees, before the layoffs. With buyouts and layoffs, the department now employs just under 2,200 people.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    Related:
    The ED is dead! Long Live the ED!
    Linda McMahon is confirmed as education secretary–DOGE and a department overhaul await her

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  • FIRE and coalition partners file brief rebuking the U.S. government for attempting to deport Mahmoud Khalil for his protected speech

    FIRE and coalition partners file brief rebuking the U.S. government for attempting to deport Mahmoud Khalil for his protected speech

    WASHINGTON, March 20, 2025 — The Foundation for Individual Rights and Expression filed a brief Thursday with a clear message: Jailing people for their political expression betrays America’s commitment to free speech.

    FIRE’s brief — joined by a coalition of civil liberties groups — explains the First Amendment violations stemming from the Trump administration’s unconstitutional detention of and attempts to deport Mahmoud Khalil, a lawful permanent resident of the United States, for his expression. After 12 days in detention, the government still has not charged Khalil with a crime. 

    The “friend of the court” brief from FIRE, the National Coalition Against Censorship, the Rutherford Institute, PEN America, and the First Amendment Lawyers Association argues the Trump administration’s attempt to deport Khalil constitutes textbook viewpoint discrimination and retaliation in violation of the First Amendment.

    “Khalil’s arrest, which President Donald Trump heralded as the ‘first of many to come,’ is an affront to the First Amendment and the cherished American principle that the government may not punish people based on their opinions,” said Conor Fitzpatrick, FIRE supervising senior attorney.

    In its attempt to deport Khalil, the government has thus far focused solely on Khalil’s protected speech rather than charging him with criminal behavior. An administration official told The Free Press that the “allegation here is not that he was breaking the law,” and White House Press Secretary Karoline Leavitt said Khalil faces deportation because he was “siding with terrorists” and “distributed pro-Hamas propaganda flyers with the logo of Hamas.”

    The Supreme Court held in 1945 that non-citizens are entitled to full First Amendment protections. And those protections cover unpopular expression, especially when that expression is political speech. The Supreme Court held in its landmark Texas v. Johnson decision that “if there is a bedrock principle underlying the First Amendment, it is that the government may not prohibit the expression of an idea simply because society finds the idea itself offensive.”

    The administration is relying on a rarely used Cold War-era statute that empowers the secretary of state to deport a lawfully present non-citizen if the secretary determines their “presence or activities” has a “potentially serious” effect on America’s foreign policy. The administration claims that authority extends even to deporting green card holders for protected speech.

    FIRE disagrees. The statute is unconstitutionally vague and gives the secretary of state unfettered discretion to deport lawful permanent residents without giving them notice of what conduct triggers expulsion. Not only does the First Amendment trump a Cold War-era statute, but the sweeping authority the administration claims it confers “places free expression in mortal peril,” as FIRE’s brief argues.

    The brief also explains that the contours of the United States’ foreign policy are ever-changing and provide no meaningful guidance as to what opinions lawful permanent residents may or may not voice. If lawfully present non-citizens can be deported simply for endangering American “foreign policy,” the only sure way to avoid deportation is to self-censor and not voice any opinions. 

    “No one in the United States of America should fear a midnight knock on their door because they voiced an opinion the government doesn’t like,” Fitzpatrick said. “Accepting Secretary Rubio’s position would irreparably damage free expression in the United States.”

    FIRE’s brief analogized the administration’s approach to Article 51 of the Chinese Constitution, which warns that exercising “freedom” must not conflict with the “interests” of the government. “Allowing the government to step in as a censor when it believes free speech threatens the government’s interests is a loophole with an infinite diameter,” Fitzpatrick said. “It has no place in America’s tradition of individual liberty.”

    If Khalil’s deportation proceeds, the chilling effect will be profound for other international students who are presently studying at American universities. 

    “Other foreign college students will have good reason to fear criticizing the American government during classroom debates, in term papers, and on social media,” FIRE attorney Colin McDonell said. “Holding students engaged in basic political expression to different standards based on their citizenship status is poisonous to free speech on campus.”


    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    CONTACT:
    Karl de Vries, Director of Media Relations, FIRE: 215.717.3473 x335; media@thefire.org

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  • Record Number of U.S. Students Apply for U.K. Undergraduate Degrees

    Record Number of U.S. Students Apply for U.K. Undergraduate Degrees

    A record number of U.S. students have applied to study for undergraduate degrees in the U.K. next year, figures reveal.

    Experts had previously suggested that U.K. institutions might benefit from international students being put off by Donald Trump’s new administration.

    And analysis suggests campuses are already seeing an influx of applicants from the U.S. itself. Figures from the University and College Admissions Service, UCAS, show that 6,680 U.S. students applied to U.K. courses for 2025–26 by the main deadline at the end of January.

    This was a 12 percent increase on the year before and the most since comparable records began in 2006. It surpasses the previous record of 6,670 set in 2021–22 and is more than double the demand in 2017.

    Maddalaine Ansell, director of education at the British Council, said she was “delighted” by the 20-year high.

    “It’s a testament to the quality of U.K. universities that so many people want to study here. Three-year degrees, lower tuition costs and poststudy work opportunities all increase the attractiveness of the U.K. offer,” she said.

    “As well as adding to the vibrancy of their courses, we hope that these students will also take a lasting affection for the U.K. forward into their future careers and stay connected with us for years to come.”

    Almost two-thirds (63 percent) of the applicants from the U.S. were 18 years old, and 61 percent were women.

    The UCAS data covers undergraduate applicants, but separate figures show an uptick in demand at all levels—even before Trump’s second term began.

    Recent Home Office statistics reveal that 15,274 U.S. main applicants were issued sponsored study visas in 2024.

    This was a 5 percent increase on 2023 and also the highest level since at least 2009—despite total visa numbers from around the world falling.

    Recent research by the British Council found that more international students would choose the U.K. over the U.S. as a result of Trump’s return to the White House.

    Although he managed to generate a large swing toward the Republican Party among young voters, those aged 18 to 29 still largely backed Kamala Harris in November.

    In the 78-year-old’s first six weeks in the Oval Office, he has pledged to shut down the Department of Education, block federal funding for institutions that allow “illegal” protests and launched a crackdown on spending on diversity, equity and inclusion programs.

    Universities UK said the increase in demand to study in the U.K. is positive, following a turbulent period for international student recruitment.

    “But it is too early to say whether this is the start of a longer-term trend,” added a spokesperson.

    “What is important now is for universities and government to continue to work together to promote the U.K. as a welcoming destination, and to preserve our competitive offer to international students.”

    Recent data also showed that a record number of Americans applied for U.K. citizenship last year, which immigration lawyers attributed to Trump’s presidential re-election bid and victory.

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  • U.S. Department of Education slashes staff

    U.S. Department of Education slashes staff

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    The U.S. Department of Education announced March 11 that it’s cutting its workforce nearly in half–a move that Education Secretary Linda McMahon said is a first step toward eliminating the department.

    Roughly a third of staff will lose their jobs through a “reduction in force,” the department said in a press release. Combined with voluntary buyouts, the Education Department will have just under 2,200 employees by the end of the month, compared with 4,133 when President Donald Trump took office with promises to shutter the department.

    The layoffs represent a significant escalation of Trump’s efforts to reduce the department’s role in education, which is mostly run by states and school districts. Already, the administration has canceled hundreds of millions of dollars in grants and contracts that paid for education research, technical assistance to states and school districts, and teacher training programs.

    Affected staff will be placed on administrative leave starting March 21, the department said. Ahead of the announcement, workers were told to leave the office by 6 p.m. Tuesday and that the office would remain closed until Thursday “for security reasons.” McMahon later said this was standard corporate process when layoffs occur.

    “Today’s reduction in force reflects the Department of Education’s commitment to efficiency, accountability, and ensuring that resources are directed where they matter most: to students, parents, and teachers,” McMahon said in a press release. “I appreciate the work of the dedicated public servants and their contributions to the Department. This is a significant step toward restoring the greatness of the United States education system.”

    The Education Department administers major federal funding programs such as Title I, which provides extra money to high-poverty schools, and the Individuals with Disabilities Education Act, or IDEA, which supports special education. It also investigates civil rights complaints and oversees an accountability system that pushes states to identify low-performing schools and provide them with additional resources.

    Exactly how the layoffs will affect specific programs was not immediately clear. A former Education Department staffer, who spoke with Chalkbeat on the condition of anonymity because they were not authorized to disclose the information, said the entire Office for Civil Rights teams based in Philadelphia, Chicago, San Francisco, Cleveland, Boston and New York were let go. That represents half of regional civil rights offices.

    The department said all divisions are affected but did not describe specific positions that were eliminated. In the press release, department officials said all functions required by law will continue.

    Only Congress can eliminate the department, but such deep cuts could leave the department a shell of its former self.

    Appearing on “The Ingraham Angle” on Fox News shortly after the layoffs were announced, McMahon said Trump had given her a clear mandate to shutter the department. She said she would work with Congress to do that. Immediately cutting these positions would help the federal government send more money to the states, she said.

    “I said ‘OK we have to identify where the bloat is, where the bureaucracy is, and we’re going to start there,’ McMahon said. “We need to make sure that that money does get to the states.”

    Trump is expected to sign an executive order to start the process of eliminating the department, but has not yet done so. Conservatives say that for decades the department has failed to adequately address low academic performance and is a bloated bureaucracy.

    On Fox, McMahon reassured viewers that programs such as IDEA would still be funded through congressional appropriations. Asked what IDEA stood for, McMahon responded, “I’m not sure I can tell you exactly what it stands for except that it’s programs for disabled needs. It’s my fifth day on the job, and I’m really trying to learn quickly.”

    Conservative state school chiefs said in a letter to McMahon last month that they need more flexibility in how to use federal money, rather than following complex rules that ensure specific funding streams benefit certain student groups.

    Public education advocates fear that if money flows unrestricted to states, there’s no guarantee it will help the most vulnerable students. Even without an executive order, they worry that administrative changes could affect the department’s ability to perform basic functions.

    Randi Weingarten, president of the American Federation of Teachers, condemned the layoffs.

    “Denuding an agency so it cannot function effectively is the most cowardly way of dismantling it,” she said in a statement. “The massive reduction in force at the Education Department is an attack on opportunity that will gut the agency and its ability to support students, throwing federal education programs into chaos across the country.”

    Sheria Smith, president of the American Federation of Government Employee Local 252, which represents 2,800 Education Department employees, said the union will fight back against the layoffs and against what she called a misinformation campaign about the department’s work.

    “We must ask our fellow Americans: do you want your and your children’s rights enforced in school? Do you want your children to have the ability to play sports in their school districts? Do you need financial aid for college? Are you a fellow civil servant that relies on student loan forgiveness? Does your school district offset property taxes with federal funding?” she said in a statement.

    “If yes, then you rely on the Department of Education, and the services you rely on and the employees who support them are under attack.”

    Shortly after she was confirmed, McMahon sent a message to Education Department staff describing a “final mission” that would affect staffing, budgets, and agency operations.

    Department staff were given one-time offers of up to $25,000 to retire or resign in advance of a “very significant reduction in force.” More than 500 employees took some form of buy out.

    Another 1,300 employees are losing their jobs through the reduction in force, McMahon announced.

    Employees who are laid off will be paid through June 9.

    This story has been updated to include comments from Linda McMahon on Fox News, reaction to the layoffs, and additional information about affected offices.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more on education policy, visit eSN’s Educational Leadership hub.

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  • U.S. can improve data collection on AI/AN college students

    U.S. can improve data collection on AI/AN college students

    Native American student enrollment has been on the decline for the past decade, dropping 40 percent between 2010 and 2021, a loss of tens of thousands of students. Of the 15.4 million undergraduate students enrolled in fall 2021, only 107,000 were American Indian or Alaska Native, according to the National Center for Education Statistics.

    Researchers argue that the small population is not as small as it seems, however, due in part to federal practices of collecting data on Native populations, according to a new report from the Brookings Institute, the Institute for Higher Education Policy and the Urban Institute.

    Federal measures of race and ethnicity in postsecondary education data undercount the total population of Native American students, in part due to insufficient sampling, lack of data on tribal affiliation and aggregation practices that erase Native identities, researchers wrote.

    “For too long, Native American students have been severely undercounted in federal higher education data, with estimates suggesting that up to 80 percent are classified as a different race or ethnicity,” Kim Dancy, director of research and policy at IHEP, told Inside Higher Ed. “This chronic data collection failure renders Native students invisible in federal data systems and prevents clear assessments of the resources necessary to support student success.”

    In May 2024, the federal government announced new standards for collecting data on American Indian and Alaska Native (AI/AN) populations, which would improve the inclusivity and accuracy of data for students from these groups.

    The Obama administration introduced similar changes in 2016, but they were never implemented under the first Trump administration in 2017. Researchers worry a similar pattern may follow under the second Trump administration.

    “The second Trump Administration has demonstrated reluctance to prioritize data transparency, which could further jeopardize these efforts and stall progress,” Dancy said. “Without strong implementation of these standards, Native students will continue to be overlooked in federal policy decisions.”

    “It is critical that the Trump administration allow the revised SPD 15 standards to remain in effect, and for officials at ED and elsewhere throughout government to implement the standards in a way that provides Native American students and communities with the same high-quality data that all Americans should be able to access,” report authors wrote.

    Data Analysis at Risk

    The Education Department has canceled dozens of contracts in recent weeks, tied to the Trump administration’s Department of Government Efficiency. Many of these contracts related to student data analysis in both K-12 and postsecondary education.

    State of play: Degree attainment for Native Americans is bleak, according to data presently available. Twenty-six percent of Native American adults in the U.S. hold an associate degree or higher, and only 16 percent hold a bachelor’s degree or higher, according to 2024 data from the U.S. Census Bureau. In comparison, bachelor’s degree attainment by all other races is higher: 20 percent for Latino, 25 percent for Black, 38 percent for multiracial, 40 percent for white and 61 percent for Asian American students.

    Of the 58 percent of American Indian/Alaska Native students who enrolled in higher education beginning in 2009, over half (55 percent) didn’t earn a credential. In 2023, the National Student Clearinghouse Research Center reported six-year completion rates had fallen two percentage points among Native Americans, to 47.5 percent—21 percentage points lower than their white peers and 27 percentage points lower than Asian students in the 2016 cohort.

    Data collection is not the only barrier to Native student representation and completion in higher education, researchers wrote, “but until data on Native American students are more accurate, accessible, and meaningful, it will prove difficult to address these issues,” which include affordability, disparities in access and retention, and a lack of culturally informed wraparound services.

    Digging into data: Data collection at the U.S. Department of Education has several problems that disadvantage Native students more than other groups, according to the report. Native student data is often “topcoded” as Hispanic or Latino, essentially erasing Native student identities, filed under “more than one race” without further detail, or coded without tribal affiliation or citizenship.

    While topcoding students as Latino or Hispanic or categorizing learners as more than one race applies to all racial categories, Native American individuals are categorized this way at a higher rate than any other major group, which diminishes their representation.

    Additionally, ED independently makes decisions to not disaggregate or provide detailed data on racial and ethnic subgroups, such as topcoding Latino or Hispanic students, that is not modeled at other federal agencies, such as the Census Bureau and the Bureau of Labor Statistics.

    The last time the Office of Management and Budget revised data-reporting processes for colleges and universities, which allowed individuals to identify as more than one racial group, final implementation took place in the 2010–11 academic year.

    In the decade and a half since, Native American student enrollment has declined, and researchers say, “The limitations of ED’s student data made it challenging to discern whether this decline represented an actual change in enrollment trends or was due to the new reporting practices’ undercounting of Native college students.”

    A lack of data impacts institutions, tribes and others tracking student outcomes, reducing opportunities to support learners, and the challenges may perpetuate continued misperceptions of Native students’ journeys through higher education.

    New policies: In 2024, OMB created new federal standards around collecting data on race and ethnicity that would enhance data collection when it comes to Native populations. Federal agencies are required to create plans for implementation by September 2025 and be in full compliance by March 2029, leaving the Trump administration responsible for implementation of the revised standards.

    OMB outlined three approaches for agencies on how they might consider presentation of aggregated data on multiracial populations:

    • Alone or in combination, which includes students who identify with more than one racial or ethnic group in all reporting categories.
    • Most frequent multiple responses, reporting on as many combinations of race and ethnicity as possible that meet population thresholds.
    • Combined multiracial or multiethnic respondents into a single category.

    This third option would be most harmful to Native students, because it would perpetuate undercounts, researchers caution, and therefore policymakers should avoid it.

    Moving forward, report authors recommend ED and Congress collect and publish disaggregated data on Native American students, partner with tribal governments to increase data transparency and provide guidance and resources to institutions to improve their quality of data.

    “We encourage the Education Department to continue seeking input from Native communities, including voices that have been historically excluded from policy-development efforts,” Dancy said. “Accurate data alone won’t eliminate the structural inequities Native students face. But without the data, we cannot begin to dismantle the inequities.”

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  • How cuts at U.S. aid agency hinder university research

    How cuts at U.S. aid agency hinder university research

    Peter Goldsmith knows there’s a lot to love about soybeans. Although the crop is perhaps best known in America for its part in the stereotypically bougie soy milk latte, it plays an entirely different role on the global stage. Inexpensive to grow and chock-full of nutrients, it’s considered a potential solution to hunger and malnutrition.

    For the past 12 years, Goldsmith has worked toward that end. In 2013, he founded the Soybean Innovation Lab at the University of Illinois at Urbana-Champaign, and every day since then, the lab’s scientists have worked to help farmers and businesses solve problems related to soybeans, from how to speed up threshing—the arduous process of separating the bean from the pod—to addressing a lack of available soybean seeds and varieties.

    The SIL, which now encompasses a network of 17 laboratories, has completed work across 31 countries, mostly in sub-Saharan Africa. But now, all that work is on hold, and Goldsmith is preparing to shut down the Soybean Innovation Lab in April, thanks to massive cuts to the federal foreign aid funds that support the labs.

    A week into the current presidential administration, Goldsmith received notice that the Soybean Innovation Lab, which is headquartered at the University of Illinois, had to pause operations, cease external communications and minimize costs, pending a federal government review.

    Goldsmith told his team—about 30 individuals on UIUC’s campus that he described as being like family to one another—that, though they were ordered to stop work, they could continue working on internal projects, like refining their software. But days later, he learned the university could no longer access the lab’s funds in Washington, meaning there was no way to continue paying employees.

    After talking with university administrators, he set a date for the Illinois lab to close: April 15, unless the freeze ended after the government review. But no review materialized; on Feb. 26, the SIL received notice its grant had been terminated, along with about 90 percent of the U.S. Agency for International Development’s programs.

    “The University of Illinois is a very kind, caring sort of culture; [they] wanted to give employees—because it was completely an act of God, out of the blue—give them time to find jobs,” he said. “I mean, up until [Jan. 27], we were full throttle, we were very successful, phones ringing off the hook.”

    The other 16 labs will likely also close, though some are currently scrambling to try to secure other funding.

    Federal funding made up 99 percent of the Illinois lab’s funding, according to Goldsmith. In 2022, the lab received a $10 million grant intended to last through 2027.

    Dismantling an Agency

    The SIL is among the numerous university laboratories impacted by the federal freeze on U.S. Agency for International Development funds—an initial step in what’s become President Donald Trump’s crusade to curtail supposedly wasteful government spending—and the subsequent termination of thousands of grants.

    Trump and Elon Musk, the richest man on Earth and a senior aide to the president, have baselessly claimed that USAID is run by left-wing extremists and say they hope to shutter the agency entirely. USAID’s advocates, meanwhile, have countered that the agency instead is responsible for vital, lifesaving work abroad and that the funding freeze is sure to lead to disease, famine and death.

    A federal judge, Amir H. Ali, seemed to agree, ruling earlier this month that the funding freeze is doing irreparable harm to humanitarian organizations that have had to cut staff and halt projects, NPR and other outlets reported. On Tuesday, Ali reiterated his order that the administration resume funding USAID, giving them until the end of the day Wednesday to do so.

    But the administration appealed the ruling, and the Supreme Court subsequently paused the deadline until the justices can weigh in. Now, officials appear to be moving forward with plans to fire all but a small number of the agency’s employees, directing employees to empty their offices and giving them only 15 minutes each to gather their things.

    About $350 million of the agency’s funds were appropriated to universities, according to the Association of Public and Land-grant Universities, including $72 million for the Feed the Future Innovation Labs, which are aimed at researching solutions to end hunger and food insecurity worldwide. (The SIL is funded primarily by Feed the Future.)

    It’s a small amount compared to the funding universities receive from other agencies, like the National Institutes of Health, also the subject of deep cuts by Trump and Musk. But USAID-funded research is a long-standing and important part of the nation’s foreign policy, as well as a resource for the international community, advocates say. The work also has broad, bipartisan support; in fiscal year 2024, Congress increased funding for the Feed the Future Initiative labs by 16 percent, according to Craig Lindwarm, senior vice president for government affairs at the APLU, even in what he characterized as an extremely challenging budgetary environment.

    Potential Long-Term Harms

    Universities “have long been a partner with USAID … to help accomplish foreign policy and diplomatic goals of the United States,” said Lindwarm. “This can often but not exclusively come in the form of extending assistance as it relates to our agricultural institutions, and land-grant institutions have a long history of advancing science in agriculture that boosts yields and productivity in the United States and also partner countries, and we’ve found that this is a great benefit not just to our country, but also partner nations. Stable food systems lead to stable regions and greater market access for producers in the United States and furthers diplomatic objectives in establishing stronger connections with partner countries.”

    Stopping that research has negatively impacted “critical relationships and productivity,” with the potential for long-term harms, Lindwarm said.

    At the SIL, numerous projects have now been canceled, including a planned trip to Africa to beta test a pull-behind combine, a technology that is not commonly used anymore in the U.S.—most combines are now self-propelled rather than pulled by tractor—but that would be useful to farmers in Africa. A U.S. company was slated to license the technology to farmers in Africa, Goldsmith said, but now, “that’s dead. The agribusiness firm, the U.S. firm, won’t be licensing in Africa,” he said. “A good example of market entry just completely shut off.”

    He also noted that the lab closures won’t just impact clients abroad and U.S. companies; they will also be detrimental to UIUC, which did not respond to a request for comment.

    “In our space, we’re well-known. We’re really relevant. It makes the university extremely relevant,” he said. “We’re not an ivory tower. We’re in the dirt, literally, with our partners, with our clients, making a difference, and [that] makes the university an active contributor to solving real problems.”

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  • U.S. Department of Education Launches “End DEI” Portal (US Department of Education)

    U.S. Department of Education Launches “End DEI” Portal (US Department of Education)

    WASHINGTON – Today, the U.S. Department of Education launched EndDEI.Ed.Gov, a public portal for parents, students, teachers, and the broader community to submit reports of discrimination based on race or sex in publicly-funded K-12 schools.

    The secure portal allows parents to provide an email address, the name of the student’s school or school district, and details of the concerning practices. The Department of Education will use submissions as a guide to identify potential areas for investigation.

    “For years, parents have been begging schools to focus on teaching their kids practical skills like reading, writing, and math, instead of pushing critical theory, rogue sex education and divisive ideologies—but their concerns have been brushed off, mocked, or shut down entirely,” said Tiffany Justice, Co-Founder of Moms for Liberty. “Parents, now is the time that you share the receipts of the betrayal that has happened in our public schools. This webpage demonstrates that President Trump’s Department of Education is putting power back in the hands of parents.”

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  • Struggling soup kitchens and hospitals in Sudan face uncertainty amid U.S. aid freeze (CBS News)

    Struggling soup kitchens and hospitals in Sudan face uncertainty amid U.S. aid freeze (CBS News)

    When President Trump ordered a 90-day freeze on foreign aid, no one felt the impact more than the people of Sudan. Two years of civil war has left more than 25 million Sudanese starving in what is the largest humanitarian crisis the world has ever seen. Debora Patta reports.

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