School districts in the Washington, D.C. area are bracing for potential shifts in federal education policies as they work on budgets for the upcoming fiscal year. The White House is reportedly drafting an executive order that could direct the education secretary to scale back the Department of Education, with the possibility of congressional action to eliminate the agency.

While the order has yet to be signed, officials anticipate a deadline may be set for restructuring the department. This uncertainty has left school leaders assessing how federal funding changes could impact their operations, particularly in areas such as special education and school meal programs.

Budget Concerns for Local School Districts

In Prince William County, Virginia’s second-largest school system, School Board Chairman Babur Lateef emphasized that budget decisions will be influenced by federal funding changes. However, he noted that much of the financial support for local schools is mandated by law. Even if the Department of Education undergoes restructuring, federal funds for essential programs may still be distributed through other agencies, such as the Department of Agriculture or the Department of Labor.

“The president cannot alter laws through an executive order, so funding for key programs, including school meals, will still be allocated,” Lateef explained. He highlighted that the Department of Education plays a crucial role in overseeing funding for special education and meal programs, ensuring compliance with standards for students with individualized education plans.

David Walrod, president of the Fairfax County Federation of Teachers, echoed these concerns, pointing out that although federal contributions have historically fallen short of promises, they still represent a significant portion of funding for special education. The loss of these funds would create a financial strain on schools nationwide.

Read About the Federal Funding Pause Excludes Student Loans and Pell Grants, But Review Continues

Impact on Special Education and Title I Schools

Special education funding remains a focal point in discussions about potential federal cuts. The Education Department currently ensures that schools comply with special education regulations, and if those responsibilities are reduced, school districts may face challenges in meeting those standards.

Lateef warned that any reductions in federal funding would force school divisions to reallocate money from other areas, potentially affecting a broad range of student services. On average, federal funding accounts for about 10% of a school system’s budget, but that amount has been gradually decreasing in recent years.

Despite efforts to reduce reliance on federal dollars, Walrod stressed that these funds remain vital, particularly for special education and food assistance programs. Title I schools, which serve a high percentage of students from low-income families, receive additional federal aid. If that funding were eliminated, schools across the country would struggle to fill the gap.

“A loss of these resources wouldn’t just impact Northern Virginia—it would have nationwide consequences,” Walrod stated. With uncertainty surrounding potential policy changes, school leaders continue to prepare for a range of outcomes while advocating for the needs of students and educators.

Elon Musk’s government efficiency initiative, known as the Department of Government Efficiency (DOGE), is expanding its oversight to include the U.S. Department of Education. This move follows its recent involvement in other federal agencies, creating waves across the government workforce. According to two employees within the Education Department, who spoke on the condition of anonymity, a high-ranking official confirmed that DOGE is currently reviewing the agency’s operations. The extent of this review and its potential impact on the department remains unclear.

A virtual staff meeting on Tuesday provided some insights into the ongoing assessment. Craig Trainor, acting assistant secretary in the Education Department’s Office for Civil Rights, informed employees about DOGE’s presence within the agency. Although specific details on the scope of the review were not disclosed, it was made clear that the team is aligning with the agenda of the current administration, led by the U.S. president. Trainor did not specify the number of DOGE members involved in the process or the level of access granted to internal systems.

Policy Shifts and Strategic Changes

Trainor’s appointment has marked a significant shift in the Office for Civil Rights approach. Historically responsible for enforcing antidiscrimination laws across schools and colleges, the division has taken a different direction since the leadership transition. Recent actions include suspending investigations related to book bans, launching a probe into a Denver high school’s gender-neutral restroom, and enforcing stricter interpretations of sex discrimination policies in educational institutions.

These changes align with broader administrative priorities that emphasize a reevaluation of federal policies on diversity and inclusion. A substantial number of employees have reportedly been placed on paid administrative leave due to an executive order restricting diversity, equity, and inclusion initiatives in federal agencies. The American Federation of Government Employees, the union representing these workers, has expressed concern over the impact of these decisions on the agency’s functionality and morale.

Focus on Antisemitism in Schools

During the virtual meeting, Trainor also highlighted that the Office for Civil Rights intends to prioritize discrimination complaints related to antisemitism on school campuses. With limited resources available, the department aims to concentrate on addressing incidents of antisemitic behavior and ensuring compliance with existing federal protections in educational institutions.

The Education Department has yet to publicly comment on DOGE’s involvement or the implications of Trainor’s remarks. While the initiative’s role in reshaping federal operations continues to unfold, its intervention in the Education Department signals a potential recalibration of priorities within the agency. The developments surrounding DOGE’s influence remain a subject of significant interest, as stakeholders await further clarity on the direction and scope of its involvement.

The Trump administration is actively drafting an executive order aimed at initiating the process of dismantling the Department of Education, sources familiar with the matter revealed. This move aligns with President Donald Trump’s campaign pledge to curb federal oversight in education.

The plan consists of two key components. The executive order would instruct the secretary of Education to devise a strategy to downsize the department through executive measures. Additionally, Trump plans to urge Congress to pass legislation that would formally dissolve the department, acknowledging that congressional approval is necessary for a complete shutdown.

Trump underscored his intentions on Tuesday, stating that he expects his nominee for education secretary, Linda McMahon, to ultimately eliminate her own position. “I told Linda, ‘Linda, I hope you do a great job in putting yourself out of a job.’ I want her to put herself out of a job – Education Department,” he remarked.

McMahon, who previously led the Small Business Administration under Trump, has yet to undergo a confirmation hearing for her new role. Historically, proposals to abolish the Department of Education have struggled to gain traction in Congress. A similar effort during Trump’s first term sought to merge the Education and Labor Departments into one agency but failed to progress despite Republican control of both legislative chambers.

Political and Administrative Challenges

The push to dismantle the Department of Education comes as the agency faces scrutiny from the Department of Government Efficiency, which is being led by Elon Musk. the Trump administration is working on reducing the federal workforce by targeting employees linked to diversity, equity, inclusion, and accessibility initiatives. On Friday, dozens of employees within the Education Department were placed on paid administrative leave as part of this broader effort.

Trump has long criticized the department as an example of federal overreach, linking it to cultural debates and advocating for greater state-level control over education. “We will drain the government education swamp and stop the abuse of your taxpayer dollars to indoctrinate America’s youth with all sorts of things that you don’t want to have our youth hearing,” he stated on the campaign trail.

The former president has also championed policies that expand parental choice in education, advocating for the redirection of public funds toward private schooling. On Tuesday, he criticized the performance and costs associated with U.S. education, stating, “We spend more per pupil than any other country in the world, and we’re ranked at the bottom of the list.” He reiterated his position that states should have full control over their school systems.

Potential Impact and Congressional Resistance

Even if Trump’s efforts to eliminate the Department of Education prove successful, many of its programs and funding initiatives could be reassigned to other federal agencies. Before the department’s establishment in 1979, programs supporting low-income students and children with disabilities were housed in various other governmental bodies.

Previous attempts to slash the department’s budget have encountered resistance from Congress. Historically, when presidents have proposed cuts, lawmakers have often countered by increasing funding instead. According to an analysis by the Brookings Institution, Congress has approved higher-than-requested funding levels for the department about 71% of the time. Even during Trump’s first term, when Trump administration sought to reduce the department’s budget, the Republican-controlled Congress ultimately chose to increase its funding instead.

As discussions surrounding the future of the Education Department continue, the administration’s push for major structural changes is expected to face significant political hurdles in both the legislative and public arenas.

A new executive order is reportedly being considered to dismantle the U.S. Department of Education, a move long supported by conservative policymakers. The decision aligns with a campaign promise aimed at eliminating certain federal education programs while relocating others to different government agencies.

While executive authority allows for restructuring various programs, abolishing the department entirely would require congressional approval. Reports indicate that efforts are underway to reduce the department’s influence by scaling back its operations and transferring some of its responsibilities elsewhere. The latest development follows steps taken to curtail the United States Agency for International Development (USAID), a key player in overseas development initiatives.

In December, former WWE CEO Linda McMahon was nominated for the position of education secretary, further signaling a commitment to reshaping federal education policy. However, her confirmation proceedings in the Senate have not yet been scheduled.

The Role and Budget of the Department of Education

Contrary to common misconceptions, the US Department of Education does not directly operate schools or set curricula. Instead, it primarily oversees student loan programs, administers Pell grants for low-income college students, funds initiatives for disabled and impoverished students, and enforces civil rights laws to prevent discrimination in federally funded institutions.

With a budget allocation of $238 billion for the 2024 fiscal year—amounting to less than 2% of the total federal budget—the agency remains one of the smallest cabinet-level departments, employing approximately 4,400 people. Most public education funding in the U.S. is sourced from state and local governments, which collectively spend over $857 billion annually on primary and secondary education.

Political and Legislative Challenges to the Plan

Despite ambitions to restructure federal education oversight, the prospect of shutting down the Department of Education faces significant legislative hurdles. The process would require congressional approval, including a supermajority in the Senate—meaning at least 60 votes. With the current Senate majority, at least seven opposing senators would need to support the measure, which remains highly unlikely.

A previous attempt to abolish the department failed in the House of Representatives, where 60 members of the majority party joined opposition votes against the proposal. Even with executive action, directives can only initiate a scaling down process, but full dissolution remains a congressional decision.

Certain policymakers have long sought to dismantle the Department of Education, advocating for decentralized education policies that give more control to individual states and local governments. Some critics argue that the department has been instrumental in promoting ideologies related to race and gender, a claim that has fueled conservative opposition. Supporters of restructuring also propose that student loan administration be transferred to the Treasury Department, while civil rights enforcement should fall under the jurisdiction of the Department of Justice.

Additionally, proponents of school choice—who support diverting public funds to private and religious schools—view the department’s potential closure as an opportunity to expand these alternatives. As efforts continue to reshape the federal workforce, the fate of the Department of Education remains a highly discussed issue in the national debate on education policy.

A Delaware school has earned recognition for its innovative approach to addressing healthcare challenges. The Charter School of Wilmington has been named a state finalist in the 15th annual Samsung Solve for Tomorrow national STEM competition. With this achievement, the school will receive a $12,000 technology package from Samsung, which includes a video kit to help present their project at the national level.

The students focused on a pressing issue—healthcare accessibility in underserved areas. Their proposed solution, a “smart hydrogel bandage,” aims to assist medical professionals in managing injuries more efficiently. The team, consisting of juniors Aishwarya Reddy, Asvika Gobinathan, Elaine Zuo, Anna Huang, Arya Anilkumar, Subiksha Srinivasan Vidya, and Niharika Addagada, worked under the guidance of teacher Cindy Tanzer.

Their project addresses the growing physician shortage in areas such as Kent, Sussex, and parts of New Castle County, where wait times for primary care visits have surged by nearly 200% in the past two decades. The proposed bandage features an integrated sensor system capable of detecting biomarkers and adjusting medication delivery to prevent infections. Samsung noted that the most common themes among this year’s state finalists were environmental sustainability, climate resilience, public health, and accessibility.

Student’s Marching Band Dream Gains Community Support

A Delaware high school student is making history in the world of music. Davon McKeever, a senior at William Penn High School, recently secured a spot in the prestigious Spartans Drum and Bugle Corps summer program. This achievement is particularly significant as he is the first Black student to serve as a drum major at his school. Having participated in multiple school music programs, McKeever views this opportunity as the pinnacle of his marching band journey.

However, the program’s cost presented a challenge. With tuition set at $5,000—excluding travel expenses to New Hampshire for training sessions—McKeever needed financial support. He launched a GoFundMe campaign, which quickly gained traction. Within 24 hours, teachers, administrators, community members, and fellow students contributed over $3,500. As of last week, the fundraiser had reached nearly $4,500.

McKeever remains hopeful about closing the gap and is using his journey to inspire others. His message to fellow students is simple: “If you truly dedicate yourself to something, you can achieve it.”

Major Donation Supports New Catholic High School

A new Delaware school , Catholic high school has received a transformative financial boost. Holy Cross High School, set to open in the fall, recently secured a $1.2 million donation from Brian and Kathy Lessard. This contribution marks the largest single donation toward the school’s $6 million capital campaign.

The donation will fund essential renovations for the school’s first building in Camden, support operational costs, and expand the endowment fund to benefit future students. Brian Lessard, president of Lessard Builders, is a founding trustee of the school and a member of the Catholic Diocese of Wilmington’s Board of Education. School President Tom Fertal expressed gratitude for the donation, calling it a vital step toward the institution’s success.

An informational session about Holy Cross High School is scheduled for February 12 for those interested in learning more.

Honoring Student Artwork on Disability Awareness

Delaware school students are being celebrated for their contributions to a longstanding tradition promoting disability awareness. The Governor’s Advisory Council for Exceptional Citizens has hosted a Disability History and Awareness poster contest since 2011, when the state designated October as Disability History and Awareness Month. The 2024 theme, “Share Our Similarities. Celebrate Our Differences,” encouraged students to illustrate issues faced by individuals with disabilities.

Winning students and their families have been invited to a recognition event on February 7. Last year’s event drew over 100 attendees, including students, families, educators, and legislators. The initiative continues to foster awareness and appreciation for diversity within Delaware schools and communities.

The U.S. President has unveiled a series of executive orders aimed at overhauling the American education system by increasing federal involvement in local classrooms. These measures align with his campaign promises to expand school choice and give parents greater control over their children’s education. One of the key directives instructs the Secretary of Education to issue guidance within 60 days on how federal funds can be used to support K-12 school choice initiatives.

However, the extent to which these orders will influence public education remains uncertain. American Education funding and curricula largely fall under state jurisdiction, which could pose challenges to implementing these federal directives. Legal experts suggest that these initiatives may face significant legal hurdles. Additionally, the orders propose redirecting federal funds toward schools that emphasize “patriotic education” while removing certain topics, such as “gender ideology,” from classrooms.

While these executive orders do not immediately enforce specific changes, they serve as a framework for future policy shifts. Jon Valant, director of the Brown Center on Education Policy at The Brookings Institution, noted that while the orders do not directly change policy, they could pressure states and schools to align with the administration’s vision to avoid potential repercussions.

Debate Over Federal Role in School Choice

Despite the administration’s push for increased school choice, concerns have emerged regarding contradictions within the orders. Education policy historian Jonathan Zimmerman pointed out that while one directive aims to prevent “radical indoctrination” in schools, it simultaneously promotes a specific educational perspective under the banner of “patriotic education.” Critics argue that such an approach still constitutes ideological influence over school curricula.

Another point of contention is the expansion of private school voucher programs, which would allow parents to use public funds to enroll their children in private institutions. The executive orders call for the Education Department to explore how federal block grants could be utilized to support these programs. However, the legal foundation for such federal intervention remains ambiguous, and experts predict potential court challenges.

Advocates of school choice see these orders as a step toward granting parents more American Education options. Robert Enlow, CEO of EdChoice, praised the initiative, emphasizing that it empowers families by providing them with greater control over their children’s learning environments. Conversely, critics, including Randi Weingarten, President of the American Federation of Teachers, argue that diverting federal funds to private institutions undermines public schools and the services they provide, particularly for disadvantaged students.

Future Implications and Legal Hurdles

The debate over school choice has intensified in recent years, with several states expanding voucher programs. Ohio and Arkansas have broadened their initiatives to allow most families access to funding for private schooling, while Arizona pioneered a universal voucher system in 2022.

Despite growing Republican support for school choice, resistance to increased federal involvement in education remains a key obstacle. Jon Valant expressed skepticism about whether the administration can enact substantial changes, as many conservative lawmakers prioritize local control over education policies.

Legal challenges are also anticipated, with experts questioning the federal government’s authority to enforce these executive orders. Zimmerman stated that the ambiguous legal standing of these directives makes them vulnerable to lawsuits. “There’s so much gray area in all of this, it’s impossible to imagine a world where there aren’t some court challenges,” he noted.

As the administration moves forward with its American Education reform agenda, the effectiveness and legality of these measures will likely be tested in both political and judicial arenas.

As artificial intelligence (AI) tools become more accessible, particularly through smartphones and internet access, their potential to transform education is being widely recognized across Africa. Despite challenges such as limited electricity and internet coverage, AI’s ability to assist in tasks like essay writing, exam answering, and even creating videos and podcasts is creating new opportunities for students and educators.

In countries like the Democratic Republic of the Congo (DRC), where internal conflicts and poverty hinder technological advancements, educators are beginning to see AI’s influence on society. Benjamin Sivanzire, a teacher in North Kivu, acknowledges that while AI has not yet made its way into classrooms, its impact on public opinion and misinformation is becoming evident. Sivanzire emphasizes the need to educate people on identifying credible information, as AI-generated content is increasingly being used for propaganda.

Challenges of Bias in AI Development

The development of AI tools has sparked concerns about bias and the concentration of power in the hands of a small group of developers, often located in places like Silicon Valley. Farida Shahid, the independent Special Rapporteur on the right to education, highlights that AI algorithms frequently fail to recognize diverse human characteristics, such as dark skin or the behaviors of autistic individuals. She also references incidents like the AI-based grading system in the UK, which led to biased outcomes against certain ethnic groups.

According to Shahid, relying on AI for verification purposes risks perpetuating a framework that privileges certain demographics, neglecting a wider range of human experiences. The UN stresses the importance of expanding the developer talent base to ensure AI tools reflect diverse voices, particularly within the field of educational technology (EdTech).

Expanding Africa’s AI Landscape

The rise of EdTech startups in Africa is showing promise, with numerous entrepreneurs developing AI-powered tools to enhance learning across the continent. Shafika Isaacs, head of technology and AI at UNESCO points out that African EdTech startups are increasingly focusing on local languages and cultural contexts. Some startups are developing mobile apps and chatbots to assist in subjects like literacy and mathematics. However, a disconnect remains between the public education system and these emerging tech solutions.

Isaacs urges educators to engage proactively with developers to create relevant tools for African students. Governments are also stepping up their efforts to integrate AI into national education policies. In Côte d’Ivoire, Minister of Education Mariatou Koné highlights the country’s transformation towards a more digitalized education system, spurred by a 2022 review. While the government recognizes AI’s potential in personalized learning, there are concerns about protecting personal data and preventing misuse. Koné also stresses the need for AI tools to be tailored to the African context, ensuring that AI development aligns with local needs and cultural heritage.

The increasing integration of AI in education has sparked discussions about its impact on teaching. However, the idea that AI could replace teachers is unfounded. Educators play an irreplaceable role in shaping students’ learning experiences and guiding them through critical thinking and decision-making processes. Instead of viewing AI as a threat, teachers are encouraged to see it as an opportunity to enhance the learning environment.

Students are already engaging with AI in various aspects of their lives, making it essential for educators to integrate it into their teaching methods. By doing so, they ensure that students are equipped with relevant skills for the workforce. Experts predict that AI will become as common in professional settings as the internet, making familiarity with these tools a crucial advantage for future graduates. Rather than discouraging students from using AI, educators should focus on teaching responsible and ethical usage. By guiding students on how to use AI for brainstorming, structuring essays, and researching sources, teachers can prepare them for real-world applications.

Moreover, AI is not just beneficial for students—it can also support teachers by streamlining their workload. Tools like Khanmigo, developed by Khan Academy, help educators create lesson plans, assessments, and feedback materials, saving valuable time. With these resources, teachers can focus more on student engagement rather than administrative tasks.

Practical Applications of AI in Education

AI in education goes beyond simple automation. With creativity, it can bridge social, cultural, and academic gaps, making learning more inclusive and interactive. Virtual trips, for instance, allow students to explore historical landmarks and distant locations without leaving the classroom. Google Expeditions enables students to take immersive journeys to places like Mars or ancient Greece, enriching their understanding of geography and history.

Another important application of AI is in transforming the perception of cheating. Many students misuse AI due to time constraints or frustration. Instead of banning AI tools, educators can teach students how to use them effectively. For example, rather than copying answers, students can ask AI to break down complex math problems or generate credible research sources. This shift in mindset encourages problem-solving and integrity in academic work.

Furthermore, AI can be leveraged to promote creativity. By using AI tools to simplify dense topics, teachers can help students develop critical thinking skills. For instance, students can rewrite classic literature in modern language to analyze themes more effectively or translate complex historical concepts into simpler terms before gradually reconstructing their complexity. AI can also facilitate interactive learning by enabling students to “interview” historical figures or literary characters, deepening their comprehension through dialogue and discussion.

Challenges and Ethical Considerations

While AI brings significant benefits, its implementation in education requires careful consideration. Teachers must strike a balance between skepticism and overreliance on AI. Since AI-generated content may contain biases, it is crucial for educators to critically assess the information before presenting it to students. Additionally, AI should never replace human judgment—teachers’ expertise remains the most valuable tool in education.

Another key concern is ensuring that AI tools align with diverse student populations. Many AI models are trained on datasets that may not fully represent the diversity of student backgrounds, potentially leading to biases in generated content. Educators must be aware of these limitations and use AI-generated suggestions as supplementary resources rather than definitive answers.

Moreover, compliance with federal regulations, such as the Family Educational Rights and Privacy Act (FERPA), is essential when using AI in classrooms. Protecting student data and ensuring ethical AI use should remain a top priority for educators and institutions alike. By combining AI’s capabilities with their own professional expertise, teachers can create a balanced and effective learning environment for the future.

The U.S. Department of Education provided reassurance to students on Tuesday after a nationwide funding pause initiated by President Donald Trump. The White House Office of Management and Budget (OMB) issued a memo on Monday, instructing federal agencies to temporarily suspend all activities related to federal financial assistance. This directive led to confusion and concern as people scrambled to understand the implications, especially regarding direct student loans and Pell Grants. These crucial educational programs are designed to help students, particularly those from low-income backgrounds, pay for their higher education.

Madison Biedermann, the deputy assistant secretary for communication strategy in the Department of Education, clarified on Tuesday that federal direct student loans and Pell Grants would not be affected by the funding pause. “Assistance received directly by individuals,” including these student aid programs, would continue as normal. This statement alleviated some concerns for students who depend on these funds to finance their education.

Government Review of Funding Programs

Despite the relief for students, the broader federal funding landscape remains in flux. The Trump administration is reviewing a wide range of government funding streams to ensure they comply with the president’s recent executive orders. Agencies have until February 7 to respond to a series of questions that include whether specific programs indirectly or directly provide services to “removable illegal aliens” or promote certain ideologies, such as gender ideology or abortion.

Higher education institutions, particularly those that have been the subject of scrutiny during Trump’s first weeks in office, are particularly concerned. The American Council on Education expressed alarm over the potential consequences, with Jon Fansmith, the assistant vice president for government relations, calling the situation “unprecedented” and “harmful.” While many are still trying to gauge the full impact, there is concern that the review could lead to significant changes in how federal funding is allocated.

Impact on K-12 and Other Education Programs

The review of federal funding also affects K-12 education, with programs like Title I, which supports low-income school districts, included in the list of financial assistance under review. However, the Department of Education confirmed that specific funding streams, such as Title I grants and special education funds, will not be impacted by the pause. These programs, which provide vital support to students in need, will continue without interruption.

Teachers unions quickly criticized the pause, with Becky Pringle, head of the National Education Association, calling the move “unprecedented, illegal, and reckless.” Randi Weingarten, president of the American Federation of Teachers, also expressed disbelief, questioning what the Trump administration was hoping to achieve with such a drastic decision. While the Education Department has not yet provided a comprehensive list of funding programs that will be affected, it is working with the budget office to identify which programs may be temporarily halted or altered.

North Carolina Agricultural and Technical State University (N.C. A&T) has solidified its reputation as a leader in online education, with nine of its programs earning national recognition in the 2025 U.S. News & World Report rankings. The rankings highlight the university’s commitment to high-quality online education, with three undergraduate and six graduate programs making the list. Notably, two programs secured positions in the top 10, while two others placed in the top 30 nationwide.

Online education continues to gain prominence, providing students with flexibility, accessibility, and cost-effective learning options. These programs cater to a diverse range of learners, enabling them to manage academic, professional, and personal responsibilities simultaneously. N.C. A&T’s success in this domain underscores its dedication to expanding learning opportunities and equipping students with essential skills to compete in an evolving job market.

Strong Rankings, Especially for Veterans

N.C. A&T’s performance in the World Report rankings was particularly notable in programs serving veterans. The university ranked sixth among online master’s in information technology programs for veterans, 21st for online bachelor’s programs for veterans—tying with Pennsylvania State University and two others—26th for online master’s in education programs for veterans, and 42nd for online MBA programs for veterans.

Beyond veteran-specific rankings, N.C. A&T’s online master’s in information technology program tied for 10th place alongside Rice and Boston universities. The university’s online bachelor’s programs tied for 39th with 11 other institutions, while the online MBA program secured the 72nd position, sharing the spot with two other schools. Additionally, its online master’s in education program tied for 85th with 11 universities, and the online bachelor’s in business program was ranked 87th in collaboration with eight schools.

Dr. Tonya B. Amankwatia, assistant vice provost for Distance Education and Extended Learning, emphasized the university’s commitment to accessible education. “At N.C. A&T, we are dedicated to providing high-quality learning experiences that are flexible and supportive. These World Report rankings reflect the hard work of our faculty, advisors, and staff who make it possible for learners to thrive in an ever-changing educational landscape,” she said.

Expanding Online Learning and Enrollment Growth

The recognition comes at a time of significant growth for N.C. A&T’s online and in-person education programs. The university also offers online certificate programs, further expanding its educational reach. Last fall, N.C. A&T set a new enrollment record with 14,311 students on campus.

The number of students opting for online courses has seen a considerable rise in the 2024-25 academic year. Students enrolled in a mix of online and in-person courses increased by 550, reaching a total of 7,698. Additionally, for the first time, the number of students exclusively taking online courses exceeded 1,700, marking a 5.5% increase from the previous year.

Over the past five years, the percentage of online courses at N.C. A&T has doubled, along with a corresponding rise in online degree and certificate program enrollments. The university’s continued investment in distance education ensures that learners from various backgrounds can access quality education, reinforcing its standing as a leader in the field.

In a move that has raised eyebrows, New York State Education Commissioner Betty A. Rosa recently received a substantial salary increase of $155,000, lifting her annual compensation to $464,000, with an additional $25,000 increase in January, bringing her total salary to $489,000. The pay bump, which occurred over several months, was designed to bring Rosa’s salary in line with that of local school superintendents in New York. Payroll records indicate that her salary in 2021 was $334,000, marking a significant rise after the adjustments.

The decision behind the raise was explained by the New York State Education Department’s spokesperson, JP O’Hare. He noted that before the increase, Rosa’s salary was lower than that of eight superintendents across New York, with some earning as much as $384,000. Additionally, 20 other superintendents had salaries within 10 percent of Rosa’s revised salary. The increase was deemed necessary to maintain the perception of Rosa as the head of the state’s educational system, especially since she oversees local school districts. The department stressed that such a salary gap could undermine her role and create challenges in recruiting future educational leaders.

Controversy Surrounding Process and Transparency

While the salary raise was approved by the New York State Education Department in consultation with the Division of Budget and the Governor’s Office of Employee Relations, it was implemented without public announcement. Lawmakers on the Senate Finance Committee and the Assembly Ways and Means Committee were made aware of the decision, but some individual members, including Assemblywoman Michaelle Solages, expressed concerns about the lack of direct notification. Solages raised questions about the transparency of the process and hoped that the increase adhered to legal guidelines.

The pay raise comes at a time when the Education Department is facing renewed scrutiny, particularly regarding the renovation of the State Museum, which falls under its jurisdiction. Governor Kathy Hochul recently proposed investing $150 million into the museum, sparking a potential conflict between her administration and Rosa’s department, as discussions over the renovation could interfere with the agency’s authority. Notably, Governor Hochul earns $250,000 annually, well below Rosa’s revised salary.

Rosa’s Role and Comparisons to Other Educational Leaders

Rosa, a Bronx native with a long career in New York’s public education system, has led the State Education Department since 2020. In addition to her role as commissioner, she also serves as the president of the University of the State of New York, which oversees all educational programs in the state.

The salary increase was quietly approved after a review conducted by the Board of Regents, which determined that Rosa’s salary should be adjusted based on national and state salary data. The board did not hold a formal vote on the matter, but the decision was justified by comparisons to other top educational leaders in New York, including Havidán Rodríguez, president of the University at Albany, and SUNY Chancellor John B. King, who earns significantly higher salaries.

Despite the justification, the raise places Rosa’s salary above the base pay for many commissioners of comparable state agencies, with those positions typically earning around $220,000. O’Hare defended the increase, emphasizing that Rosa’s expanded role overseeing the entire K-12 and collegiate education system required compensation comparable to other high-ranking educational officials. The Education Department has indicated that Rosa’s salary may be reevaluated in two years, with potential for further increases.

Also Read: Chicago Board of Education Approves Controversial $9.9B Budget Amid Criticism

Funding Challenges Amid Declining Enrollment

Oregon lawmakers opened the 2025 legislative session with a primary focus on determining the state’s investment in public schools for the next biennium. The State School Fund, the central source of funding for Oregon’s 197 school districts, operates on a two-year cycle and remains a critical area of discussion. However, declining public school enrollment and rising operational costs pose significant challenges.

Governor Tina Kotek has proposed restructuring the state’s funding formula to ensure more equitable resource allocation across districts. Her proposed budget for the 2025-27 biennium allocates $11.3 billion to school districts, along with investments in the Early Literacy Initiative and Summer Learning programs. Yet, escalating retirement costs are expected to offset much of the financial relief from these measures.

Legislators are also considering accountability measures, including Senate Bill 302 and House Bill 2453, to evaluate the adequacy of the state’s K-12 education system. Additionally, Senate Bill 311 proposes a study on the sufficiency of state funding, addressing long-standing concerns raised by the Quality Education Commission, which has consistently recommended higher funding levels.

Addressing Special Education and Mental Health Needs

Special education funding has emerged as a key topic. Currently, school districts receive additional funding for students with disabilities, capped at 11% of a district’s student population. However, approximately 15% of Oregon students, or over 82,000 children, require special education services, creating a funding gap. Proposals in this session aim to raise or eliminate the cap to better meet the needs of these students without compromising resources for others.

Mental health and safety are also priorities for lawmakers. House Bill 2392 would mandate individualized suicide prevention plans for students demonstrating suicidal behavior. Additionally, Senate Bill 544 proposes installing vapor detection devices in large high schools to curb vaping, while House Bill 3083 revisits installing panic devices in schools to enhance emergency preparedness.

Other safety-related measures include Senate Bill 631, which would require school boards to implement child sexual abuse prevention programs that address sex trafficking. House Bill 2180 proposes studying the hiring of retired police officers as school security personnel, reflecting a broader effort to improve student safety amid rising concerns about gun violence and other threats.

Student Experience and Community Impact

Several bills this session target the daily lives of students and their families. House Bill 2251 would require districts to adopt policies banning personal electronic devices in schools, a measure aimed at improving focus and reducing distractions. Meanwhile, House Bill 2359 seeks to ensure high schools start no earlier than 8:30 a.m., aligning with research advocating for later start times to benefit adolescent health and academic performance.

Legislation also addresses broader community issues, such as wildfire recovery. House Bills 3149 and 3165 propose increased funding for districts affected by wildfires, helping restore resources for impacted schools.

With debates around gender identity, Senate Bill 618 introduces requirements for school districts to designate athletic competitions and extracurricular sports by biological sex, echoing national discussions on trans rights.

Oregon’s 2025 legislative session will shape the future of public education in the state, addressing complex issues ranging from funding and accountability to student well-being and equity.

Also Read: Fraud Allegations Ignite Debate Over NYC Special Education Spending

As New York City grapples with record-breaking special education spending, allegations of fraud have surfaced, pointing to systemic issues within the reimbursement process for private schools. A lawsuit filed by Agudath Israel of America, an Orthodox Jewish advocacy group, has brought to light cases of alleged misconduct that city and state officials claim are inflating costs. Most of these cases involve yeshivas, religious schools serving the Hasidic community, and highlight concerns over taxpayer-funded special education services.

State education department filings revealed that reimbursement claims for private school special education services have skyrocketed, jumping from 7,600 claims in the 2018-19 school year to nearly 20,000 by 2022-23. Officials allege that some providers have exploited the system by billing for unnecessary or non-existent services. For instance, one provider sought $580 per hour for reading and math instruction, which a hearing officer deemed “excessive and unreasonable,” reducing the rate to $290. Other cases include forged contracts and fraudulent signatures, such as a provider charging over $32,000 for unrendered services.

These allegations have sparked heated debate, with the city’s education department citing the surge in reimbursement requests as a key factor in delays affecting students with disabilities. “These cases have overwhelmed our system,” said Liz Vladeck, general counsel for the department, who called for reforms to curb abuse and streamline services.

Community Pushback and Broader Implications

The lawsuit has drawn criticism from Agudath Israel, which denies that the Hasidic community is driving the rise in fraudulent claims. Avrohom Weinstock, the group’s chief of staff, condemned fraud but accused the city of deflecting blame for its long history of mismanaging special education. “This is about children,” Weinstock said. “We should be working together to find a workable solution for the children who need it.”

Special education services for private school students fall into two categories: families seeking tuition reimbursement for specialized programs unavailable in public schools and those relying on private providers for mandated services. It is the latter group, concentrated in Brooklyn neighborhoods with large Hasidic or Orthodox communities, that has seen a dramatic increase in claims. These cases made up two-thirds of the 26,000 filed last year, further straining the city’s overburdened system.

City officials, including Schools Chancellor David Banks, have linked ballooning costs to private school reimbursements, suggesting that funds intended for public school students are being diverted. Critics argue that the city should focus on directly providing services rather than litigating reimbursement claims, which cost a record $1.35 billion in 2022.

Reform Efforts and Legal Challenges

In response to mounting costs and fraud concerns, the city and state have introduced reforms aimed at improving accountability. Measures include setting “fair market” rates for services, requiring providers to be state-certified, and mandating family representatives at reimbursement hearings. However, Agudath Israel and families affected by the changes argue that these reforms have backfired, causing a collapse in the private provider market and leaving many students without necessary services.

The lawsuit contends that new rate caps are insufficient to cover costs, disproportionately affecting vulnerable students, including those from non-Hasidic backgrounds. “The NYCDOE could get costs under control by fixing its systemic violations and providing mandated services directly,” the suit argues.

As legal battles continue, the city faces pressure to balance fiscal responsibility with the needs of students requiring special education services. Stakeholders on all sides agree that the ultimate goal must be ensuring equitable access to education for every child, but disagreements over how to achieve that remain deeply entrenched.

Also Read: Minnesota Officials Subpoenaed in Feeding Our Future Fraud Investigation

On January 19, the CPC Central Committee issued a comprehensive blueprint focused on enhancing the global impact of Chinese education through strategies of internationalization and digitization. The blueprint emphasizes fostering academic exchanges, promoting educational cooperation, and boosting research initiatives worldwide. As part of this effort, Vice Minister of Education Wu Yan announced at a September 2024 press conference plans to launch 800 international summer school projects over the next five years.

Additionally, China aims to expand youth exchange programs, inviting 50,000 American teenagers to China over the next five years and 10,000 French youth within three years. The blueprint highlights the CPC’s commitment to advancing global academic collaboration, hosting significant international research projects, and actively participating in global education governance. Chinese institutions are encouraged to form academic alliances, particularly in STEM fields, and deepen ties with organizations like UNESCO to further these goals.

Diplomatic Overtones Amid Changing US-China Relations

The release of the education blueprint coincided with significant political developments, including the inauguration of Donald Trump’s second presidential term. Experts note that the evolving dynamic between the US and China will greatly influence the internationalization of Chinese education. Trump’s softened rhetoric post-election, including statements about “getting along well” with China and solving global issues collaboratively, signals potential shifts in bilateral relations.

Notably, President Xi Jinping responded to Trump’s invitation to attend the inauguration, a rare gesture for a traditionally domestic event, by sending Vice President Han Zheng. Analysts view this as China’s willingness to maintain open dialogue. However, the declining number of Chinese students enrolling in US institutions since 2020 reflects ongoing political tensions and a growing preference for studying in Asia.

Balancing Domestic Challenges and Overseas Opportunities

China’s education blueprint also addresses domestic challenges that influence the push for internationalization. With limited access to higher education in China and intense competition for university spots, families increasingly consider overseas education as an alternative pathway. According to Mingze Sang, director of BOSSA, dissatisfaction with the current education system and a sluggish job market have driven demand for programs offering work experience and post-graduation employment opportunities.

David Weeks, CEO of Sunrise International, noted that middle-class families, who form the bulk of outbound students, are influenced by China’s economic conditions. He highlighted the need for overseas institutions to promote employability and career development to attract Chinese students. This aligns with China’s broader strategy to modernize its education system by 2035, making it more globally competitive and addressing the dissatisfaction among its citizens.

The blueprint’s release underscores China’s ambition to strengthen its global educational footprint while addressing domestic challenges, reflecting a vision to position itself as a leading player in international education.

Memphis Shelby County Schools (MSCS) are once again facing the daunting task of finding a permanent superintendent after the recent dismissal of Dr. Marie Feagins. The school board, which invested over a year and significant resources into the prior search, now finds itself starting over. Standing alongside newly appointed interim Superintendent Dr. Roderick Richmond, board members expressed their commitment to stabilizing the district while acknowledging the challenges ahead.

“It’s been a rough few months, but I believe we are turning the corner,” stated Memphis Shelby County Schools board chair Joyce Dorse Coleman during a press conference. Dr. Feagins’ abrupt departure has drawn mixed reactions from the community, with some voicing frustration over what they see as regressive decision-making. Protesters gathered outside the school board meeting, demanding transparency and fairness in the upcoming selection process. Parent Allie Byrne criticized the board, saying, “We feel like the hastiness and how they tried to quickly get her out the door is unacceptable. We were ready to move forward, and that’s what Dr. Feagins was doing.”

Redefining the Selection Process

As the board prepares to embark on another superintendent search, Coleman emphasized the need for a more structured and streamlined approach. Reflecting on past missteps, she outlined key areas for improvement, including defining a clear timeline and deciding whether to engage a search firm. “We’ve got to streamline it before we start it,” she said, adding, “There are so many underlying parts to this.”

Board members are also reevaluating whether a national search is necessary or if local candidates could better serve the district’s unique needs. Sable Otey, a board member, highlighted the importance of selecting a leader with a clear academic vision. “What would be important to me is making sure that we have an academic plan that’s clear,” she remarked. Meanwhile, Towanna Murphy voiced her support for Dr. Richmond, expressing hope that he might become the district’s permanent leader. “He has waited for his turn for over 20 years,” Murphy said.

Building Trust and Moving Forward

The school board is acutely aware of the public’s scrutiny and the high stakes of their next decision. They are determined to avoid the pitfalls of the previous search and ensure a transparent and thorough process. Coleman underscored the importance of this decision, stating, “This is too important to half-step who sits at the helm and leads our children.”

To address governance issues and improve its decision-making process, the board is also planning a training session for its members, with discussions expected to begin by February 10. As the community watches closely, Memphis Shelby County Schools board members are focused on restoring trust and ensuring that the district’s leadership is equipped to guide students and educators toward a brighter future.

The road ahead is fraught with challenges, but the board remains steadfast in its mission to find a leader who aligns with the district’s long-term goals and values.

Top New York State Education Department have voiced concerns about the overlapping impact of a proposed statewide cellphone ban in schools and heightened immigration enforcement measures. At a Brooklyn town hall on Thursday, State Education Department Commissioner Betty Rosa and Board of Regents Chancellor Lester Young discussed the emotional toll these changes could have on students, particularly those from undocumented families.

“My biggest concern is the timing,” Rosa said after the event at City Tech. Highlighting the potential trauma faced by children, she emphasized the role of cell phones as vital connections between students and their families, especially amidst rising anxiety about deportation. “Our children are going through trauma… When some of those kids are going to go home, are their parents going to be there?”

The discussion comes as Gov. Kathy Hochul announced a plan to restrict cellphone use on school grounds from “bell to bell.” If implemented, students would lose access to their phones even during lunch and free periods. The policy, which aims to curb classroom distractions and improve mental health, will require approval from the state legislature, where it has already garnered significant support.

Deportation Policies Add to Anxiety

At the same time, the federal government’s immigration policies are further complicating the situation for schools. President Trump’s executive orders, which include measures like potentially revoking birthright citizenship, have heightened fear among immigrant families. Though a federal judge temporarily blocked one of these orders on Thursday, the overall uncertainty has created a tense environment.

“There is a level of hysteria warranted around some of the federal requirements,” Chancellor Young said during the town hall. “The health, welfare, and safety of children should rule the day.” He noted that students have expressed fears about coming home to find their families gone, adding to the emotional challenges schools must address.

Young and Rosa both acknowledged the complex interplay of federal and state policies and emphasized that these factors place additional stress on schools. The need for effective communication and flexibility in policy implementation was a recurring theme in their remarks.

Flexibility in Implementation

Commissioner Rosa revealed that the State Education Department was not involved in shaping Gov. Hochul’s cellphone plan but appreciated that local districts would have discretion in its rollout. District leaders will be tasked with creating their own policies and can seek reimbursement from a $13.5 million state fund.

Rosa also stressed the importance of considering student input when developing cellphone policies. “Children need to learn when to put devices away on their own,” she said, emphasizing that the policy should balance discipline with understanding. While Rosa expressed misgivings about the ban’s timing, she clarified that these concerns do not reflect outright opposition to the governor’s proposal.

Reflecting on the broader context of the current climate, Rosa said, “Kids are scared, parents are scared, [and] kids are not coming to school in some cases because of fear.” For students who do attend, having a connection to their families, even through a cell phone, remains a critical lifeline.

The launch of a new course comes in the backdrop of the 70th anniversary of the U.S. Supreme Court’s landmark Brown v. Board of Education ruling, which outlawed segregation in public schools. Around the same time, Israel established its own divided education system, comprising four distinct streams: Jewish secular, orthodox, ultra-orthodox, and Arab schools, each offering autonomy to communities based on nationality and religious practice.

The course, taught by a graduate of Israel’s education system now teaching in the U.S., invites students to grapple with pivotal questions about education and its role in divided societies. It challenges whether segregation in U.S. schools has been fully eradicated, examines the implications of group recognition in Israeli schools, and investigates how Israel’s unique model might inform understanding of U.S. education policies and societal dynamics. The course serves as a platform to compare and reflect on the contrasting values, policies, and practices of the two nations’ education systems.

Exploring Policy, Society, and Controversy

Central to the course is an exploration of how education intersects with societal divisions, with a focus on Israel’s education system. It evaluates how core institutional values shape policies and, in turn, influence social dynamics. Students delve into topics such as Israel’s state-mandated curriculum, the issue of segregation, and the complexities of free speech. These discussions aim to uncover the societal values that render such issues contentious.

Students are encouraged to broaden their understanding by applying these insights to U.S. education policy debates, including controversies surrounding book bans, affirmative action, and assessment metrics. By comparing and contrasting the two nations, students develop analytical frameworks to critically assess how education policies mirror and shape societal values.

The course also integrates diverse educational experiences, examining schools, summer camps, and universities, to uncover how institutional values contribute to broader societal structures. This multidimensional approach enables students to critically analyze their own education systems and consider implications for social cohesion.

Relevance Amidst Contemporary Challenges

The course’s relevance is heightened by current global and domestic events, such as the Israel-Hamas war and growing polarization within the U.S. These challenges underscore the urgency of fostering dialogue about education’s role in navigating issues like free speech, group rights, and societal solidarity. Academic institutions are increasingly becoming arenas for these critical discussions, making this course particularly timely.

Through an array of materials, including scholarly works, policy documents, news articles, and the Israeli TV series The Lesson, the course equips students with the tools to engage with complex educational and societal challenges. Texts like Israel’s Declaration of Independence and the Israeli Council for Higher Education’s initiatives to increase Arab student access to universities complement institutional guidelines on free speech, such as those from the Bezalel Academy of Art and Design.

Ultimately, the course aims to empower students to form evidence-based opinions on education policies and their implications for divided societies. By fostering critical thinking and encouraging informed dialogue, the course prepares students to navigate and contribute to the evolving intersection of education, policy, and society.

Also Read: How Oklahoma Schools Decide on Weather-Related Closures?

As winter approaches, parents and students in Oklahoma eagerly monitor social media and message boards, anticipating the inevitable question: “Will schools be closed tomorrow?” The decision to cancel classes is often nuanced and depends on multiple factors, rather than a single weather benchmark.

Local school districts in the Oklahoma City metro area consider various elements, from sudden drops in temperature to forecasted snowfall. However, the decision can often be made just hours before the school day begins. Jeff Bardach, Director of Communications at Edmond Public Schools, explains that there is no universal rule. “There’s no one-size-fits-all number. We focus on road and parking lot conditions, temperatures, and wind chills,” he said. Similarly, other school systems rely on real-time weather data and collaborate with the National Weather Service to guide their decisions.

Factors Influencing School Cancellations

One key consideration for school closures is freezing temperatures, but officials emphasize that these are rarely the sole reason. AJ Graffeo from Putnam City Schools noted that several variables—such as wind gusts, wind chill, humidity, precipitation, and road conditions—come into play. “Unfortunately, there is no magic number,” Graffeo said, highlighting the complexity of these decisions.

Another significant factor is the impact on traffic and facilities. For instance, Oklahoma City Public Schools (OKCPS) assesses how winter weather affects transportation for both car and bus riders. “School cancellation decisions are made on a case-by-case basis after district officials assess all potential impacts on district operations,” said Crystal Raymond, Executive Director of Communications at OKCPS.

In addition to transportation challenges, the condition of school buildings during inclement weather is critical. Issues such as heating, electricity, water, internet, and food services, as well as staff availability, can influence whether a school remains operational during severe weather.

Prioritizing Student Safety

Above all, student and staff safety remains the top priority for school districts when deciding on weather-related closures. From ensuring safe transportation to and from school to maintaining a secure environment throughout the day, safety concerns take precedence over all other factors.

“Inclement weather days are very tough as no two decisions or situations are alike, and there are a lot of opinions on the matter,” Graffeo said. “But we always keep safety as our guiding principle in making these decisions.” School officials across districts acknowledge that balancing safety and operational challenges requires careful consideration, especially when conditions can change rapidly.

As winter weather looms, the intricate process behind school closure decisions highlights the dedication of local administrators to the well-being of their communities, ensuring that every call made keeps safety at the forefront.

Also Read: First Coast Braces for Winter Storm: Schools and Universities Announce Closures

The First Coast region, including Duval County and Jacksonville, is under a Winter Storm Watch as an intense winter weather system approaches, bringing the possibility of snow and icy conditions. Weather forecasts predict a significant drop in temperatures, with highs only reaching the 40s and lows plummeting to the 30s and 20s. Wind chills could make it feel even colder, raising concerns about icy roadways, particularly on bridges and overpasses in inland southeast Georgia.

With the potential for hazardous travel conditions, local school districts, universities, and health organizations are actively monitoring the situation. Several institutions have announced closures or schedule changes as a precautionary measure.

School Districts Respond to Winter Weather Threat

Duval County Public Schools (DCPS) announced that schools will remain open on Tuesday, January 21, but have not yet decided on closures for Wednesday, January 22, when the winter weather is expected to peak. Similarly, Nassau County schools plan to stay open Tuesday while closely monitoring conditions in partnership with local emergency management.

In Camden County, schools will operate on Tuesday but will remain closed on Wednesday, January 22, citing forecasts of icy roads and freezing temperatures. All after-school activities for both days have been canceled. Glynn County schools also plan to remain open Tuesday, with after-school programs ending early at 4 p.m. However, due to potential black ice and freeze advisories, all schools in the county will close on Wednesday.

Ware County schools announced an early dismissal on Tuesday, with schools closing 90 minutes ahead of schedule. All schools will remain closed on Wednesday, January 22, and after-school programs for both days have been canceled. Similarly, Brantley and Charlton County schools will dismiss early on Tuesday and remain closed Wednesday, with Charlton schools planning to reopen Thursday.

Universities and Public Health Services Adjust Operations

Florida State University (FSU) has canceled classes and suspended business operations at its Tallahassee and Panama City campuses for both Tuesday, January 21, and Wednesday, January 22. The FAMU-FSU College of Engineering is also included in the closure. Florida A&M University (FAMU) will shut down operations entirely across its campuses during the same period.

The Coastal Health District, covering multiple counties in southeast Georgia, announced that all operations, including health department clinics and offices, will suspend services starting at 12 p.m. on Tuesday. The suspension will continue through Wednesday, with a delayed reopening planned for Thursday, January 23, at 11 a.m.

With the First Coast preparing for its first significant winter storm of the season, residents are urged to exercise caution and stay updated on further developments regarding school closures, university operations, and weather conditions. Local officials continue to emphasize safety, especially on potentially icy roads and bridges.

A Winter Storm Watch has been issued for Escambia and Santa Rosa counties. The National Weather Service forecasts a 50% chance of 1 to 3 inches of snow on Tuesday. If snow does not materialize, the region is expected to face freezing rain and ice accumulation. The advisory will remain in effect from 6 a.m. Tuesday to 6 a.m. Wednesday, prompting both counties to implement widespread closures and schedule changes to prepare for severe weather conditions.

In Pensacola, city administrative offices, City Hall, and community resource centers will be closed on Tuesday. Pensacola State College has suspended all on-campus activities but will continue online classes as scheduled. Similarly, the University of West Florida has canceled all Tuesday classes, events, and online courses and is closely monitoring weather updates to determine Wednesday’s operations.

Escambia County Shuts Down Services

Escambia County has announced a full-day closure of numerous offices and services, including the Board of County Commissioners departments, public libraries, the tax collector’s office, the supervisor of elections, and the property appraiser’s office. Waste services administration and the Perdido Landfill will also be closed.

Escambia County Public Schools have suspended all classes and district operations, with the monthly school board meeting postponed to a later date. Additionally, all early voting locations in the county will be closed on Tuesday, but hours have been extended on Sunday and Monday to accommodate voters.

The Town of Century has also closed its offices and postponed its regular town council meeting to Thursday. The Florida Department of Health in Escambia County will shut down its offices until further notice due to the anticipated weather impacts. The Emerald Coast Utilities Authority (ECUA) has canceled its Citizens’ Advisory Committee meeting and delayed sanitation collections by one day for the rest of the week.

Santa Rosa County and Milton Join Closures

Santa Rosa County is taking similar precautions, with all county offices, facilities, and schools closed on Tuesday. Schools will remain closed on Wednesday as well. Early voting hours have been canceled for Tuesday, with extended hours available on Sunday and Monday. The Central Landfill will close at noon on Tuesday, while sanitation services will be rescheduled accordingly.

The City of Milton has also announced closures, including City Hall, Parks & Recreation, and all community center activities. Meetings such as the Police Chief Candidate Review and the Planning Board session, initially scheduled for Tuesday, have been canceled and will be rescheduled. The Fellowship of Churches’ MLK Day Parade and Celebration, originally planned for Monday, has also been called off due to the weather.

With these closures in place, officials across Escambia and Santa Rosa counties are urging residents to prioritize safety and stay informed of further updates regarding the storm and its aftermath.

Also Read: Harvard Winter Housing Crisis Highlights Challenges for International Students

A Morgantown High School educator has been recognized with one of the most prestigious national honors for teaching excellence. Kerianne Smead, a seasoned math teacher, has been named one of four teachers from West Virginia teacher to receive the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST). The award, which celebrates exceptional K-12 educators in science, math, and engineering, is considered the highest honor from the U.S. government for these fields.

Smead’s teaching career spans 12 years, during which she has made a significant impact at multiple schools, including Fairmont Senior High School, Preston High School, and Greenbrier East High School. Her contributions to education have not gone unnoticed, as she was also named the 2024 Mathematics Teacher of the Year at the secondary level by the West Virginia Council of Teachers of Mathematics.

Recognizing Excellence in Education

Kerianne Smead isn’t the only West Virginia teacher to receive the prestigious PAEMST honor this year. Three other educators from the state were also recognized for their exemplary contributions to science and mathematics education. The award recipients include:

Alicen Adkins, a sixth- and seventh-grade science teacher at Moorefield Middle School.

Renee Haines, a 17-year veteran biology teacher at Martinsburg High School.

Adam Riazi, a mathematics and computer science teacher at Cabell Midland High School.

The awards were part of a larger recognition effort, with a total of 336 educators and mentors being honored nationwide.

State Superintendent of Schools Michele L. Blatt praised the honorees, stating, “It is an honor for these West Virginia educators to be recognized nationally for their exceptional practices and dedication to their students, colleagues, and communities. Each of them brings a unique perspective to their students, as is reflected in their passion for teaching. We are grateful for their service and are proud of this accomplishment.”

About the PAEMST Program

The Presidential Awards for Excellence in Mathematics and Science Teaching were established to highlight the critical role educators play in fostering excellence in STEM education. Administered by the U.S. government, the program celebrates teachers who inspire innovation and promote rigorous learning standards in science, math, and engineering.

The awards not only recognize individual achievements but also serve to underscore the importance of quality education in shaping future generations. According to the West Virginia teacher Department of Education, this recognition reflects the dedication of the state’s teachers in preparing students for a rapidly evolving world driven by STEM advancements.

With teachers like Kerianne Smead and her fellow awardees leading the way,West Virginia teacher continues to set a high standard for educational excellence and innovation in STEM disciplines

A rising bipartisan movement across the United States is calling for stricter cellphone policies in schools. Governors from both ends of the political spectrum, including Arkansas’ Republican Gov. Sarah Huckabee Sanders and California’s Democratic Gov. Gavin Newsom, have voiced their support for cellphone bans in schools use during school hours. Concerns about the detrimental effects of screen time on children’s mental health and the growing distraction in classrooms have fueled this movement. Surgeon General Dr. Vivek Murthy has also urged schools to implement phone-free periods, echoing the sentiment that children need a break from digital pressures during the school day.

Data from the National Center for Education Statistics reveals that 77% of U.S. schools claim to restrict non-academic cellphone use. However, experts like Kim Whitman, co-founder of the Phone Free Schools Movement, argue that these policies are often unenforced, leaving students vulnerable to the adverse impacts of excessive phone usage. “Whether urban or rural, children everywhere need that seven-hour respite from the demands of phones and social media,” Whitman emphasized.

State-Level Action Gathers Pace

Over the last two years, eight states have enacted laws limiting cellphone use in schools, including California, Florida, and Virginia. Policies differ significantly between states. Florida led the charge in 2023 with a law mandating a complete classroom cellphone bans in schools and blocking social media access on school Wi-Fi. Meanwhile, California’s 2024 legislation requires its nearly 1,000 school districts to formulate tailored cellphone policies by mid-2026.

Governors like Sanders have further propelled this initiative. A pilot program launched in Arkansas provided grants to districts adopting phone-free policies, with over 100 districts participating. Sanders now plans to propose a statewide ban, leaving individual districts to decide on implementation strategies. Highlighting the urgency, she remarked, “Cellphones are not just a distraction; they’re harming the mental health of our students.” Similar calls for action have come from other governors, including Iowa’s Kim Reynolds and New Hampshire’s Kelly Ayotte.

Resistance and Concerns About Safety

Despite widespread support, cellphone bans face significant opposition, particularly from parents concerned about safety. Critics argue that during emergencies, such as school shootings, students need immediate access to phones to communicate with loved ones or seek help. Some also cite logistical issues, such as coordinating transportation.

Keri Rodrigues, president of the National Parents Union, agrees that social media poses risks but believes blanket bans are an overly simplistic solution. “Instead of teaching kids how to navigate technology responsibly, we’re just pushing the problem aside,” Rodrigues said. Critics also argue that cellphone restrictions won’t address deeper societal issues like bullying or the harmful effects of social media.

As the debate intensifies, it reflects a broader national conversation about balancing the benefits and risks of technology in students’ lives. While many see cellphone bans as a step toward healthier, more focused learning environments, others view them as an incomplete answer to a complex issue.

The University of New Orleans (UNO) announced a comprehensive furlough plan to address a significant budget deficit, which the University of Louisiana System Board of Supervisors approved on Thursday. This measure will affect the majority of the university’s workforce until the fiscal year ends on June 30, and the plan is expected to save $1.7 million.

Under the plan, employees earning over $30,000 annually, including President Kathy Johnson and senior administrators, will be required to take unpaid time off during every two-week pay period. Lower-paid employees will take one and a half unpaid days per period, while higher earners will take three days off. However, some groups are exempt from this policy, including full-time teaching and tenured faculty, H-1B visa holders, grant-funded staff, athletic department employees, part-time staff, and contract workers.

Non-tenured faculty and administrators with tenure are not exempt, leaving a total of 290 out of 575 full-time employees subject to furlough. President Johnson acknowledged the gravity of this decision, calling it a necessary step to protect UNO’s financial health. “We deeply regret the impact these actions will have on our employees and their families,” Johnson said. “However, these steps are crucial to secure the university’s future amidst these challenging circumstances.”

Financial Shortfalls Force Tough Decisions

The furloughs are part of broader efforts to reduce University of New Orleans’s $100 million operating budget by 15%, bringing it down to $85 million by June 30. Declining student enrollment and rising operational expenses have exacerbated the university’s financial woes.

Despite efforts such as restructuring administrative salaries—resulting in $2.2 million in savings since January 1—and implementing budget and hiring freezes to save another $2 million, University of New Orleans’s still faces a $10 million deficit. Edwin Litolff, the university’s chief financial officer, stated that these measures leave the institution with a shortfall exceeding $4 million.

“We will have a clearer picture of our financial standing in the coming weeks after distributing student financial aid,” Litolff told the board. He also hinted at the possibility of more aggressive furloughs and staff layoffs to bridge the remaining deficit. “If some people are taking off the whole month of June, plan your Disney trip, go on your cruise, because that’s where we may end up being,” he remarked during the board meeting.

Uncertainty Looms for Employees

While staff layoffs remain under consideration, specific details, including the number of positions affected and the timeline, have not been finalized. President Johnson assured the community that affected employees would receive support, including assistance with job placement, mental health resources, and guidance on unemployment benefits.

These difficult financial decisions have sparked concern among staff and faculty about the university’s long-term stability. Still, the administration remains committed to safeguarding UNO’s future. “This is a challenging time for our community,” said Johnson. “We must act decisively to overcome these obstacles and ensure the university’s sustainability.”

As the fiscal year-end approaches, UNO continues to grapple with its financial challenges, leaving employees and stakeholders in a period of uncertainty and adjustment.

New York Governor Kathy Hochul of New York has unveiled an ambitious plan to provide free tuition for specific degree programs at state and city colleges. The announcement came during her State of the State address on Tuesday, where she outlined a range of proposals aimed at improving education, economic relief, and public safety. The free tuition plan targets New York residents aged 25 to 55, offering full tuition coverage for associate degree programs in high-demand fields such as nursing, teaching, technology, and engineering at colleges under the State University of New York (SUNY) and the City University of New York (CUNY). Additionally, the initiative includes covering the cost of books and other college-related fees.

Sharing her motivation behind the proposal, Hochul reflected on her family’s experience. “When my dad got a college education, our whole family got a shot at a better life — and I want every New Yorker to have that opportunity,” she stated. She emphasized the plan’s focus on equipping New Yorkers with the skills needed to fill in-demand jobs and fostering upward mobility for working adults.

Section 2: Building on Existing Education Programs

New York already offers a robust framework of discounted tuition for its network of nearly 90 state and city colleges. Programs such as the Excelsior Scholarship provide free tuition to residents earning less than $125,000 annually. Hochul’s latest initiative seeks to expand educational access by addressing gaps for middle-aged adults pursuing careers in fields critical to the state’s workforce needs.

New York joins a growing list of states offering free or heavily discounted tuition for state colleges. The proposal aligns with similar efforts nationwide, reinforcing the push for accessible education and workforce development. Hochul also announced additional measures to support K-12 education, including plans to provide free meals to students and establish a statewide standard for distraction-free learning to address the impact of smartphones in classrooms.

Section 3: Broader Agenda for Progress

Beyond education, New York Governor Hochul’s address touched on other pressing issues affecting New Yorkers. She pledged to make homeownership more accessible by curbing hedge fund acquisitions of residential properties, reducing taxes for middle-class families, and expanding the child tax credit to alleviate financial burdens.

Addressing public safety concerns, Hochul announced measures to combat crime and enhance New York City’s subway system security. Her plan includes increasing police patrols on overnight trains, improving platform lighting, and installing physical barriers to prevent accidents and violence. Additionally, the governor vowed to strengthen mental health services to support communities grappling with crime and safety challenges.

Governor Hochul’s comprehensive agenda reflects her commitment to addressing economic inequality, improving education, and ensuring public safety. By investing in free tuition programs and workforce readiness, she aims to pave the way for a stronger, more equitable future for all New Yorkers.

More than 30 years after the historic Rose v. Council for Better Education lawsuit transformed Kentucky’s public schools, the state faces another legal challenge questioning its ability to provide an adequate and equitable education. Filed on January 14, the new lawsuit, brought forth by nine students from the Kentucky Student Voice Team, alleges that Kentucky is failing to meet its constitutional obligations. This case draws inspiration from the 1989 Rose decision, where the Kentucky Supreme Court deemed the state’s education system inequitable and inadequate. That landmark ruling led to the Kentucky Education Reform Act (KERA) of 1990, which sought to bridge the gap in education between wealthy and poor districts.

The Rose ruling emphasized the importance of equitable education, stating, “The children of the poor and the children of the rich…must be given the same opportunity and access to an adequate education.” Despite the reforms brought by Kentucky Education Reform Act , recent declines in funding, teacher pay, and educational resources have threatened the progress made over the decades, according to the lawsuit announcement.

Concerns Over Declining Standards and Resource Inequities

The lawsuit highlights several alarming trends undermining Kentucky’s public schools . It points to the state’s declining literacy rates, with only 41% of eighth graders reading at a proficient level. Other critical issues include the lack of a required civics course, disparities in resources across districts, and insufficient mental health support for students. According to state data, roughly 18% of high schoolers reported seriously considering suicide, yet many schools lack adequate counseling staff, with some having no counselors at all.

Student plaintiff Luisa Sanchez, a junior from Boyle County High School, emphasized that the lawsuit targets systemic issues rather than individual educators. “We see the dedication of educators every day, but the root cause of these challenges lies in state-level decision-making and resource inequities,” Sanchez said.

Education advocates argue that while KERA initially propelled Kentucky forward in national education rankings, its foundational elements, such as equitable funding and accountability systems, have been undermined. A recent investigation by The Courier-Journal found that these critical components have been underfunded, altered, or otherwise neglected over time.

Students Push for Accountability and Kentucky Education Reform Act

The lawsuit is not just a legal battle but part of a larger movement led by the Kentucky Student Voice Team to advocate for systemic change. The student plaintiffs, with support from Columbia University’s Teachers College and Harvard Law School, announced the lawsuit outside a Frankfort courthouse. They plan to host public hearings across the state to gather input from stakeholders and craft actionable recommendations for improving Kentucky schools.

“This lawsuit is just the beginning,” said Peter Jefferson, a senior from Henry Clay High School. “Real change will require the input, ideas, and commitment of all Kentuckians. Together, we can create a future where every student has access to the education they deserve.”

Jennifer Ginn, a spokeswoman for the Kentucky Department of Education, declined to comment on the lawsuit. However, the case has already sparked renewed discussions on the state’s responsibility to uphold its constitutional promise of quality public education. As Kentucky’s public schools once again faces scrutiny over its education system, students and advocates hope to reignite the legacy of the Rose decision and push for meaningful reforms that address long-standing inequities.

Katherine Franke, a tenured Columbia law professor, of university has announced her resignation after 25 years on the faculty, citing a hostile atmosphere stifling academic freedom and open debate. In a statement on Thursday, Franke revealed that she reached an agreement with the Ivy League institution to cease her teaching and faculty governance duties. While the Columbia university labeled her departure as a “retirement,” Franke characterized it as a “termination dressed up in more palatable terms.”

Franke highlighted a toxic climate on campus, particularly surrounding discussions about the ongoing conflict between Israel and Palestine. “The Columbia administration has created such a toxic and hostile environment for legitimate debate around the war in Israel and Palestine that I can no longer teach or conduct research,” she stated. Her resignation follows rising tensions at the university over student-led protests against Israel’s military actions in Gaza, which have been met with institutional pushback and criticism from rights groups.

Section 2: Backlash and Broader Implications

The campus protests, sparked by the war in Gaza, included calls for Columbia to divest from Israel and for a ceasefire in the conflict that has killed tens of thousands of Palestinians. Columbia’s efforts to suppress these demonstrations drew criticism, with some accusing the administration of curbing free speech and fostering a hostile environment for pro-Palestinian voices.

Francesca Albanese, UN special rapporteur on Palestinian territories, labeled Franke’s resignation as indicative of broader repression. “She is another victim of pro-Israelism that is turning universities into spaces of discrimination and oppression,” Albanese said. Human rights lawyer Noura Erakat called Columbia’s treatment of Franke “egregious,” stating that the university had become too hostile for her to continue her career. The American Association of University Professors (AAUP) also condemned Columbia’s actions, describing them as an attack on academic freedom and free expression.

The Center for Constitutional Rights echoed these sentiments, framing Franke’s departure as a significant blow to both academic independence and advocacy for Palestinian rights.

Section 3: Investigations and a Contentious Statement

Franke’s resignation follows an investigation into her comments about Israeli students on campus. In a January 2024 interview, she expressed concern about the presence of Israeli graduate students who had recently completed military service, alleging that some had harassed Palestinian students. The comments led to complaints of discriminatory harassment and an external investigation, which ultimately found Franke in violation of Columbia’s policies.

The controversy escalated when former Columbia President Minouche Shafik faced questions during a congressional hearing in April 2024. Shafik agreed with a mischaracterization of Franke’s remarks, which Franke claims led to harassment and death threats. Despite filing an appeal against the investigation’s findings, Franke decided to leave the university, citing an irreparable breakdown in trust and a campus climate that undermined academic inquiry.

Franke concluded her statement by criticizing Columbia law professor, for prioritizing external pressures over its commitment to fostering critical debate. She described the university as complicit in undermining its own mission of academic freedom and intellectual rigor.

A recent cyberattack on PowerSchool Holdings Inc., a leading provider of educational technology, has sent shockwaves across school districts in the United States. Hackers infiltrated the company’s “Student Information System” (SIS), stealing sensitive data, including student names, addresses, grades, attendance records, Social Security numbers, medical records, and teacher information. Despite the severity of the breach, Fairfax County Public Schools (FCPS) Superintendent Michelle Reid has not issued a public statement addressing the incident.

The FBI has launched an investigation into the breach, with reports indicating that PowerSchool paid a ransom to the hackers in exchange for a promise to delete the stolen data. However, cybersecurity experts continue to monitor the Dark Web to verify the hackers’ compliance. While school districts nationwide, including those in Maryland and Massachusetts, have issued statements to their communities, FCPS has remained largely silent, sparking criticism over transparency in a district with a $3.8 billion budget. FCPS spokeswoman Julie Allen stated, “There has been zero impact. To be clear, the breach did not impact FCPS in any way,” emphasizing that the district does not use PowerSchool’s SIS. However, questions remain about other PowerSchool systems utilized by FCPS.

EdTech Industry Faces Scrutiny Amid Massive Breach

The breach has highlighted vulnerabilities within the growing educational technology, or “EdTech,” sector, a multibillion-dollar industry managing sensitive data for millions of students. PowerSchool, serving 75% of U.S. school districts, stores data for approximately 60 million students worldwide. Fairfax County alone has invested over $10 million in PowerSchool through contracts for tools like mass notifications and learning management systems.

Critics argue that the centralization of educational data in corporate systems increases the risk of cyberattacks. Industry giants, including Bain Capital, which recently acquired PowerSchool for $5.6 billion, have poured significant investments into the sector, seeking profits from “big data.” However, the hack demonstrates the potential consequences of prioritizing growth over security, leaving schools, families, and educators vulnerable to data theft.

Reddit forums for IT administrators have been flooded with reports of the breach’s fallout, with many expressing frustration over PowerSchool’s lack of transparency and confusing communications. Some districts, like those in Michigan and Nebraska, have proactively notified families about the breach, while others remain uncertain about the extent of their data compromise.

Growing Concerns and Calls for Accountability

The absence of communication from FCPS leadership has left parents and educators questioning the district’s crisis management and commitment to transparency. While PowerSchool claims to have engaged third-party cybersecurity experts and implemented response protocols, concerns persist that stolen data could resurface, despite assurances that the ransom payment secured its deletion.

Superintendents from affected districts nationwide have issued updates and offered credit monitoring and identity protection services to impacted families. In contrast, Fairfax County has faced growing criticism for its silence, especially given its significant financial ties to PowerSchool.

As investigations continue, the breach serves as a stark reminder of the vulnerabilities in digitized education systems. For families and educators, it underscores the importance of stronger data security measures and clearer communication in the face of such crises.

In a significant shakeup in Texas higher education, Jay Hartzell, president of the University of Texas at Austin (UT-Austin), announced his departure to become the next president of Southern Methodist University (SMU). The announcement comes just days before the start of a new legislative session, leaving UT-Austin’s leadership in flux during a politically charged period. Hartzell, who has served as UT-Austin’s president since 2020, will take the helm at SMU on June 1, succeeding R. Gerald Turner, who transitions to president emeritus after three decades in the role.

SMU’s Board of Trustees unanimously approved Hartzell’s appointment, praising his academic credentials and leadership record. “Dr. Hartzell is the ideal candidate to build upon SMU’s momentum,” said David B. Miller, chair of the Board of Trustees. Hartzell described the opportunity as one he “could not pass up” and expressed enthusiasm for leading SMU into its next era.

Jay Hartzell’s Tenure at UT-Austin Amid Political Challenges

Hartzell’s leadership at UT-Austin has been shaped by numerous challenges, from navigating the COVID-19 pandemic to addressing contentious political and cultural issues. His tenure saw a legislative push for a conservative vision of higher education, including the banning of diversity, equity, and inclusion (DEI) offices and proposals to end faculty tenure. The university’s compliance with these mandates drew criticism from students and faculty, further intensifying tensions on campus.

His decision to retain UT-Austin’s alma mater, “The Eyes of Texas,” despite its controversial origins, also sparked campus-wide debates. Students and faculty called for its removal, while alumni defended its preservation. Hartzell responded with measures to foster inclusivity on campus, including creating a committee to study the song’s history and proposing initiatives for racial equity.

Hartzell’s handling of peaceful pro-Palestinian protests last spring also drew criticism after he requested armed state troopers to manage the situation, leading to arrests and calls for a vote of no confidence from some faculty members. Despite these controversies, Hartzell introduced significant changes at UT-Austin, including making the university more selective, improving graduation rates, and raising $1 billion for student support as part of a larger $6 billion campaign.

UT-Austin’s Uncertain Future and SMU’s Growing Momentum

Jay Hartzell’s departure raises questions about UT-Austin’s leadership during a critical period. The University of Texas System Board of Regents has yet to announce interim plans, with discussions scheduled for February. Kevin Eltife, chair of the UT System Board, and Chancellor James Milliken expressed gratitude for Hartzell’s contributions, committing to a smooth transition for the flagship institution.

Meanwhile, SMU is positioned for continued growth under Jay Hartzell’s leadership. The Dallas-based private university has raised over $1 billion toward its $1.5 billion campaign goal and recently joined the Atlantic Coast Conference, bolstering its athletic profile. Barrett Taylor, a professor at the University of North Texas, highlighted SMU’s strong financial and academic position, calling it a thriving institution in a vibrant city.

Hartzell’s move to SMU underscores the challenges of leading a public university in a politically charged climate. As he transitions to lead SMU, Texas higher education faces a moment of change, reflecting broader debates over the role of politics in academic leadership.

Also Read: Texas Governor Greg Abbott Stands Firm on Public College Tuition Freeze Through 2027

Schools across the DC-Maryland-Virginia (DMV) region faced closures and delays on Thursday due to lingering snowstorm effects earlier in the week. In Loudoun County, schools announced a two-hour delay for students, with administrative offices opening as scheduled. Culpeper County Public Schools opted for a more extended closure, announcing the suspension of classes for the remainder of the week.

Montgomery County Public Schools (MCPS) remained closed on Wednesday for a third consecutive day. The decision, influenced by factors such as icy sidewalks, parking lot conditions, and secondary road plowing, was met with mixed reactions from the community. District officials explained that nearly half of the county’s schools still required treatment for parking lots and walkways at the time of the decision. Parents, like Missy Martin, expressed understanding but questioned the necessity of continued closures.

“Surprisingly, they’re still closed,” Martin shared. “I could see the need yesterday, but today feels different. Still, I appreciate the extra day at home with my child.” Others, like Shadi Akhada of Potomac, recognized the vast size of Montgomery County and the varying conditions across different neighborhoods. “If icy sidewalks make it unsafe, then I understand the decision to stay closed,” she said.

Safety Concerns Remain a Priority

Other districts across the DC-Maryland-Virginia echoed similar safety concerns. Arlington County Public Schools cited icy sidewalks, secondary roads, and unplowed areas as reasons for their closure decisions. “Safety remains our top priority,” said a spokesperson, emphasizing the challenges posed by persistent cold temperatures on snow-clearing efforts.

Falls Church City Public Schools also acknowledged regional inconsistencies in road conditions. “While our city roads have improved significantly, many of our staff commute from other areas in the DC metro region where roads remain unsafe,” their statement read. The district highlighted the importance of considering not just school grounds but the entire commute for staff and students.

Alexandria City Public Schools (ACPS) followed a similar approach, deciding to close schools for in-person learning and activities on Thursday. The district emphasized virtual learning alternatives, stating that teachers would host office hours and asynchronous instruction for students. “We continue to prioritize safety, knowing that not all roads across the region are fully cleared,” ACPS shared in a letter to families.

Calls for Better Preparedness

Amid closures, questions about the region’s snow preparedness emerged. Jackie Oberst, a work-from-home parent in Montgomery County, noted that while her flexible schedule allowed her to manage the closures, others were frustrated. “I’ve heard from friends who work outside the home—they’re struggling,” Oberst said. She also expressed concerns about delayed snow removal efforts. “Our street wasn’t plowed for days. It feels like the county wasn’t ready.”

Montgomery County Executive Marc Elrich also weighed in, expressing surprise at MCPS’s decision to remain closed. “I’d like to understand their assessment,” Elrich said. “If sidewalks are unsafe, you can’t push kids onto narrowed streets.”

With closures and delays extending throughout the week, parents and officials across the DC-Maryland-Virginia continue to grapple with balancing safety and the return to normalcy after the snowstorm. For a full list of school closures and delays, refer to local updates.

PowerSchool, a leading cloud-based software provider for K-12 education, confirmed a cybersecurity breach that exposed the sensitive data of students and teachers from various school districts. The incident was first discovered on December 28, 2024, when the company detected unauthorized access to its PowerSource customer support platform. PowerSchool’s platforms support over 60 million students and more than 18,000 customers globally, providing solutions for enrollment, attendance, staff management, and other educational operations.

The breach allowed attackers to export database tables containing information from PowerSchool’s Student Information System (SIS), which manages records such as grades, attendance, and enrollment. The stolen data includes personal details like names, addresses, and in some cases, Social Security Numbers (SSNs), medical records, and academic information. Notably, the breach does not appear to have affected all customers, and PowerSchool has stressed that only a subset of school districts were impacted.

Attack Details and Response Measures

According to PowerSchool’s investigation, the attack involved the use of compromised credentials to access the PowerSource portal. Utilizing a maintenance tool known as “export data manager,” the attackers exfiltrated student and teacher data into CSV files. Although PowerSchool confirmed that customer tickets and credentials were not exposed, the severity of the stolen data prompted swift action.

To address the breach, PowerSchool enlisted third-party cybersecurity experts, including CrowdStrike, and implemented enhanced security measures such as password rotation and stricter policies for customer portal access. The company confirmed the incident was not a ransomware attack, but a ransom was paid to ensure the stolen data was deleted and no additional copies existed. Despite receiving video evidence of the data’s deletion, PowerSchool acknowledged that no guarantees exist regarding future leaks.

Impacted individuals are being offered credit monitoring services for adults and identity protection for minors. Additionally, PowerSchool is closely monitoring the dark web to detect potential data leaks. The company has assured customers that its operations remain unaffected and continues to provide services as usual.

School Districts and Mitigation Steps

School districts across the United States and Canada have started notifying students, parents, and staff about the breach. Impacted districts include San Diego Unified School District (California), East Hartford Public Schools (Connecticut), St. Charles Parish Public Schools (Louisiana), and Lower Merion School District (Pennsylvania), among others. Canadian districts such as Elk Island Public Schools (Alberta) and Durham District School Board (Ontario) were also affected.

PowerSchool has provided guidelines for districts to determine if their data was compromised. IT personnel are advised to review logs for activity by a user identified as “200A0” and correlate this with mass-data export records. A detailed guide by a school IT specialist offers additional steps for verifying stolen data fields.

The investigation is ongoing, with a final report expected by January 17, 2025. PowerSchool has committed to sharing these findings with impacted districts and assisting them in communicating with their communities through pre-prepared outreach materials and FAQs. As the educational community grapples with the aftermath, the breach underscores the critical importance of robust cybersecurity measures in safeguarding sensitive data.

Missouri is reeling under the weight of a historic snowfall that has disrupted daily life across the state. Kansas City bore the brunt with an unprecedented 11 inches of snow—the largest since 1993. Columbia recorded 5 inches, prompting city and county agencies to make swift adjustments to ensure safety for students, commuters, and residents.

While many city services resumed normal operations by Tuesday, hazardous conditions have led to prolonged school disruptions. Numerous districts, including Columbia Public Schools, Southern Boone, and Hallsville, remain closed or continue remote operations. Schools like Columbia Public Schools have activated their Alternative Methods of Instruction (AMI) plans, allowing students to work on review materials at home without needing internet access. Other districts like Southern Boone have opted for traditional snow days, prioritizing safety over schedules.

City Services and Transportation Updates

Efforts to clear Missouri’s snow-covered roads are in full swing. Columbia’s Public Works department deployed a 30-member snowplow crew Monday morning, focusing on priority roads before extending operations to neighborhood streets. By Tuesday morning, 65% of neighborhood streets in Columbia had been plowed. Crews continue to work in 12-hour shifts to treat and clear roads.

Public transportation has also seen a gradual resumption. Go COMO bus services returned Monday on a limited schedule, while paratransit services resumed Tuesday. Trash collection, which was canceled on Monday, has resumed for the rest of the week, though recycling services remain suspended through Wednesday. Meanwhile, public facilities such as the Columbia Public Library and Daniel Boone Regional Library branches operated on delayed schedules Tuesday, ensuring safer access for residents.

Statewide, the Missouri Department of Transportation (MoDOT) has deployed approximately 1,500 snow trucks. MoDOT crews work tirelessly in 12-hour shifts, prioritizing clearing major highways. Residents are encouraged to monitor road conditions via MoDOT’s Traveler Information Map or their social media channels.

Weather-Related Challenges and Statewide Resources

The extreme weather has left many Missouri residents stranded or in need of assistance. As of Monday afternoon, the Missouri State Highway Patrol had responded to 436 crashes and assisted 1,788 stranded motorists, with 38 reported injuries and one fatality statewide. In Boone County, Troop F handled 150 calls for help, including 82 incidents of stranded motorists.

Colleges and employment institutions are also adjusting schedules to accommodate the weather. While the University of Missouri and Columbia College resumed in-person operations Tuesday, Stephens College remains remote until Wednesday. Job Point delayed administrative office hours and canceled student classes.

Despite the challenges, Missouri communities continue to adapt, supported by statewide resources and coordinated efforts. With more snowplows, transit updates, and safety measures in place, residents are hopeful for a swift return to normalcy in the coming days.

Also Read: Missouri Schools Show Progress Amid Challenges in Accreditation and Teacher Shortages

Boston Public Schools revealed a series of significant restructuring proposals on Tuesday. They aim to close three schools, merge two, and reconfigure others to better serve the community’s educational needs. Superintendent Mary Skipper announced that these plans will be formally presented to the Boston School Committee on January 22.

According to Skipper, the proposed changes are part of a long-term strategy to align resources and facilities with the district’s future goals. “At that time, we’ll be doing something that’s been asked for for a long time. We’ve put in a great deal of effort to provide a roadmap for long-term projections for 2030, so five-year projections,” she stated.

The plan outlines the closure of Dever Elementary School, Excel High School, and Mary Lyon Pilot High School. In addition, Winthrop and Clap Elementary schools would be merged and relocated to the Lilla G. Frederick Elementary School building. Community Academy, while also set for closure as a degree-granting school, would transition into a program designed to support students needing temporary code-of-conduct placements or those transitioning from the Department of Youth Services into Boston Public Schools.

Reconfigurations Target Age-Specific Learning Models

Several schools in the district are set to undergo significant reconfigurations under the proposed plans. Mary Lyon K-8 School, BTU Pilot School, and Young Achievers Science and Math Pilot School will shift to PreK-6 models, while Dearborn STEM Academy will be restructured to serve students in grades 7 through 12.

“These decisions, while difficult, are data-driven and reflect the next step in our best path forward to ensure a High-Quality Student Experience for every student and family across Boston,” the district said in a statement. Officials acknowledged the potential challenges of the transition, stating their commitment to transparency and ongoing support for students, families, and staff affected by the changes.

Boston Mayor Michelle Wu emphasized the restructuring process’s importance, describing it as a step toward better educational opportunities. “Everyone benefits when the next generation has full access to learning and growth,” Wu remarked, reflecting optimism for the district’s future.

Calls for New Construction and Long-Term Planning

While the proposals have been described as necessary to improve resource allocation, they have also drawn attention to the need for infrastructure investment. Union leaders called on the district to prioritize new construction projects, urging a commitment to building at least three new facilities annually. “It is imperative that the district commit to completing the construction of at least three buildings annually and should detail such a plan to the public in the coming weeks, not years,” the union stated.

As Boston Public Schools moves forward with its restructuring strategy, the proposals signal a shift toward a more sustainable and efficient education system. However, the district faces the dual challenge of ensuring a smooth transition while addressing broader concerns about its facilities and infrastructure.

The Akron Public Schools Board of Education canceled a meeting scheduled for Monday evening at the Sylvester Small Administration Building on N. Main Street. The cancellation was attributed to “no quorum,” as stated in an official notice from the school board, but no further details were provided.

The canceled meeting comes as the district is under scrutiny following allegations against Akron’s Superintendent, Dr. Michael Robinson. The board was initially not scheduled to meet until January 13, making the sudden announcement of the special meeting and its subsequent cancellation noteworthy.

According to the original agenda, the meeting addressed two main topics: conferring with legal counsel regarding disputes involving potential court action and discussing employment-related matters concerning public employees or officials. However, the meeting was described as a session to conduct the district’s business rather than a public community meeting.

Investigation Into Superintendent Robinson

The cancellation coincides with escalating tension surrounding Superintendent Robinson, who faces allegations of creating a hostile work environment. Accusations include yelling at staff members, using derogatory slurs against female reporters, and fostering an overall toxic workplace atmosphere.

In response to these claims, the board hired an external firm last month to investigate the superintendent’s conduct and related concerns involving other administrators. While Robinson’s name was not explicitly mentioned in the meeting agenda, the timing of the special session fueled speculation about its connection to the ongoing investigation.

Pat Shipe, president of the Akron Education Association, emphasized the need for the district and the teachers’ union to prioritize students’ interests amid these challenges. “We’re going through a challenging time here at Akron Public Schools. We hope that parents and families understand we have many caring people focusing on their children and the classroom,” Shipe stated in an interview with News 5.

Community Concerns and Future Actions

The sudden cancellation of Monday’s meeting has left many in the Akron community seeking clarity on the board’s next steps. While the meeting agenda suggested potential decisions related to employment, dismissal, or discipline of district employees or officials, the lack of quorum has delayed any resolution.

The board’s next scheduled meeting is set for January 13, leaving a window for further developments in the investigation. Meanwhile, parents, educators, and community members continue to express concern over the district’s leadership challenges and their potential impact on students and staff.

The situation underscores the importance of transparency and accountability within Akron Public Schools as stakeholders look for decisive actions to address ongoing issues.

The Ferguson-Florissant School District in Missouri has placed Superintendent Joseph Davis on administrative leave following allegations of sexual harassment brought against him by two former school principals. The decision was made during a special closed meeting held by the district’s school board on Saturday, January 4, according to a statement released the following day. The board stated that the seriousness of the allegations prompted the action.

Frank Williams, a former principal of McCluer North High School, and Cedric Gerald, a former principal of McCluer High School, both in Florissant, filed the lawsuits earlier last week. Lauren Sierra, an attorney from Jungle Law, is representing the plaintiffs. Sierra expressed deep concern over the allegations, particularly because they occurred within an educational setting.

Sierra remarked, “Perhaps one of the most disturbing things about this situation is its happening in a school system.” The lawsuits underscore the gravity of workplace misconduct and highlight the importance of holding leadership accountable.

Board’s Response and Interim Leadership

In its official statement, the school board emphasized its commitment to addressing the matter with transparency and accountability. The board announced plans to engage an independent external investigator to thoroughly investigate the allegations. While the investigation is underway, Dr. Joycelyn Pugh-Walker, the district’s Executive Director of Federal Programs, and Brent Mitchell, Assistant Superintendent of Support Services, have been appointed as co-acting superintendents.

Board President Dr. Kevin M. Martin expressed confidence in the interim leadership, stating, “We are confident in Dr. Pugh-Walker and Mr. Mitchell’s leadership and their ability to guide the District during this time of transition without disruption to our schools or services.”

The district also took the opportunity to highlight its achievements, including notable student growth, making it the second-highest-performing district in the North/Northwest County area. However, the board acknowledged ongoing challenges such as financial and staffing concerns, reiterating its commitment to the success and well-being of students and staff.

Commitment to Transparency and Community Engagement

The Ferguson-Florissant School Board pledged to keep the community informed throughout the investigation process. In their statement, they assured stakeholders that the district’s primary focus remains on teaching, learning, and the students’ welfare.

“To our staff, students, families, and community, we want you to know that the Board is committed to being transparent and keeping you informed as we navigate this process,” the board wrote. They called on the community to remain united, emphasizing the importance of continuity in education despite the ongoing challenges.

This incident comes at a critical time for the district, underscoring the need for integrity and accountability in leadership. As the investigation unfolds, the district is determined to uphold its mission of fostering a safe and supportive environment for all its members.

Also Read: U.S. Department of Education Settles Sexual Harassment Review with San Diego Unified School District

As 2025 begins, Lake Superior State University (LSSU) has unveiled its annual list of “banished words and phrases,” urging people to retire overused, misused, or meaningless language in the new year. This tradition, which dates back to 1976, was initiated by a former LSSU public relations director and his team to promote clarity and precision in communication.

This year’s list features 10 terms that LSSU claims have either overstayed their welcome or have been rendered ineffective due to overuse. Submissions were received from individuals across the globe, reflecting a wide consensus on which phrases should be retired. LSSU President David Travis emphasized the significance of thoughtful communication, stating, “Words matter! Old habits can be hard to break, and we’re happy to serve as a resource for the court of public opinion on what should stay in the English language and what needs to be put to rest.”

Section 2: Top Banished Words of 2025

At the top of the 2025 banished words list is “cringe,” which Lake Superior State University describes as having “overstayed its welcome.” The term, often used to describe something awkward or embarrassing, was criticized for its overuse. Coming in second is “game changer,” a phrase frequently employed to describe significant innovations or events but deemed by LSSU as “a tired cliché.”

In third place is “era,” a term popularized by Taylor Swift’s tour, now used to label every phase of life. According to Leah from Holland, who submitted the word, the trend has spiraled out of control, leading to phrases like “fatherhood era” or “pottery-making era.”

Other entries include “dropped,” “utilize,” and “100%.” “Dropped,” once considered fresh and trendy, is now seen as overused. “Utilize,” a “classic offender,” was criticized for unnecessarily complicating language when “use” suffices. Meanwhile, “100%” has been flagged as excessively repetitive and overemphasized.

Section 3: Internet Slang Under Fire

Internet slang and abbreviations also faced scrutiny. The texting acronym “IYKYK” (If You Know, You Know) was called “irritating and nonsensical” by Amy from Redford, who submitted it for the list. Lake Superior State University echoed this sentiment, labeling the phrase “cryptic and exclusionary” with little meaningful contribution to communication.

Other entries include “sorry not sorry,” a phrase used to feign apology while expressing indifference, and “Skibidi,” a term linked to internet trends but criticized for lacking substance. The word “period,” often used to punctuate statements emphatically, was also banned for its unnecessary verbal emphasis.

Through its annual list, LSSU encourages individuals to reflect on their language habits and prioritize clarity over trendiness. While the list may spark debate, it remains a lighthearted yet meaningful reminder of the importance of effective communication in the evolving landscape of language.

New Mexico Governor Michelle Lujan Grisham has called for the immediate resignation of the regents at Western New Mexico University (WNMU) in light of allegations of financial mismanagement and inadequate oversight. This demand, outlined in a year-end letter to the five-member board of regents, emphasizes the need for new leadership to restore stability at the Silver City-based University. Governor Michelle Lujan Grisham urged for a “clean slate” to realign the institution’s focus on its students. This request comes on the heels of the board’s chairwoman stepping down earlier in the week.

The turmoil stems from the recent resignation of WNMU President Joseph Shepard, following an investigation by the state auditor’s office. The probe revealed that university leaders and regents failed to meet their fiduciary obligations. Concerns about Shepard’s lavish spending on international travel, luxury furniture, and misuse of a university credit card by his wife, Valerie Plame, further fueled the controversy. Plame, a former CIA operations officer, is also known for her unsuccessful bid in the 2020 Democratic primary for New Mexico’s 3rd Congressional District.

Controversial Severance Package Under Scrutiny

Shepard’s resignation as president came with a highly contentious agreement approved by the regents. The deal guarantees Shepard a six-figure faculty position, a one-time payment of $1.9 million, and continued financial benefits. This arrangement has drawn sharp criticism and is under investigation by the State Ethics Commission. Additionally, Attorney General Raúl Torrez formally inquired whether the board of regents fulfilled their fiduciary duties in approving the package.

Despite growing scrutiny, both Shepard and the regents have defended their actions. However, dissent is mounting among university faculty. On Thursday, faculty members overwhelmingly backed a no-confidence vote against the regents and called for immediate state intervention to overturn Shepard’s resignation arrangement. Phillip Schoenberg, a professor and faculty senate president, labeled the vote as a strong public expression of faculty dissatisfaction with university leadership. Schoenberg also expressed appreciation for the governor Michelle Lujan Grisham’s initiative, highlighting the urgent need for decisive and accountable leadership.

Historical Institution Faces Uncertain Future

The remaining four regents are anticipated to resign by Friday, as WNMU faces pressure to overhaul its leadership and regain public trust. University administrators have yet to respond to inquiries about the potential for additional resignations.

Shepard, who had been at the helm of WNMU since 2011 after a 16-year administrative career at Florida Gulf State University, leaves behind a legacy marred by controversy. Founded in the 1890s, WNMU has a long history predating New Mexico’s statehood. However, recent events cast a shadow over its reputation and future.

As the university navigates this turbulent period, the call for accountability and transparency resonates strongly among its stakeholders, with hopes that new leadership will restore the institution’s core mission of prioritizing students and academic excellence.

The Ministry of Education in Syria, led by newly appointed Minister Nazir Mohammad al-Qadri, unveiled comprehensive reforms to the national curriculum on Wednesday, sparking widespread controversy across the country. The revisions, which impact all educational levels, include significant changes to subjects such as Religious Studies, History, and Philosophy. Among the most contentious changes are the removal of references to Syria’s historical connections with polytheistic religions, the rephrasing or deletion of texts, and alterations to textbook images and illustrations.

The ministry has also eliminated content associated with the Assad regime and revised sections on topics such as the Ottoman Empire, which had been previously described as “the brutal Ottoman authority.” Notably, portions of Chinese philosophical thought are slated for deletion, with the remaining content heavily rephrased. The English language curriculum has also undergone extensive modifications, with sections rewritten or removed. One of the most drastic changes is the suspension of the “National Education” subject for the current academic year, citing the presence of “misleading information” allegedly promoting propaganda of the ousted Assad regime. In its place, Religious Education grades will now contribute to students’ overall scores in their General Secondary Certificate.

Minister al-Qadri defended the changes, stating they aim to rectify misinformation and promote an accurate interpretation of Islamic education. He emphasized the importance of aligning the curriculum with classical tafsir (interpretation) texts while assuring that committees would audit the changes for accuracy.

Public Outrage and Rising Backlash

The announcement has triggered a wave of criticism among Syrians, with many taking to social media to voice their opposition. Critics, including US academic Joshua Landis, argue that the reforms mark a shift from a nationalist to a more Islamist perspective of Syrian history. Syrian journalist Hussam Hammoud also expressed concern, suggesting the amendments reflect a distinctly religious tone.

Social media platforms have become a hub for dissent, with calls for nationwide protests against the curriculum changes circulating widely. Reports indicate that protests are being organized to demand al-Qadri’s resignation. Despite the backlash, the Ministry of Education has maintained that the changes are necessary to address inaccuracies embedded during the Assad regime’s tenure.

Concerns for National Identity and Minority Rights

The curriculum reforms have reignited fears about the implications for Syria’s cultural and historical identity, particularly concerning minority groups. Critics worry that the new direction could marginalize non-Muslim communities and dilute the country’s rich, diverse heritage. In response to these concerns, Syria’s de facto leader, Ahmed al-Sharaa, recently met with senior Christian leaders to reassure them of the new administration’s commitment to protecting minority rights.

Amidst the growing tension, al-Qadri clarified that the current school curricula remain in place until specialized committees finalize the revisions. While his statement sought to address public concerns, many Syrians remain apprehensive about the potential long-term effects of these sweeping changes on the nation’s education system and identity.

Cornell University has urged its international students and staff to return early from their winter break as a precaution against potential policy changes under President-Elect Donald Trump’s administration. The university’s guidance emphasizes the urgency for students from 12 countries previously targeted by Trump’s travel ban, including Iran and Yemen, to re-enter the United States before the start of the semester on January 21. It further notes that nations like China and India could be added to the list.

This advisory aligns with the broader concerns surrounding Trump’s pledged immigration policies, which include reinstating a travel ban and revoking visas for individuals labeled as “radical anti-American and antisemitic foreigners.” International students studying in the U.S. on visas typically must exit the country within 60 days of their program’s end, making timely re-entry crucial for the uninterrupted continuation of their education.

Support Measures for Affected Students

Cornell’s international student population, which exceeded 6,000 as of fall 2023, represents a diverse group, including individuals from nearly all countries on the advisory list. To aid students in navigating potential entry challenges, the university recommends carrying additional documentation, such as transcripts and funding proof, to strengthen their case at U.S. customs. These measures aim to address stricter immigration checks that might arise under the new administration.

In addition to international students, undocumented individuals and those protected under the Deferred Action for Childhood Arrivals (DACA) program have been encouraged to reach out to Cornell university’s student support office for guidance. The university is extending its resources to ensure these students have access to legal and academic support as they prepare for potential shifts in immigration policies.

Uncertain Path Ahead for Deportation Policies

Cornell’s advisory also touches on the looming threat of deportation for certain groups. The university notes that early deportation efforts are likely to prioritize individuals with final deportation orders. However, it reassures students that these processes could face legal challenges, potentially delaying their implementation.

Cornell’s proactive approach places it among a small group of institutions preparing for the potential impact of Trump’s presidency on the international academic community. By issuing this advisory, the university underscores its commitment to safeguarding its diverse student body and mitigating the uncertainties posed by evolving immigration policies.

Also Read: Canada’s New Immigration Policies Signal Shift for International Students

The editorial board of the Journal of Human Evolution (JHE), a prominent Elsevier publication, has witnessed a dramatic mass resignation, leaving only one member behind. In a collective statement, the board cited Elsevier’s “sustained actions” as incompatible with the journal’s ethos and detrimental to its quality and integrity. The resigning members, including the joint editors-in-chief, emeritus editors, and associate editors, accused the publisher of undermining the principles that have guided the journal for 38 years.09

The editors highlighted specific grievances, such as the elimination of essential support roles like copy editors and special issues editors. They claimed that Elsevier’s cost-cutting measures suggested that editors should disregard language accuracy, grammar, and formatting standards, jeopardizing the journal’s credibility. The resigning board members also criticized Elsevier for introducing errors into accepted manuscripts during production, a move they described as counterproductive and damaging to the journal’s reputation.

AI-Driven Changes Spark Controversy

One of the most contentious issues raised was Elsevier’s unannounced integration of artificial intelligence (AI) into the production process. In the fall of 2023, the publisher began using AI to format articles, leading to errors such as the omission of capitalization in proper nouns and the removal of italicization for genera and species. These mistakes not only reversed the editors’ meticulously formatted manuscripts but also embarrassed the journal publicly. Resolving the AI-induced errors took six months of persistent effort from the editorial team. Despite the backlash, Elsevier continues to use AI in its production processes, frequently altering submitted manuscripts in ways that require significant oversight from authors and editors.

Additionally, the resigning editors accused Elsevier of diminishing the editorial board’s autonomy. The publisher now mandates annual contracts for all editors and has reduced the number of associate editors. The long-standing dual-editor-in-chief model, a hallmark of the journal since 1986, was also jeopardized when Elsevier proposed halving the compensation to maintain it.

Concerns Over Accessibility and Growing Discontent

Another major point of contention was the Journal of Human Evolution’s article processing charges, set at $3,990—nearly double those of comparable journals within the field. The resigning editors argued that these fees are prohibitively high for much of the journal’s authorship, undermining the inclusivity and accessibility of the publication.

Attempts to contact Elsevier for a response have so far been unsuccessful, with only out-of-office replies being received. The identity of the lone remaining associate editor has also not been disclosed.

This mass resignation marks the 20th such editorial exit from academic journals since early 2023. The trend has sparked industry-wide debates about the impact of these resignations on publishing practices. Earlier this year, Nature posed a pertinent question: “What do these group exits achieve?” For the Journal of Human Evolution, this upheaval underscores deeper tensions between publishers and academic editors over the future of scholarly publishing.

Also Read: US Colleges Brace for Potential Immigration Changes as Trump Returns to Presidency

In 1984, a unique bond between St. Genevieve High School in Panorama City, California, and former First Lady Rosalynn Carter began with a simple letter. Dan Horn, the school’s principal, reached out to Rosalynn Carter, never expecting the response he received. To his surprise, Mrs. Carter replied personally, initiating a friendship that spanned decades.

“She invited me to Atlanta for lunch,” recalled Horn, describing the encounter that took place in 1985. From that point, their relationship flourished. Over the years, the connection deepened as St. Genevieve High School’s staff and students continued to celebrate the Carters’ contributions to public service and humanity.

In 2018, this enduring relationship culminated in a student-made documentary, Dear Rosalynn, which premiered at the Rose Bowl. The event was attended by Jimmy and Rosalynn Carter, leaving a lasting impact on the students and faculty. “It was an incredible honor to have the former president and first lady join us,” said Vince O’Donoghue, the school’s vice president, whose daughter was among the students who met the Carters.

A Legacy Preserved Through Generations

For many at St. Genevieve, the Carters represented humility, faith, and kindness. Sean See, a 2012 alumnus, vividly recalled his role in compiling the documentary about Rosalynn Carter. “Creating a film about the 39th First Lady of the United States right after college was monumental,” he said, describing it as a defining moment in his life.

The school’s staff also cherished their trips to the Carters’ hometown of Plains, Georgia. One such visit involved celebrating Jimmy Carter’s 84th birthday. Marlon Archey, the school’s athletic director, reminisced about that night, highlighting the warm and familial atmosphere. “It felt just like being with family,” Archey shared, recalling the photograph he took with the former president as a treasured keepsake.

The Carters’ generosity and values left an indelible mark on St. Genevieve High School. Their connection to the school is prominently displayed in the main hallway, which features mementos of the relationship. Jimmy Carter himself referred to St. Genevieve as his “favorite school in America,” and Dan Horn was even honored with a key to the city of Plains, a rare distinction.

Honoring a Life Well-Lived

Following the news of Jimmy Carter’s passing, the St. Genevieve community has reflected deeply on his legacy. The former president’s steadfast faith and selflessness have inspired countless students and staff. “Jimmy Carter lived his life in such a way that he was always prepared for his final day,” Horn shared. “He’s been a role model for all of us.”

The Carters’ impact on St. Genevieve extends beyond their physical presence; their values resonate throughout the school community. O’Donoghue said, “His passing saddens us, but we celebrate the extraordinary life he led.”

Echoing this sentiment, Marlon Archey added, “President Carter was a man of faith and spirit. I imagine he’s excited about going home to God.” For the students and staff of St. Genevieve, Jimmy Carter’s legacy will continue to serve as a guiding light of humility, kindness, and devotion.

Also Read: US Colleges Brace for Potential Immigration Changes as Trump Returns to Presidency

Fear is mounting among international students across the United States as the country prepares for President-elect Donald Trump’s return to the White House on January 20. With Trump pledging stricter immigration US colleges policy changes , many universities urge students to return early from winter break to avoid potential travel disruptions. Institutions like Cornell University, the University of Southern California (USC), and New York University (NYU) have warned about possible travel bans and visa complications.

Cornell’s Office of Global Learning cautioned students to prepare for delays, referencing the potential reinstatement of Trump’s travel ban targeting countries such as Iran, Syria, and Somalia, with the possibility of new additions like China and India. Similarly, USC advised students to be back in the US colleges policy changes at least a week before the spring semester begins to preempt executive orders that may impact travel and visa processing.

These developments have added uncertainty for the 1.1 million international students enrolled in US colleges during the 2023-24 academic year. Many fear being unable to complete their studies due to abrupt policy changes. “It’s a scary time for international students,” said Pramath Pratap Misra, an NYU graduate from India. Misra’s sentiments echo across campuses, where international students face heightened concerns about their future.

US Colleges Policy Changes and Promises Under Scrutiny

Trump’s campaign promises, including the reinstatement of his controversial travel ban and ideological screening of immigrants, have sparked anxiety among students and faculty alike. During his first term, the travel ban initially targeted predominantly Muslim countries and was later expanded to several African nations. While President Joe Biden rescinded the ban in 2021, Trump has vowed to reintroduce it with broader scope and stricter regulations.

Adding to the unease, Trump pledged to revoke student visas for individuals deemed “radical anti-American or antisemitic.” This statement follows his criticism of pro-Palestinian protests on US campuses and his promise to send Immigration and Customs Enforcement officers to such demonstrations. However, Trump’s promise to “automatically” grant green cards to skilled graduates of US colleges contrasts sharply with his hardline rhetoric. Critics remain skeptical about the feasibility and inclusivity of this proposal, especially after campaign officials suggested it would exclude individuals labeled as public charges or those with perceived ideological biases.

University Efforts to Support Students

Amid these uncertainties, US colleges are taking proactive measures to support their international students. NYU, which hosts the largest number of international students in the country, reassured its community of ongoing monitoring of immigration-related developments. Other institutions, including Harvard University, the Massachusetts Institute of Technology, and Northeastern University, have issued guidelines to help students avoid disruptions. Many schools are urging students to return well before inauguration day, with some recommending arrival as early as January 6.

Legal experts warn that Trump’s potential policies could significantly restrict opportunities for international students. Stuart Anderson, executive director of the National Foundation for American Policy, noted that the first Trump administration prioritized limiting foreign-born individuals’ entry across all categories. As universities prepare for potential challenges, international students like Gabrielle Balreira Fontenelle Mota of Brazil express apprehension about their future in the US. “The ideological screenings Trump mentioned make me more concerned,” she said, highlighting the growing uncertainty facing students from around the globe.

The latest South Dakota Prep Media basketball polls have ushered in a significant shift in Class A girl’s rankings, with Sioux Falls Christian (SFC) taking the No. 1 spot for the first time this season. After a strong 4-0 start, the Chargers dethroned preseason leader Vermillion, who dropped to No. 2 following a narrow 48-45 loss to Class B’s top-ranked Centerville at the Vermillion Classic.

SFC’s ascent was backed by eight of the 15 first-place votes, while Vermillion secured four. The rest of the top five saw Hamlin in third with one first-place vote and Mahpiya Luta, formerly known as Red Cloud, rounding out the rankings with two top votes in fifth place. Last year, SFC finished fourth in the state tournament and reached as high as No. 3. Their current dominance also extends to the boys’ rankings, where their program holds the No. 1 spot in Class A—marking the first time both programs simultaneously topped their respective polls since February 2023.

Shifts in Boys’ Rankings Across Classes

In the boys’ Class AA rankings, Mitchell continues to dominate, retaining the No. 1 position with 14 first-place votes after a 3-0 start. Sioux Falls Lincoln holds firm at No. 2, but Tea Area emerged as a surprise contender, leaping from unranked to third following a 2-0 start. Sioux Falls Jefferson and Brandon Valley complete the top five, with Jefferson climbing to fourth despite a mixed week and Brandon Valley sliding to fifth. Five additional teams, led by Huron, are eyeing a spot in the rankings.

In Class A boys, Sioux Falls Christian strengthened its No. 1 ranking with dominant performances, including an 81-60 victory over Class AA O’Gorman. SFC claimed 12 of the 15 first-place votes, solidifying its lead over Hamlin, which holds the second spot with three top votes. The rankings remained stable, with Rapid City Christian at No. 4 and a tie between Lennox and St. Thomas More for fifth.

Class B boys saw significant reshuffling, particularly at the fifth spot, where three teams—Leola/Frederick Area, Howard, and Freeman—are now tied. All three made their first appearance in the rankings, replacing last week’s No. 3 Wessington Springs, which lost to Howard. Castlewood remains the unanimous No. 1 with 14 first-place votes, followed by Dell Rapids St. Mary at No. 2.

Girls’ Rankings: Stability and Upward Movement

In Class AA girls, O’Gorman remains unbeaten and atop the rankings, earning all 15 first-place votes. Sioux Falls Washington follows in second, with Brandon Valley, Rapid City Stevens, and Spearfish completing the top five. While the top positions held steady, Mitchell made waves just outside the rankings after a 3-0 week, including a win over No. 4 Stevens.

Class A saw Sioux Falls Christian claim the No. 1 position, unseating Vermillion after the Tanagers’ first loss. Hamlin, Wagner, and Mahpiya Luta rounded out the top five in a relatively stable poll. Meanwhile, in Class B, Centerville retained its unanimous No. 1 spot. A reshuffle behind them saw Sanborn Central/Woonsocket, Parkston, and Lyman each move up one position. Andes Central/Dakota Christian cracked the rankings at fifth, pushing Ethan out after a decisive head-to-head win.

The dynamic shifts in rankings across both boys’ and girls’ basketball signal an exciting season ahead for South Dakota high school hoops. With powerhouse performances and new contenders emerging, all eyes are on the upcoming holiday tournaments.

Vermont’s education funding system is under intense scrutiny as legislators gear up for significant reforms in 2025. With a projected 5.9% increase in education property taxes next year, concerns over affordability and sustainability have become a central issue. Lawmakers on both sides of the aisle have criticized the current formula for its complexity and high costs, prompting calls for a more transparent and predictable funding structure.

Meanwhile, local school boards face the arduous task of finalizing fiscal year 2026 budgets without providing taxpayers with clear insights into how district-level decisions will affect their finances. In 2024, property tax hikes—some as high as 18.5%—sparked frustration statewide. These increases were attributed to rising health insurance costs, the need for competitive teacher salaries, and post-pandemic student support demands. Districts like Colchester saw enrollment growth, requiring additional staff to support students with disabilities and English language learners. However, other areas with declining enrollments struggled to balance rising expenses with shrinking student populations.

Budget Failures and Deferred Maintenance of Vermont’s Education Funding System

A troubling trend emerged across Vermont in 2024, with numerous school budgets failing to pass on the first vote. Districts like Milton and Georgia saw multiple rejections before securing taxpayer approval after significant cuts. Milton’s budget passed only after reducing over $750,000, leading to staff layoffs and deferred maintenance. Similarly, Georgia had to cut nearly half a million dollars, resulting in the loss of library assistants, custodians, and paraeducators.

Deferred maintenance has become a critical issue across the state. Colchester’s school board proposed and narrowly passed a $115 million bond to address overdue repairs and capacity improvements. Administrators reported dire conditions, such as flooding classrooms, 90-degree learning environments, and makeshift teaching spaces. However, not all districts have been as successful. Milton abandoned plans for a new school building after mold issues delayed the academic year, opting instead for limited repairs. In Essex Westford, a facilities assessment revealed $42 million in required renovations over the next decade, much of which remains unfunded.

Looking Ahead to Sustainable Solutions Vermont’s Education Funding System

With a new Republican majority in Vermont’s House and Senate, education funding reform is a top priority. Many GOP lawmakers, including Chris Mattos of Milton and Pat Brennan of Colchester, have emphasized the need to curb spending while addressing critical infrastructure needs. Both legislators pointed to the growing size of school staff despite declining enrollments as an area for potential cost savings.

Mattos and Brennan also highlighted the burden of rising private health insurance costs on school budgets. They advocated for a restructuring of the funding system to reduce taxpayer strain without introducing new taxes or fees. Deferred maintenance, which has plagued Vermont schools for decades, is another pressing concern. Lawmakers hope to allocate existing funds more efficiently to address long-neglected repairs and improve learning environments.

As the state grapples with its education funding crisis, stakeholders remain divided on how best to balance taxpayer relief with the pressing needs of students and schools. With rising tensions and competing priorities, 2025 promises to be a pivotal year in the fight for sustainable education reform in Vermont.

Three historic buildings on the former Virginia Intermont College (VIC) campus were devastated in a tragic fire, leaving alumni, former staff, and students heartbroken. The once-vibrant campus, rich in history and cherished memories, now lies in ruins. Pam Lemons Davison, an alumna and former professor, expressed her sorrow: “It’s sad to see the devastation. Broken glass everywhere, and I can still smell the smoke.”

Deirdre Cole, whose connection to Virginia Intermont College runs deep, described the emotional impact as “heartbreaking.” Her mother, Deanna Cole Roberts, was a dance instructor at the college, and Cole herself was a student. “The history, the architecture, the furniture—it’s all gone,” Cole lamented. Despite the loss, Roberts emphasized the enduring value of their shared memories. “Those memories will always be in our hearts and souls; no one can take that away,” she said.

Campus’ Deterioration and Fire Investigation

The Virginia Intermont College campus, vacant for over a decade, had recently been deemed “blighted” by the Bristol Virginia City Council. While the fire shocked many, Davison admitted it was not entirely unexpected given the campus’s neglected state. “Knowing it’s empty and abandoned, of course, something’s going to happen,” she said.

Authorities are currently investigating the cause of the fire, but no conclusions have been reached. As the smoke clears, the damage underscores the urgency of addressing the site’s future. Alumni and community members are now calling for action to preserve what remains of the campus’s legacy.

Calls for Preservation and a Path Forward

The destruction of the buildings has sparked a renewed plea for preservation. Cole urged city leaders and legislators to step in. “I think it’s up to our legislatures and our city to see how they can preserve what’s left,” she said. Davison echoed this sentiment, hoping the fire would serve as a wake-up call for action. “The company needs to do something, make something of this. Let’s create something that alumni, former professors, and staff can all be proud of.”

Roberts stressed the importance of protecting the site’s historical significance. “Let’s save this. Let’s save our history. History is important,” she said. On Saturday, the Bristol Virginia City Council held a closed session to discuss the campus’s future, though no decisions have been announced.

As the community reflects on the fire’s devastation, the shared hope is that the tragedy will galvanize efforts to honor the campus’s legacy and prevent further losses.

Elon Musk, celebrated for his groundbreaking innovations in technology, has extended his creative pursuits into the realm of education. Known for parallel-parking rockets, designing popular electric vehicles, and advancing neural implant trials, Musk is also a thought leader whose influence extends globally. Recently, Musk announced plans to open a new school for young adults near SpaceX’s Texas headquarters, with a philosophy rooted in gamification—schools functioning like video games. While this vision aligns with Elon Musk’s vision for education to problem-solving, critics argue that it lacks feasibility on a large scale.

This isn’t Musk’s first foray into education. In 2014, he founded Ad Astra, a private, highly selective school located at SpaceX headquarters, with a curriculum centered on fostering problem-solving skills and catering to gifted children. Over the years, the concept has evolved. Ad Astra dissolved in 2020, giving rise to two separate entities: Astra Nova, an online school offering courses on topics like infectious diseases and stand-up comedy, and Synthesis, a gamified educational product now available via subscription. While these initiatives appeal to affluent, motivated learners, experts caution against applying such models universally, especially given the socio-economic diversity of students across the United States.

Criticism of Musk’s Education Model

Elon Musk’s vision for education, while innovative, have drawn skepticism about their scalability. Critics highlight that schools like Ad Astra are built to serve “failure-proof” children—those from privileged backgrounds with access to educational resources and parental support. For students from affluent, language-rich households, even unconventional teaching models can yield positive outcomes. However, this is far from the reality for underprivileged students.

Children from less stable homes often lack the support systems necessary to thrive in a loosely structured or experimental learning environment. These students benefit significantly from traditional schooling methods that provide structure, direct instruction, and clear behavioral expectations. Critics argue that while Musk’s model might succeed in small, exclusive settings, it cannot cater to the broader needs of students from diverse socio-economic backgrounds. The absence of a structured curriculum and a reliance on self-directed learning could leave many students behind, particularly those in underserved communities.

Traditional Education: A Counterpoint to Musk’s Innovation

Critics of Musk’s educational philosophy underscore the enduring value of traditional schooling methods. Structured classrooms, comprehensive curriculums, and established routines have proven to be effective in mass education. These systems ensure students receive a foundational knowledge base necessary for critical thinking and problem-solving. For example, engineers and scientists excel not through abstract skills but by mastering specific disciplines such as physics, mathematics, and mechanics.

Additionally, traditional schools are designed to meet the practical needs of mass education. Classroom structures, such as desks in rows and bells for transitions, may seem outdated but serve essential functions. They maintain order, minimize distractions, and ensure efficient use of time. While Musk’s vision might work in niche settings, such as a small school for SpaceX employees’ children, experts argue it is impractical for widespread implementation.

Education, they contend, is not the domain for radical experimentation. Like family dinners and bedtime stories, traditional schooling methods are rooted in sound principles that have stood the test of time. While Musk’s ventures in technology may revolutionize industries, his educational initiatives are unlikely to transform national test scores or address systemic challenges in education.

Fitzgerald Public Schools faced a significant upheaval on Friday as Superintendent Hollie Stange and Food Services Director Amanda Carroll were arrested, according to a statement issued by Julia Yokel, President of the Board of Education. While the specific reasons behind their arrests remain undisclosed, the school district has placed both individuals on leave pending a criminal investigation and an internal review. Yokel assured the public of the district’s cooperation with local law enforcement, emphasizing that further information would be provided when deemed appropriate.

“This situation does not reflect the commitment and integrity of the vast majority of Fitzgerald employees,” Yokel added, seeking to reassure the community during this period of uncertainty.

Attorney Defends Superintendent’s Reputation

In response to the arrests, Hollie Stange’s attorney, Bill Barnwell of Warren-based Barnwell Law, released a statement defending his client’s character and commitment to education. “My client is a dedicated educator with two decades of service and a mother of two young children. She is presumed innocent under the law and will be vigorously defended in court,” Barnwell stated.

Stange’s appointment as superintendent in 2022 was marked by enthusiasm and a pledge to foster student success. In a letter addressed to Fitzgerald families and the Warren community that year, she expressed her dedication to providing a safe and rigorous educational environment. “I take my responsibility to deliver a well-rounded education very seriously. My goal is to ensure all students feel a sense of belonging and achieve academic growth,” she wrote. Before assuming the superintendent role, Stange served as the district’s business director, where she was recognized for her administrative capabilities.

Community Awaits Clarity as Investigation Proceeds

The arrests have left the Fitzgerald community seeking answers. While the district has committed to transparency, the lack of detailed information has sparked speculation. Amid this uncertainty, many parents and staff are reflecting on Stange’s previous accomplishments and her promise to prioritize student success during her tenure.

As the legal process unfolds, the Board of Education aims to maintain stability within the district. Both the community and the district await updates on the investigation and the charges against Stange and Carroll, hoping for a resolution that prioritizes the best interests of Fitzgerald Public Schools and its students.

Pedro Martinez, the first Latino CEO of Chicago Public Schools (CPS) and a CPS graduate himself, has been abruptly removed from his position following a unanimous decision by the Chicago Board of Education. The dismissal has drawn sharp criticism from Latino community leaders, including the Illinois Latino Agenda and the Latino Leadership Council, who argue that Martinez’s leadership brought much-needed stability and progress to a district often plagued by turmoil.

During his tenure, Martinez oversaw significant achievements in academic outcomes, including gains in reading proficiency, graduation rates, and college readiness metrics. Additionally, he implemented a strategic shift from student-based budgeting to a needs-based approach to address equity concerns and expand opportunities for all students. School administrators highly regarded his leadership, with nearly 700 principals and assistant principals lauding his collaborative approach.

Martinez, a parent of two Chicago Public Schools students, represented 47% of the district’s Latino student population and brought a personal connection to his role. Despite these contributions, the decision to terminate his contract—made with a year and a half remaining—has sparked outrage from advocacy groups who see his dismissal as a betrayal of progress and equity within the system.

Backlash and Allegations of Political Agendas

The decision to oust Martinez comes amid a period of instability within the Chicago Public Schools leadership. Seven previous appointees to the board resigned earlier this year, citing political interference. Critics, including Latino leaders, have accused the board and Mayor Brandon Johnson of prioritizing political interests over the welfare of students.

In a statement, the Latino Leadership Council condemned the board’s decision as “reckless” and “detrimental,” warning that it undermines the district’s progress and alienates the Latino community. Angel Gutierrez, a newly appointed board member, called the vote “chaotic” and suggested the board should have waited until new members assumed their roles.

Martinez expressed disappointment but noted a silver lining in the timing of his departure, as it spares students and educators from mid-year disruptions. He emphasized his commitment to CPS in a letter to families, even as he prepares to step down at the end of the school year.

Diverging Views on Leadership

While Latino leaders and school administrators have rallied behind Martinez, the Chicago Teachers Union (CTU) has painted a different picture, criticizing his tenure as marked by missed opportunities and lack of proactive leadership. In a statement, CTU accused Martinez of failing to address key issues such as staffing shortages and inadequate resources for underserved schools. They called for a leader who prioritizes collaboration, equity, and systemic improvements over personal ambitions.

Martinez’s ouster comes after mounting tensions with Mayor Johnson, including a reported dispute over funding the district’s budget deficit with a $300 million high-interest loan. The board’s decision highlights ongoing challenges in balancing political and community interests in CPS governance.

As the district prepares for a leadership transition, new board members and the mayor face the daunting task of selecting a CEO who can navigate the complexities of Chicago’s public school system. The decision will undoubtedly shape the future of CPS, impacting the lives of its students, teachers, and families for years to come.

Alexandria City High School (ACHS) in Virginia suspended in-person classes for the rest of the week following a series of violent altercations that resulted in injuries to both students and staff. Superintendent Melanie Kay-Wyatt announced on Wednesday that the decision was made to prioritize safety, with students shifting to asynchronous online instruction. The incidents, which took place on Tuesday at the school’s King Street campus, prompted authorities to place the building in “hold status” for most of the day, restricting movement within classrooms and hallways.

In a statement addressing families, Kay-Wyatt expressed deep concern over the disruptive events, describing the behaviors as “unacceptable.” She emphasized that while the altercations involved a small group of students, they had a significant impact on the learning environment, interrupting the focus on education. The superintendent further warned of “severe consequences” for those violating the school system’s code of conduct.

Immediate Measures and Plans for Improvement

As part of its immediate response, the school canceled all after-school activities on Wednesday, except a scheduled concert at 7:30 p.m. To ensure safety, classes were moved online for Thursday, Dec. 19, and Friday, Dec. 20. Kay-Wyatt stated that she is collaborating with the Alexandria City High School administration to develop additional measures that will be implemented when students and staff return after the winter break.

Support sessions for affected students and staff are being organized via Zoom, with two virtual meetings scheduled on Thursday and Friday at 10 a.m. and 1 p.m. These sessions aim to provide resources and address concerns stemming from the recent events.

History of Violence Raises Alarms

This week’s incidents are not the first to disrupt Alexandria City High School in recent years. In October, a violent altercation left a 15-year-old student with a jaw injury. The school also faced tragedy in 2022 when an ACHS student was fatally stabbed during a fight at the nearby Bradlee Shopping Center. Police reported that the brawl involved dozens of students at the time.

The recent conflicts have reignited concerns about safety and security within the school. As ACHS moves forward, the administration remains committed to addressing these challenges and fostering a safe learning environment for its students and staff.

Colorado College (CC) has advised its international students to return to campus before the inauguration of President-elect Donald Trump on January 20, 2025, amid concerns about possible executive actions that could affect international travel. This warning aligns with similar advisories issued by institutions such as Columbia University, the University of Southern California, Cornell University, Harvard, and the Massachusetts Institute of Technology, according to NBC. Trump’s campaign rhetoric and his previous term’s immigration policies, including the controversial “Muslim ban,” have raised apprehensions among universities nationwide.

CC spokesperson Alexa Gromko emphasized the timing of the U.S. Presidential Inauguration Day, which coincides with the start of the college’s second semester. “We have been in touch with our international students who are on F-1 and J-1 visas, advising them to return to campus before Block 5 begins on January 20,” Gromko stated. CC’s unique Block plan structure allows students to focus on one course at a time, and Gromko expressed confidence that the semester’s alignment with the inauguration would minimize disruptions for returning students.

Supporting the International Student Community

With 110 international students comprising approximately 4.5% of its 2,400-strong student body, Colorado College remains committed to supporting its diverse student population. Gromko highlighted the college’s proactive measures to address potential challenges and safeguard students’ well-being. “We are closely monitoring for any immigration changes impacting F-1 and J-1 students and are working with campus partners to ensure international students feel included and supported,” she said.

F-1 visas are commonly issued to international students, while J-1 visas focus on fostering cultural and educational exchanges. CC’s “International Students” webpage indicated that in Fall 2023, the campus hosted 113 students from 44 countries, reflecting its global reach. Gromko reassured students that the institution is taking every precaution to mitigate travel complications, including one-on-one meetings with international students during the week leading up to the semester break.

A History of Immigration Uncertainty

The concerns raised by Colorado College and other universities are rooted in Trump’s first term, during which his administration enacted stringent immigration policies. The “Muslim ban,” issued during his initial week in office, left some students and faculty stranded overseas. Institutions now fear a potential repeat of such disruptions.

Gromko underscored the college’s commitment to its international student community. “We want them to know they are welcome here, that we are advocating for them, and that their mental health and sense of belonging remain a priority for us,” she said.

Colorado College concluded its fall semester classes earlier this week, and students are now preparing for their return in January. As the college takes preemptive steps to ensure a smooth transition, it joins other educational institutions in navigating a climate of uncertainty surrounding immigration policies in the coming months.

A decision regarding Chicago Public Schools (CPS) CEO Pedro Martinez’s future has sparked widespread criticism following the announcement of a special Board of Education meeting. Scheduled for Friday evening, the meeting’s timing—coinciding with the Jewish Sabbath and just days before CPS’s winter break—has drawn sharp rebukes from various stakeholders. Chicago Alderman Debra Silverstein (50th Ward) labeled the timing as “extremely insulting,” emphasizing that it disregards the city’s commitment to diversity.

Silverstein argued that the scheduling alienates a segment of the community and prevents newly elected board members from participating, as their terms do not begin until January. Organizations like the Illinois Network of Charter Schools and Stand for Children echoed her sentiments. The former criticized the meeting as an “eleventh-hour attempt” to implement leadership changes without adequate public input, calling it “undemocratic” and “bad governance.” Stand for Children also denounced the move, describing it as part of an ongoing effort by the administration to sideline student interests and disrupt school stability.

Chicago Public Schools Potential Termination or Buyout of CEO Contract

The controversy stems from two agenda items added by the board on Wednesday: “Approve Settlement with Chief Officer” and “Approve Termination of Chief Officer.” These proposals could result in either a buyout of Martinez’s contract or his dismissal. The discussion comes amid tensions between Martinez and Mayor Brandon Johnson, a former CPS teacher and union activist, who reportedly asked Martinez to resign in September. Martinez refused, and since then, the Chicago Teachers Union (CTU) president Stacy Davis Gates has been vocal in her opposition to his leadership, accusing him of being an “impediment” to contract negotiations.

One major point of contention is Martinez’s opposition to the mayor’s plan to address the district’s budget deficit with a $300 million high-interest loan. Despite criticism, Martinez continues to enjoy support from several Chicago Public Schools administrators and public figures. Hundreds of CPS leaders signed a letter in September urging the board to retain him. Illinois Secretary of State Alexi Giannoulias recently praised Martinez’s leadership: “I think very highly of him. I haven’t heard anything bad about Pedro.”

Calls for Postponement Amid Political Transition

The impending decision has further highlighted the political transition within the school board. Currently composed of seven mayor-appointed members, the board will expand to 21 members in January, including 10 newly elected representatives. Critics, including Alderman Silverstein, argue that decisions with far-reaching implications should be delayed until the expanded board is seated. “These people were elected to represent the citizens of Chicago,” Silverstein said. “They should have a say in such critical matters.”

As tensions rise, Martinez has reportedly retained legal counsel to contest the city’s alleged attempts to dismiss him. If terminated without cause, he could remain in his position for up to 180 days. While his leadership has faced criticism from union leaders, many CPS parents, teachers, and principals have expressed their support. With emotions running high, the outcome of Friday’s meeting could mark a pivotal moment for one of the nation’s largest school districts.

On Tuesday night, the Anchorage School Board voted to close two elementary schools—Nunaka Valley and Lake Hood—effective May 2024. The decision, part of the district’s rightsizing plan to address declining enrollment and limited resources, was approved in a 5-2 vote. Meanwhile, two schools originally slated for closure, Baxter Elementary in Anchorage and Fire Lake Elementary in Eagle River, were saved following last-minute resolutions by board members.

The closures follow an early November proposal to shutter seven underutilized elementary schools over three years. However, the list was reduced to four schools following community input, and the timeline was shortened to a single year. On Tuesday, the board further revised the plan, eliminating Baxter and Fire Lake from the closure list. Assembly member Dave Donley cited “potential growth” in Fire Lake’s enrollment due to over 130 new homes under construction nearby. Member Pat Higgins advocated for Baxter’s removal due to its Title 1 status, special programs, and capacity to accommodate more students. Despite efforts to keep Lake Hood open, an amendment to remove it from the closure plan failed.

Section 2: Emotional Reactions and Community Impact

The Anchorage School Board decisions evoked a mix of emotions from affected communities. Teachers, parents, and students from Fire Lake Elementary celebrated their school’s survival with high-fives, hugs, and tears of relief. Fire Lake’s fifth-grader and student council president, William Townley, expressed his joy, referencing school events like spirit day and movie night as reasons he advocated for keeping the school open.

At the same time, parents and staff from Nunaka Valley and Lake Hood were left grappling with the emotional toll of the closures. Superintendent Jharrett Bryantt pledged to support these communities in transitioning to new schools in the coming year. “There’s a mixture of emotions ranging from relief to emotional devastation,” Bryant said. “We’re here to ensure a compassionate and intentional transition.”

The board also approved measures to develop a busing plan for the charter schools proposed at Nunaka Valley and Lake Hood, transfer excess district land to the Municipality of Anchorage, and prepare an “after actions” report on the closure plan by October 2024.

Section 3: Long-Term Challenges Persist

While the decision offered temporary relief for some schools, the board acknowledged that financial and enrollment challenges persist. State funding for public schools has stagnated since 2017, exacerbating budget constraints. Board members passed an amendment committing to revisit the closures if the Legislature increases the base student allocation (BSA) before next year’s budget finalization. “Unless we have a BSA increase, our hands are tied,” said board president Andy Holleman.

Looking ahead, the board also directed the superintendent to recommend additional school closures or consolidations for the 2026-27 school year to address ongoing resource issues. These recommendations will prioritize reducing combined elementary classes, enhancing secondary course access, and improving K-12 student support.

While some celebrated Tuesday’s outcomes, Baxter Elementary PTA President Leslie Edin highlighted the lingering uncertainty. “It’s a relief, but we’re still in the same dilemma. We never want to be in this boat again,” she said.

The Anchorage School District’s battle with declining enrollment and flatlined funding underscores the challenges of balancing fiscal responsibility with community needs—a balancing act that will continue to test the board in the years ahead.

Alachua County School Board member Kay Abbitt announced her resignation on Tuesday, effective immediately, as stated in a district news release. Abbitt elected to the District 5 seat in 2022, cited her temporary, unpaid role as the interim director of Boulware Springs Charter School as the primary reason for stepping down. In her resignation letter addressed to Governor Ron DeSantis, Abbitt acknowledged the potential for a conflict of interest due to her interim leadership at the school.

“I believe serving as the interim director may represent a conflict of interest,” Abbitt wrote, expressing gratitude for the opportunity to serve the community during her time on the board. Abbitt’s term was set to run through 2026, leaving a significant vacancy to be filled by the governor under state statute.

Community and Leadership Respond

Interim Superintendent Kamela Patton expressed understanding of Abbitt’s decision while highlighting her contributions to the board. “I enjoyed working with Ms. Abbitt and certainly understand her reasons for not continuing her work as a board member,” said Patton in the release. She also emphasized the district’s continued focus on providing high-quality education and expressed eagerness to work with Abbitt’s replacement.

Abbitt’s leadership was widely recognized during her tenure. However, her ongoing association with Boulware Springs Charter School, which she co-founded with her daughter Megan Lane in 2013, became central to her resignation. The school has been an integral part of her career, and its recent challenges, including the sudden passing of its director in November, prompted her to take on the interim role temporarily.

Next Steps for Alachua County School Board

With Abbitt’s resignation, the responsibility of appointing a new member now lies with Governor Ron DeSantis. The replacement will serve out the remainder of Abbitt’s term, which extends through 2026. The district and its leadership remain committed to ensuring a seamless transition and maintaining its educational mission.

Abbitt’s departure marks a significant shift for the Alachua County School Board, leaving a legacy of dedication both in her work as a board member and in her role as a founder of Boulware Springs Charter School. While her resignation highlights the complexities of balancing public service and personal commitments, the board looks forward to continuing its work in providing exceptional education for the students of Alachua County.

In a rare moment of camaraderie amid a tense semester, the Undergraduate Brazilian Association at Harvard winter housing crisis recently convened over a barbecue in a dorm basement. The gathering offered a brief reprieve from ongoing frustrations stemming from the university’s controversial decision to deny hundreds of international students winter housing. Harvard reversed its decision after a significant public outcry and a student-led petition garnering over 300 signatures.

“Honestly, I feel like that should’ve been their decision in the first place,” said João Frazão, a junior from Rio de Janeiro. The initial denial created chaos for students like Frazão, who rely on on-campus jobs to secure housing. Many scrambled for expensive alternatives, such as last-minute flights home. Despite the reversal, Frazão and others faced online hostility, receiving xenophobic comments accusing them of being “illegals” or urging them to “sleep in a parking lot.” Harvard later apologized, attributing the housing decision to a misunderstanding, but students argue the incident reflects deeper issues of miscommunication and neglect.

A university spokesperson emphasized that international students receiving financial aid are eligible for travel stipends. However, students like Frazão and sophomore Ian Toyota from Kenya highlighted how bureaucratic hurdles complicate access to support. Toyota, unable to afford a sudden flight home, described the housing denial as a stressor on an already difficult semester.

Political Uncertainty Deepens Worries

The Harvard winter housing Crisis debacle unfolds against a broader backdrop of heightened anxiety for international students, as Donald Trump prepares for his second presidential term. During his first tenure, policies such as travel bans, stricter visa scrutiny, and a proposed rule mandating in-person classes during the pandemic led to a 12% drop in international student enrollment. His current campaign has reignited fears, with promises to immediately deport students perceived as anti-American or extremist.

In response, universities like USC, Cornell, and MIT are advising international students to return to the U.S. before Trump’s inauguration on January 20 to avoid potential disruptions. Harvard administrators echoed this caution in a recent email, urging students to budget extra travel time ahead of the semester.

Despite political rhetoric, international students remain integral to U.S. higher education. The Institute of International Education reported a record 1.1 million enrollments last year, contributing intellectual and cultural diversity to campuses. Ted Mitchell, president of the American Council on Education, emphasized their value, describing them as a “brain sweep” that enriches both academia and the economy.

Bridging the Disconnect

While administrators advise calm, students’ anxieties persist, underscoring what experts describe as a disconnect. Associate Professor Gerardo Blanco, director of Boston College’s Center for International Higher Education, noted that institutions must better address international students’ concerns, especially as these fears proliferate on social media platforms.

For students like Toyota, the winter housing mix-up exemplifies this gap. Toyota called for streamlined communication and simplified processes to alleviate stress. “It’s very hard to reach the housing office,” he shared, reflecting on days spent worrying about his appeal. As he pedaled back to work through the Cambridge cold, Toyota’s story served as a reminder that institutions must do more to support their international communities during turbulent times.

School Committee Member Collin Dias has strongly criticized a recently introduced policy by Superintendent Tracy Curley, describing it as a New “Shadow Policy”” that obstructs governance. Announced during a tense subcommittee meeting on Monday, the policy mandates full committee approval before individual members or subcommittees can request information. The decision has led to frustration and heated debates within the school committee.

The controversy unfolded when Special Education Subcommittee Chair Kevin Aguiar expressed dissatisfaction over delays in receiving information about the Parent and Community Engagement Center project. Superintendent Curley responded by stating that she would not mediate timelines between Aguiar and the city, adding that mutual respect was lacking. Dias later condemned the policy, arguing it was implemented without prior consultation and has created unnecessary delays in addressing urgent matters.

Shadow Policy Hindering Progress on Critical Issues

As the Chairperson of the Parent and Community Engagement Subcommittee, Dias highlighted how the new policy has already disrupted efforts to address critical issues such as increasing youth violence in schools and a sharp rise in lockdown incidents. According to Dias, subcommittees, which are tasked with investigating specific challenges and reporting back to the full committee, have been rendered ineffective under the policy.

“This policy obstructs access to essential data, paralyzing efforts to find solutions,” Dias stated. He cited a recent example from the Special Education Subcommittee meeting, where the policy was invoked to deny a request for information. Dias argued that this restrictive approach directly impairs the committee’s ability to respond to pressing issues.

Adding to the criticism, Dias alleged that the policy is being selectively enforced against certain members, creating what he called a “hostile and obstructive environment.” He warned that this lack of transparency could erode public trust and delay much-needed action on issues affecting students, families, and staff.

Calls for Transparency Amid Claims of Mismanagement

Dias also pointed to what he described as financial mismanagement and operational failures within the district, including $700,000 overspent on playgrounds, $6,000 allocated for dinosaur costumes, and a mold crisis threatening the safety of students and staff. These instances, according to Dias, highlight the need for greater accountability and transparency in decision-making.

“This authoritarian approach to governance must end,” Dias asserted. “Our community deserves better.” He emphasized that the policy not only undermines the committee’s ability to function effectively but also detracts from the district’s mission to prioritize the well-being of students and families.

As tensions rise within the school committee, Dias’s statements signal a broader call for a review of governance practices, urging the district to adopt a more collaborative and transparent approach to addressing its challenges.

On December 9, Jenna Stewart, a fifth-grade math teacher at Longbranch Elementary School in Boone County, Kentucky, received one of the nation’s highest honors for educators—the Milken Educator Award. Known as the “Oscar of Teaching,” the award celebrates exceptional educators for their dedication and impact on students. Stewart, who believed she was attending a routine school assembly, was surprised by the announcement of her win.

The recognition comes with an unrestricted $25,000 cash prize, presented to Stewart by Kentucky Commissioner of Education Dr. Robbie Fletcher and Milken Educator Awards Senior Vice President Dr. Jane Foley. Dr. Foley commended Stewart’s efforts, saying, “Jenna Stewart shapes the minds and futures of her students, inspiring them to reach their full potential.” Dr. Fletcher highlighted Stewart’s holistic approach to education, emphasizing how she ensures her students thrive academically, socially, and emotionally.

The ceremony also included notable attendees such as Kentucky First Lady Britainy Beshear, Boone County Schools Superintendent Dr. Jeff Hauswald, and Longbranch Elementary Principal Stephanie Stambaugh, showcasing the significance of this achievement for the local and state educational community.

A Legacy of Excellence in Teaching

Jenna Stewart’s teaching career is a testament to her commitment to academic excellence. Her efforts have consistently resulted in 90% or higher proficiency rates among her students by the end of each school year. Beyond the classroom, she has made significant contributions to the Boone County School District, helping to revise and develop curricula for approximately 20,000 students.

Stewart’s influence extends further through her roles on various committees, including the Deeper Learning Committee and the Professional Learning Communities Committee. She has also represented the district in Site-Based Decision Making, a critical role that shapes school policies and programs. These accomplishments highlight her dedication to fostering innovation and collaboration within the education system.

Educational Background and Future Impact

A proud alumna of the University of Kentucky, Stewart graduated in 2014 with a Bachelor’s degree in Elementary Education. Since then, she has demonstrated a tireless commitment to improving educational outcomes and creating supportive learning environments for her students.

Her receipt of the Milken Educator Award underscores the impact of her contributions and sets a new benchmark for excellence in Kentucky education. As a role model for fellow educators, Stewart’s dedication is expected to inspire continued improvements in teaching practices, benefiting not only her students but the broader academic community.

With her award and recognition, Stewart’s career serves as a shining example of the transformative power of education and the vital role passionate educators play in shaping the future.

The graduating class of 2025 is projected to be the largest in the nation’s history, with an estimated 3.8 to 3.9 million students expected to receive their diplomas. However, this milestone is also a turning point, as a new report from the Western Interstate Commission for Higher Education (WICHE) warns of a significant decline in high school graduates in the coming years. Released Wednesday, the 11th edition of the “Knocking at the College Door” report forecasts a steady drop, with the number of graduates expected to fall below 3.4 million by 2041.

The decline will not be uniform across the country. While the South, including Washington, D.C., is predicted to see net increases in graduates, 38 states will face reductions, with eight states bracing for a 20% decrease in typical class sizes. High-population states like California, New York, Illinois, Pennsylvania, and Michigan are set to account for three-fourths of the total decline. This shift is attributed to falling birth rates, which dropped sharply during the Great Recession in 2008 and continued to decline through 2023.

Patrick Lane, WICHE’s vice president for policy analysis, highlighted the ripple effects this trend could have on the nation’s workforce. “From healthcare to engineering to skilled trades like diesel technicians, workforce shortages are already a challenge,” Lane noted. “A further drop in high school graduaates could exacerbate these issues, impacting the country’s ability to meet employment demands.”

Shifts in Demographics and High School Graduates Trends

The report also underscores significant demographic changes in the K-12 student population. While white students currently make up the plurality of high school graduates, their numbers are projected to decrease by 26% by 2041, dropping to 39% of the graduating class. Meanwhile, Hispanic graduates will experience steady growth, increasing from 27% of the 2023 graduating class to 36% by 2041, accounting for nearly 1.1 million graduates annually.

Black students, who currently represent 14% of graduates, will see a decline to 12% by 2041. However, the report highlights growth in multiracial graduates, particularly among students identifying as both Black and white, reflecting broader population trends. Despite these shifts, the nation’s overall graduation rate, which has plateaued around 88% in recent years, will be insufficient to counterbalance the decline in the number of high school students.

The pandemic has further intensified these challenges. Chronic absenteeism, learning loss, and reduced student motivation—especially among marginalized groups—are impacting college readiness and graduation rates. Educators like Stephanie Nelson, a school counselor at Garner High School in North Carolina, are working tirelessly to support at-risk students but face overwhelming caseloads that limit their capacity for individualized guidance.

Addressing the Crisis: Policy and Educational Interventions

The report emphasizes the need for proactive measures to mitigate the impending decline. Increasing high school graduation rates and simplifying pathways to postsecondary education are critical. Experimental evidence suggests that intensive advising and early financial aid interventions can significantly boost college enrollment, particularly for underrepresented students.

At Garner High School, Nelson and her team have implemented targeted strategies to address disparities, such as providing time management workshops for Hispanic boys and intervening with chronically absent students. “Showing students that people care about their success makes a difference,” Nelson said, noting that personalized support helped all 25 students in one at-risk group graduate last year.

Nationally, reducing counselor-to-student ratios and fostering a “college-going culture” are essential steps, alongside federal efforts to streamline financial aid applications. As the nation prepares for this demographic shift, educators and policymakers must act swiftly to prevent long-term repercussions for higher education and the workforce.

The launch of Georgia’s “Georgia Promise” Georgia’s Private School voucher program has triggered widespread attention as it unexpectedly rendered nearly all Richmond County students eligible. Initially designed for students attending the lowest-performing 25% of schools, the program’s December 2 eligibility list revealed an overwhelming inclusion of Richmond County School System campuses.

This development contradicts the district’s recent claims of academic progress, including achievements in college and career readiness and recognition as leaders in math and literacy. Despite these accolades, the district finds itself navigating turbulent times, including the departure of its superintendent and the onboarding of four new Board of Education members. The eligibility expansion is attributed to a rule by the Georgia Education Savings Authority, which allows any student living within the attendance zone of a qualifying school to apply, regardless of whether they attend that school.

In Richmond County’s case, all traditional high schools appeared on the list, effectively making every student in the district eligible, including those at magnet schools and a few elementary campuses not officially on the list. Richmond County is one of 67 Georgia school districts in a similar situation.

Statewide Implications of Eligibility Loophole

The unintended consequences of the eligibility criteria have sparked debate among lawmakers.in Georgia’s Private School Representative Danny Mathis, a Republican from Cochran, criticized the law, expressing concerns about its impact on public schools. “It’s going to increase the number of students who are eligible dramatically,” he stated, noting that four out of five counties in his south Georgia district now qualify.

The issue extends beyond Richmond County, with students in counties such as Emanuel, Hancock, Jefferson, Jenkins, McDuffie, Washington, and Wilkes also becoming eligible. Approximately 400,000 of Georgia’s 1.75 million students are now eligible to apply for the program, far surpassing initial projections.

The program has a spending cap of $144 million, representing just 1% of the state’s public school funding formula. This allocation can fund over 22,000 vouchers, but the unexpected surge in applicants raises concerns about fairness and resource allocation. Priority will be given to students from households earning less than four times the federal poverty level. If applications exceed the available vouchers, a random statewide lottery will determine the recipients.

Impact on Local Communities and Educational Choices in Georgia’s Private School

The vouchers, which can be used for private school tuition, textbooks, transportation, home-school supplies, therapy, tutoring, or early college courses, are anticipated to bring significant changes to education access. Local schools affected by the program include Swainsboro Elementary and Middle Schools in Emanuel County, Hancock Central High and Middle Schools in Hancock County, and Jefferson County High School, among others. Richmond County alone accounts for numerous eligible schools, ranging from Barton Chapel Elementary to Westside High School.

While the program aims to provide families with more educational choices, critics argue that it risks undermining public schools, particularly in underfunded districts. With thousands of students now in line to apply for limited vouchers, the coming months are expected to shed light on the program’s efficacy and the broader implications for Georgia’s educational landscape.

As Idaho Universities and Idaho’s State Board of Education moves closer to curtailing diversity, equity, and inclusion (DEI) programs on campuses, University of Idaho (U of I) students, led by doctoral student Nick Koenig, have been amplifying the voices of those impacted. Koenig and others have collected 66 testimonials from students, sharing how offices such as the Women’s Center, Office of Multicultural Affairs, and the Black/African American Cultural Center have been critical in supporting their academic journeys and personal well-being.

One student credited the Women’s Center for helping them through resurfacing trauma, describing the staff’s compassion as a lifeline. Another student expressed gratitude for the Multicultural Affairs office and Black/African American Cultural Center, crediting them for fostering a sense of belonging that allowed them to thrive academically. “These offices were the one place I could be my authentic self,” they shared.

Koenig, who relocated to Idaho in 2022 because of the LGBTQA Office, explained how DEI programs provide vital support. “My story is just one of numerous stories of these kinds of support services and how they operate day to day,” Koenig said. These testimonials were forwarded to the State Board and a legislative task force, but the momentum to limit DEI programs continues.

Policy Shifts Spark Closures and Realignments at Universities

The proposed State Board resolution would eliminate dedicated DEI offices but carve out exceptions for federally mandated programs. Institutions like Boise State University (BSU) and Idaho State University or Idaho Universities (ISU) have already preemptively scaled back their DEI initiatives, anticipating legislative and State Board decisions.

BSU recently closed its Gender Equity Center and Student Equity Center, reallocating their $700,000 combined budget to the newly launched Student Connections and Success Center. The center is designed to serve diverse student populations, including first-generation and low-income students, under one umbrella. “It’s new territory for us,” said BSU Vice President Jeremiah Shinn, acknowledging the challenges of meeting students’ varied needs with reduced resources.

Similarly, ISU announced the closure of its Diversity Resource Center and Gender Resource Center in November, redirecting its services to the Bengal Student Success Center. ISU President Robert Wagner framed the changes as both an alignment with state guidelines and an effort to consolidate support programs. “This shift allows us to provide more streamlined, impactful support,” Wagner stated.

Debate Intensifies Over the Future of Inclusion

While BSU and Idaho Universities have adjusted to the changing landscape, U of I’s Office of Equity and Diversity remains operational, though its future is uncertain. The office oversees numerous programs with an annual budget exceeding $1.3 million, funded primarily by student fees. U of I leaders have expressed a willingness to adapt but are awaiting the State Board’s decision before making substantial changes. “We want to align,” spokeswoman Jodi Walker said, emphasizing the need for a unified approach.

The proposed DEI restrictions have sparked a backlash among students, faculty, and alumni. The U of I Faculty Senate passed a resolution supporting equity and inclusion programs, and grassroots advocacy continues to grow. Koenig, who has been vocal about the issue, worries that marginalized groups will bear the brunt of the changes. “It sucks that it’s always the most marginalized that are thrown out first to save the bottom line,” they remarked.

For many students, the stakes are high. A significant portion of the testimonials revealed that eliminating DEI programs could lead to declining enrollment and reduced alumni support. “If the university isn’t willing to protect its students or academia, why even exist as an institution?” one student questioned.

As the State Board prepares to vote on the resolution next week, the debate over DEI programs underscores a broader conversation about the role of universities in fostering inclusivity and support for diverse student populations.

Chloe Laughlin, a kindergarten teacher with nearly a decade of experience, shared harrowing stories of her time in the classroom while testifying before state lawmakers. During her testimony, Laughlin recounted incidents of student violence On Rising Behavior Issues in Elementary Schools, including shielding other children from flying objects and being bitten so severely that she bled. Her colleague, Stephanie Haynes, principal of Bridgeview Schools in South Charleston, detailed a similar struggle, highlighting a first-grader with a six-page record of disruptive behaviors. “She has the teacher threatening to quit, a one-on-one aide, and has destroyed classrooms and my office,” Haynes revealed.

Laughlin confessed to feeling unprepared in her early years of teaching, often operating in “survival mode.” Together with other educators, she painted a grim picture of the behavioral challenges plaguing elementary schools, capturing the attention of lawmakers. “This is horrific,” remarked Sen. Rollan Roberts, R-Raleigh. “It’s a tragedy.”

Lawmakers and Educators Seek Solutions FOR Rising Behavior Issues in Elementary Schools

During the session, educators emphasized the need for immediate interventions and structural reforms. Sen. Amy Grady, R-Mason, chair of the Senate Education Committee and an elementary schools teacher herself, sympathized with the challenges described. Grady argued that teachers should have the discretion to remove students when the safety of others is at risk. “The problem is teachers are expected to deal with behaviors that we shouldn’t be expected to,” she said.

The educators advocated for the creation of alternative learning facilities, similar to those used in middle and high schools, as a means to provide tailored interventions for disruptive students. However, funding and legal ambiguities present significant obstacles to implementing such measures. Del. Elliott Pritt, R-Fayette, a public school teacher, echoed the need for urgent action, citing his personal decision to move his child to a private school due to similar behavioral challenges.

Calls for Legislative Action

The teachers and principals underscored the need for swift, actionable solutions to protect the majority of students and ensure a conducive learning environment. Laughlin emphasized, “The immediate removal [of disruptive students] is necessary. It’s not a long-term fix, but it’s crucial for the safety and education of the other 98% of our students.”

Following the session, lawmakers and educators engaged in discussions on potential legislative changes for the upcoming session. With the state Legislature’s regular session set to begin in February—delayed due to the inauguration of a new governor—educators remain hopeful that their voices will lead to actionable reforms. As the discussion moves forward, the focus remains on balancing immediate interventions with long-term strategies to address behavioral issues in elementary schools

The U.S. Supreme Court on Monday opted not to hear a case challenging the constitutionality of a zip-code admissions policy used by three prestigious public schools in Boston. This decision leaves in place a federal appeals court ruling that upheld the policy, which aimed to promote racial diversity through “race-neutral” measures. The case came to the court after its landmark 2022 decision to end affirmative action in university admissions, which led many educational institutions to explore alternative methods, such as geography-based criteria, to achieve diversity without relying on race.

Justices Samuel Alito and Clarence Thomas dissented from the decision to pass on the case. Alito expressed concern that the court’s inaction “threatens to perpetuate race-based affirmative action” in defiance of its prior ruling. By not intervening, the court upheld a December 2022 decision by the Boston-based 1st U.S. Circuit Court of Appeals, which sided with the school district, affirming that the admissions policy was not discriminatory under the 14th Amendment’s equal protection clause.

The Shift to Zip-Code Admissions Policy

Boston school officials introduced the zip-code admissions policy in 2020, replacing a model based on test scores and grades for its three premier public high schools, which enroll nearly 6,000 students. The new policy aimed to ensure top students from every Boston neighborhood had opportunities to attend these elite schools by reserving seats for those with the highest GPAs within each zip code.

The policy was challenged by a coalition of parents and students representing over a dozen Asian American and White applicants. The group argued that the proportion of admitted students who were White or Asian fell significantly—from 61% to 49%—claiming the policy was racially motivated and violated constitutional protections. The Boston Parent Coalition for Academic Excellence, which led the lawsuit, warned that allowing such policies to stand “will only embolden government officials to continue targeting disfavored racial groups, particularly Asian Americans.”

Despite the criticism, a U.S. District Court ruled in favor of the school district, stating the policy was implemented without discriminatory intent. The 1st Circuit Court of Appeals later affirmed this decision, noting that White and Asian American students still comprised a larger share of admitted students compared to their representation in the overall applicant pool.

Evolving Policies Amid Legal Challenges

Boston school officials defended their admissions policy, emphasizing that it relied on race-neutral criteria and did not consider an individual student’s race. They further argued that the case was moot because the policy had since been replaced. Post-pandemic, admissions now consider a combination of grades, standardized test scores, and census tract data. Officials maintained that their policies aim to address historical inequities without directly using race as a factor.

The Boston case mirrors a similar challenge involving Virginia’s Thomas Jefferson High School for Science and Technology, which also employed a geographic admissions model. In February, the Supreme Court declined to hear that case as well.

While the Supreme Court’s 2022 ruling struck down race-based affirmative action in university admissions, it left questions unanswered about the use of socioeconomic or geographic factors as proxies for race. These unresolved issues continue to shape debates about diversity in public education.

St. Kateri School in Irondequoit , Catholic institution serving preschool through fifth-grade students in Irondequoit, will shut its doors in June 2025, according to an announcement made by Father Lance Gonyo. Established in 1957 as Christ the King School, the school has faced significant enrollment challenges over the years.

In a letter addressed to parents, Father Gonyo revealed that the school’s enrollment has plummeted from 196 students during the 2018-2019 school year to just 115 students in 2024-2025. To maintain financial viability, the school required an average of 18 students per grade level from kindergarten through fifth grade. Still, it has consistently failed to meet this threshold over the past seven years. For the current academic year, there are only 62 students in kindergarten through fifth grade and 53 pre-schoolers, resulting in uneven class sizes ranging from seven to 39 students.

The financial burden has proven unsustainable for the parish, which oversees the school. A recent financial report disclosed that the parish is projected to spend $470,153 this school year—far exceeding its budget. Father Gonyo emphasized the parish’s efforts to support the school but admitted that continuing operations is no longer feasible.

Community Responds with Sadness and Frustration

The announcement of St. Kateri School in Irondequoit closure has deeply impacted the local community. Parents, alumni, and community members took to social media to express their sorrow and frustration.

“I have been part of this school for a decade. My third grader will now have to leave the friends, teachers, and community she has grown up with,” wrote Terra Waddington Rivera on Facebook. “We are deeply saddened and angry.”

Others echoed similar sentiments. Kim Smith described the closure as a “big loss,” while Debbie Letta Clementi shared her heartbreak, noting how much her grandchildren have thrived at the school.

Father Gonyo expressed gratitude for the school community’s dedication over the years despite the overwhelming sadness. He assured families that every effort would be made to ensure a smooth transition for students and staff during the final months of the school year.

Support for Transitioning Students and Staff

To minimize disruption, the Diocese of Rochester is coordinating with nearby Catholic schools to welcome St. Kateri students. Institutions such as St. Ambrose Academy in Irondequoit, St. Rita School in Webster, Holy Cross School in Charlotte, and St. Lawrence School in Greece will offer registration opportunities for affected families in the New Year.

In addition, St. Kateri faculty and staff will receive human resources support to assist with potential placements in other Catholic schools. The parish also plans to integrate students into its Religious Education program to ensure their continued faith-based learning and sacramental preparation.

St. Kateri School in Irondequoit currently employs 24 faculty and staff members. Though the closure marks the end of an era, Father Gonyo highlighted the community’s resilience and commitment to faith, pledging to support students, families, and educators throughout this transition.

Governor-elect Mike Braun has reaffirmed his commitment to bolstering Indiana education system by retaining Katie Jenner as the state’s Secretary of Education. Jenner, who has held the position since 2021, was commended by Braun for her effective leadership, including spearheading Indiana’s largest investment in literacy and implementing innovative initiatives like the Graduates Prepared to Succeed program. This initiative seeks to redefine how school performance and student achievement are measured, aligning with the administration’s broader educational goals.

Jenner’s tenure has been marked by efforts to enhance teacher recruitment and retention through a comprehensive supply-demand marketplace and a focus on improving statewide graduation rates. A former senior education advisor to outgoing Governor Eric Holcomb, Jenner’s experience includes roles in K-12 initiatives at Ivy Tech Community College and leadership positions within Madison Consolidated Schools.

“Dr. Jenner’s proven track record of elevating Indiana’s education system makes her the ideal choice to continue leading our state’s academic initiatives,” Braun stated. Jenner’s agenda under Braun’s administration will focus on college and career readiness, enhanced literacy and math outcomes, universal school choice, and increasing teacher base pay. Expressing gratitude, Jenner remarked, “Together, we will build upon the progress we’ve made and address the evolving needs of our education system.”

Commerce Secretary Appointment

Braun also named David Adams as Indiana education next Secretary of Commerce, emphasizing his vision for economic growth and innovation. Adams, a former state workforce development commissioner, brings extensive experience in economic development, including leading the turnaround of Indiana’s pension systems under former Governor Mitch Daniels. Notably, under Adams’ leadership, Indiana’s workforce ranking in CNBC’s “America’s Top States for Business” improved dramatically from 48th to 14th.

Adams’ responsibilities will include driving job creation, fostering an entrepreneurial environment, and accelerating business growth across the state. Highlighting his expertise, Braun’s transition team pointed to Adams’ role as chief innovation officer at the University of Cincinnati, where he developed the Cincinnati Innovation District, a model for economic development in Ohio. Adams has also contributed to the private sector as a founding member of i2 Technologies, a supply chain management software company, and currently serves on the Purdue Research Foundation board.

“David’s experience in workforce development and economic innovation will be invaluable as we strive to enhance Indiana’s economic momentum,” Braun said. Adams expressed enthusiasm for his new role, noting, “We have an opportunity to recruit and build a talent pipeline, and I’m eager to work with Governor-elect Braun and the General Assembly to take our state to new heights.”

Strategic Vision for Indiana’s Future

Braun’s latest appointments complement earlier announcements for budget and transportation leadership, signaling a strategic approach to shaping Indiana’s future. His administration’s focus on education, economic growth, and workforce readiness underscores a commitment to preparing Indiana education for long-term prosperity. With experienced leaders like Jenner and Adams at the helm, Braun aims to capitalize on the state’s momentum and implement transformative policies to benefit Hoosiers statewide.

New York City’s Education Department is offering a contentious proposal to families of students with disabilities who attend private schools and missed a June 1 deadline for requesting city-funded special education services. Earlier this year, about 3,000 families missed this deadline, resulting in the loss of critical support like tutoring and therapy, while approximately 17,000 others filed on time. Officials had strictly enforced the deadline, citing efforts to curb fraud and manage rising costs, a significant departure from previous years when the rule was loosely applied.

This week, the city reached out to affected families with an offer to restore services via vouchers for private providers. However, these vouchers come with a condition: families must waive their right to sue the city Education Department. The ultimatum has sparked backlash from lawmakers and legal advocates, who argue that the city’s approach places an undue burden on families desperate for services. Councilmember Rita Joseph called the move “outrageous,” emphasizing that it unfairly trades necessary educational support for legal immunity.

City officials defended the waiver, claiming it was necessary to avoid potential lawsuits that could cost “hundreds of millions of dollars” in compensatory services. They cited the city’s $500 million annual expenditure on special education for private school students and expressed concern over the legal exposure stemming from their offer to assist late filers.

Families Caught in a Dilemma

For families, the decision to accept the city’s offer is fraught with complications. Accepting the waiver would immediately restore special education services but at a significant cost: giving up the right to seek reimbursement for months of missed support and to challenge the standard voucher rate if it proves insufficient. Legal experts noted that many providers charge more than the $86-per-hour rate covered by the voucher, leaving families to cover the difference or navigate a lengthy legal process to request an enhanced rate.

Rebecca Shore, director of litigation at Advocates for Children, highlighted the speed advantage for families who accept the offer and already have providers willing to work at the city’s rate. “It’s probably the fastest course,” she said. However, finding such providers mid-school year is challenging due to a citywide shortage, according to M’Ral Broodie-Stewart of Staten Island Legal Services.

Families opting to file legal complaints face months-long delays and uncertain outcomes. The city’s strict enforcement of the deadline could weaken such claims, though Shore noted that each case’s success depends on its unique circumstances.

Legal Complexities and Unanswered Questions

The waiver also bars families from seeking compensatory services for the time their children were without support, raising further concerns. Moreover, a state Board of Regents resolution that would have allowed the city to establish its own system for adjudicating enhanced rate requests remains in legal limbo, adding uncertainty for families considering their options.

Education Department officials assured families that assistance is available through local Committees on Special Education Services and itinerant teachers. However, with only 19 itinerant teachers for nearly 20,000 students, resources are stretched thin.

Advocates recommend consulting legal counsel before signing the waiver. “The average person may not fully understand the implications of legal terms like ‘waive and relinquish,’” Broodie-Stewart cautioned. The city plans to release a FAQ to guide families, but the contentious offer leaves many parents grappling with a difficult choice as they balance immediate needs against long-term rights.

Linda McMahon, President-elect Donald Trump’s pick for Secretary of Education, is facing scrutiny over her limited background in the education sector. McMahon, a co-founder of World Wrestling Entertainment (WWE), previously served as the head of the Small Business Administration (SBA) from 2017 to 2019 during Trump’s first term. Despite her lack of direct educational experience, McMahon has held roles on the board of trustees at Sacred Heart University and the Connecticut State Board of Education.

Trump’s Agenda47 policy highlights education priorities such as dismantling the Department of Education, expanding school voucher programs, and bolstering parental rights in schools—initiatives McMahon supports. Supporters like Rep. Virginia Foxx, chairwoman of the House Education and Workforce Committee, praise McMahon’s leadership skills, describing her as a “fighter” for students. Critics, however, question her qualifications, drawing comparisons to Trump’s controversial 2017 nominee Betsy DeVos, who required a tie-breaking vote for confirmation.

Polarized Reactions Among Lawmakers

Linda McMahon’s nomination has divided lawmakers, with strong support from Republicans and skepticism from Democrats. GOP representatives such as Tim Walberg celebrate her unconventional background, suggesting it could bring fresh perspectives to a bureaucratic institution. “We’ve all been educated,” Walberg said, dismissing criticism from what he termed “egghead educators.” On the other hand, Democratic Rep. Bobby Scott, ranking member of the House Education Committee, acknowledged that while teaching experience isn’t mandatory for the role, a deeper understanding of education policy is critical. Scott also expressed concerns about Trump’s pledge to dismantle the department, fearing adverse effects on public education funding and underserved students.

Some lawmakers have taken a wait-and-see approach, including Rep. Jahana Hayes, a former National Teacher of the Year. Hayes emphasized her commitment to defending public education but withheld judgment on McMahon until the confirmation process unfolds. Meanwhile, advocates like Tiffany Justice, co-founder of Moms for Liberty, argued that an educator isn’t necessary for the role, as long as parental rights remain the focal point.

Controversies and Challenges Ahead

Linda McMahon’s nomination is further complicated by recent allegations against her and her husband, Vince McMahon, involving claims of sexual abuse cover-ups during their time at WWE. While McMahon’s attorney has dismissed the lawsuit as baseless, the accusations cast a shadow over her ability to lead the Department of Education, particularly under Title IX, which addresses sexual misconduct in educational institutions.

Critics, including Wil Del Pilar of The Education Trust, view McMahon’s nomination as a slight against professional educators. “It is an affront to U.S. education,” Pilar stated, pointing to McMahon’s WWE background as ill-suited for a role overseeing national education policy.

As Linda McMahon, meets with key senators ahead of the confirmation vote, her ability to navigate these controversies and articulate a clear vision for education reform will be closely watched. Whether her unconventional career path will resonate with lawmakers or further fuel opposition remains uncertain.

The Chicago Public Schools (CPS) Board of Education recently offered CEO Pedro Martinez a contract buyout, but the embattled leader declined the proposal, opting instead to honor his commitment to the district. Speaking through his attorney, Bill Quinlan, Martinez reaffirmed his dedication to serving the 325,000 students and families under his leadership. “Pedro Martinez intends to honor his contract with the Chicago Public Schools,” Quinlan stated, emphasizing the CEO’s resolve to fulfill the terms of his agreement.

The buyout offer comes amidst growing tension between Martinez and the school board, some of whose members are reportedly seeking his removal. During a monthly board meeting on Wednesday, Martinez sat alongside those same board members, signaling his intent to stand firm despite the mounting pressure. According to his contract, the board can only terminate Martinez for cause; otherwise, it risks facing a costly legal battle.

Six months ago, Mayor Brandon Johnson requested Martinez’s resignation after the CEO refused to take out a $300 million short-term high-interest loan to fund a new teachers’ contract and pension payments. Martinez’s refusal to comply with the mayor’s demands sparked a wave of criticism, including allegations from the Chicago Teachers Union (CTU) that he was delaying negotiations crucial to securing better conditions for educators and students.

Chicago Public Schools Union Pushes for Resolution, Accuses Martinez of Stalling

CTU financial secretary Maria Moreno voiced her frustration during the public comment period of Wednesday’s meeting, accusing Martinez of hindering progress on a new labor contract. “The CEO is supposed to be bargaining on behalf of the board, and he is doing the opposite,” Moreno said. CTU has scaled back its initial demand of a 9% raise, now proposing 6% for the first two years and 5% for the subsequent two years, but negotiations remain stalled. CPS, meanwhile, has countered with a 4% raise for the first year and 5% for the remainder of the contract.

Moreno stressed the urgency of resolving the labor dispute before the federal administration transitions under President-elect Donald Trump, which potentially complicates negotiations further. She also criticized CPS for its inability to effectively engage with union representatives. “CPS still doesn’t know how to negotiate with its workers. We want to settle via negotiation, and we have provided a pathway to settlement,” Moreno added.

Martinez, however, expressed cautious optimism regarding the ongoing talks, highlighting recent progress in proposals and counter-proposals. “There is more urgency now, and we are in the process of analyzing the options on the table,” he stated.

Leadership Changes Loom Amid Board Discontent

Amid the ongoing turmoil, the CPS board has yet to take action on Martinez’s contract, which expires in 2026. Earlier this week, nearly 700 CPS principals penned a letter urging the board to retain the current senior leadership team. The letter reflects broader concerns within the district about maintaining stability amidst financial and political challenges.

Responding to criticism of his financial strategies in October, Martinez defended his approach, dismissing claims that he lacked a funding plan for CPS. While the previous school board refrained from terminating him, its refusal to secure the controversial high-interest loan contributed to mass resignations within its ranks.

Reflecting on the escalating situation, Martinez expressed surprise at the conflict’s intensity. “I did not expect for this to escalate the way it did,” he admitted. Despite the mounting pressures, he remains resolute in his commitment to CPS, asserting that the terms of his contract remain transparent and binding.

The Maryland State Department of Education unveiled its 2024 Maryland School Report Card, revealing statewide improvements in school performance. Rated on a five-star scale considering factors like academic achievement, progress, and graduation rates, the report assessed 1,300 public schools across Maryland. This year, 91 schools earned the highest five-star rating, an increase from 85 in 2023. Additionally, four-star schools rose from 409 last year to 446.

Maryland State Department of Education Superintendent of Maryland School, Dr. Carey Wright, expressed optimism while acknowledging ongoing challenges. “I feel good that we are showing improvement, but we still have a ways to go,” she remarked. The progress reflects slight gains in the Maryland Comprehensive Assessment Program (MCAP), where 24.1% of students tested proficient in Math and 48.4% in English. However, these figures remain below pre-pandemic levels, with chronic absenteeism continuing to impact results statewide.

Regional Trends in Ratings

Baltimore County stood out with the highest number of five-star schools, totaling 20, up by one from last year. Baltimore County Schools Superintendent, Dr. Myriam Rogers, credited the district’s progress to targeted resources and comprehensive support. Anne Arundel and Harford Counties also posted gains, with Anne Arundel schools earning 11 five-star ratings, up from nine in 2023, and Harford County increasing its count to seven from four last year.

Conversely, Baltimore City and Carroll County saw declines. Baltimore Polytechnic Institute was the sole Baltimore City School to achieve a five-star rating, while no Carroll County schools reached this benchmark. Despite this, 65% of Carroll County schools earned four stars. Disparities in proficiency levels further underline these mixed outcomes. For instance, only 10.2% of Baltimore City students were proficient in Math, yet 63 schools received three stars or higher.

Maryland School Report Future Adjustments to Accountability Systems

The Maryland School report also sparked discussions about potential changes to rating system. During a state board meeting, a task force proposed recommendations to better align ratings with actual student performance. Dr. Wright highlighted a disconnect between star ratings and academic proficiency, particularly in regions like Baltimore City and County, where student achievement levels remain low despite favorable ratings.

“I’m feeling very positive about this,” Wright stated, emphasizing the need for a system that more accurately reflects academic success. The hope is that revamped accountability and assessment methods will drive meaningful improvements in the future. While the state celebrates progress, the focus remains on addressing gaps and ensuring all students benefit from an equitable and effective education system.

Jeff Hancock, a communication professor and technology expert at Stanford University, is facing allegations of using artificial intelligence (AI) to fabricate parts of a court declaration. Hancock, the founding director of Stanford’s Social Media Lab, filed a 12-page statement in defense of Minnesota’s 2023 law criminalizing deepfake law usage to influence elections. This Deepfake Law has been challenged by Republican Minnesota State Representative Mary Franson and conservative satirist Christopher Kohl’s, who argue it infringes on free speech rights.

Hancock’s declaration, submitted on behalf of Minnesota Attorney General Keith Ellison, claimed that deepfakes significantly amplify misinformation by making it harder to verify authenticity. His statement, which contained 15 citations, included two unverifiable journal references. The articles, titled Deepfakes and the Illusion of Authenticity and The Influence of Deepfake Videos on Political Attitudes and Behavior, could not be located in the archives of the journals they were attributed to. This discrepancy led the plaintiffs’ attorney, Frank Berdnarz, to allege that the citations were likely AI-generated fabrications. Berdnarz urged the court to disregard Hancock’s testimony in its deliberations on the case.

Claims of AI ‘Hallucinations’ Challenge Credibility

In a filing on November 16, Berdnarz criticized the questionable citations, suggesting that Hancock, or his team, relied on generative AI tools like ChatGPT, which may have “hallucinated” the references. Such AI-generated inaccuracies, he argued, undermine the reliability of the entire declaration. Hancock, who was paid $600 per hour for his expert testimony, swore under penalty of perjury that his statements were accurate and true.

The law in question penalizes the dissemination of deepfakes aimed at misleading voters. Deepfake Law, which are AI-generated media that convincingly alter a person’s likeness or voice, have been a growing concern for their potential to sway public opinion. Hancock’s declaration highlighted the threat these technologies pose to traditional fact-checking mechanisms, a point central to the state’s defense of the law. However, the alleged AI-generated errors in his testimony have cast doubt on his credibility.

The Daily, along with other media outlets, has attempted to contact Hancock for clarification. So far, he has not responded to the allegations.

Context of the Case and Broader Implications Deepfake Law

Hancock, a prominent voice in technology and misinformation studies, has frequently addressed the challenges posed by AI. He appeared in a 2024 Netflix documentary featuring Bill Gates, discussing the future of AI, and is slated to teach a course titled “Truth, Trust, and Tech” in the spring. However, this controversy has placed his expertise and practices under scrutiny.

Christopher Kohl’s, one of the plaintiffs in the case, is no stranger to legal battles over free speech and media manipulation. Known as Mr. Reagan on social media, Kohl’s has previously opposed similar legislation in California that targets deceptive election-related content. His involvement in this case reflects broader concerns over government overreach and censorship in regulating deepfake technology.

The controversy surrounding Hancock’s testimony highlights the growing tension between AI’s potential benefits and its risks. As the legal case unfolds, it raises critical questions about the reliability of AI in academic and legal settings, as well as the role of experts in guiding policy decisions.

As the regular college football season concluded dramatically, the stage is set for championship week matchups, featuring high-stakes matchups across the Power Four conferences. Leading the way, the ACC Championship sees No. 8 SMU clashing with No. 18 Clemson in Charlotte, North Carolina. SMU enters the game as favorites with a 2.5-point edge, boasting an undefeated conference record and a 17-game league winning streak. Meanwhile, Clemson, seeking its eighth ACC title in a decade, secured its spot after Miami’s loss to Syracuse.

In the Big Ten, top-ranked Oregon battles No. 3 Penn State in Indianapolis. Oregon remains the last unbeaten team in college football and is favored by 3.5 points. Penn State, quietly effective throughout the season, aims to capitalize on this opportunity to secure a higher College Football Playoff (CFP) seed. The Big 12 Championship, meanwhile, unfolds in Arlington, Texas, where No. 12 Arizona State faces No. 16 Iowa State. Both teams are 10-2, but Arizona State’s recent win over rival Arizona positions them as 2.5-point favorites.

The SEC Championship pits No. 2 Texas against No. 5 Georgia in Atlanta. Texas hopes to claim the conference title in its inaugural SEC season while avenging its only loss to Georgia earlier in the year. Despite their underdog status, the Bulldogs, coming off a thrilling overtime victory against Georgia Tech, remain a formidable contender.

Group of Five Excitement: Historic Firsts and Familiar Foes

Among Group of Five conferences, the American Athletic Championship sees No. 24 Army host Tulane at West Point, New York. Army’s undefeated league record contrasts with Tulane’s postseason aspirations despite a loss to Memphis, which dashed playoff hopes for the conference. In Conference USA, Jacksonville State faces Western Kentucky in a rematch mere days after WKU handed Jacksonville its first league loss. The game promises intrigue as 3 points at home favor Jacksonville State.

In the Mid-American Championship, Ohio and Miami (Ohio) face off in Detroit, renewing their in-state rivalry. Miami defeated Ohio 30-20 earlier this season and enters as 2.5-point favorites. The Mountain West Championship presents a showdown between No. 10 Boise State and No. 19 UNLV. Boise State, powered by Heisman contender Ashton Jeanty, carries a 10-game winning streak and home dominance into the game, aiming for a College Football Playoff spot.

Sun Belt Climax: Proven Veterans and Breakthrough Aspirants

The Sun Belt Championship in Lafayette, Louisiana, features Louisiana-Lafayette against Marshall. The Ragin’ Cajuns make their fifth title game appearance, demonstrating consistent prowess in the conference. Marshall, on the other hand, clinched its first-ever spot in the championship with a dramatic double-overtime victory against James Madison. Louisiana-Lafayette, the 3.5-point favorite, looks to solidify its legacy while Marshall seeks a groundbreaking triumph.

As the championship week unfolds across December 6 and 7, college football fans anticipate thrilling encounters that will shape the postseason and CFP landscape.

After weeks of disruption, Marblehead and Beverly Schools are set to reopen on Wednesday following a tentative agreement between the Marblehead School Committee and the Marblehead Education Association. The deal, announced Tuesday night, brings an end to the teachers’ strike that began earlier this month, impacting students, families, and educators.

In a statement, the Marblehead and Beverly Schools Committee expressed regret over the challenges caused by the strike. “We recognize the stress and hardship caused to our students and families during the school closures,” the committee stated, committing to a smooth reopening. Schools will resume regular schedules, with Wednesday being an early release day ahead of Thanksgiving.

The new contract includes significant pay increases, expanded parental leave, and enhanced school safety measures. A key addition is the establishment of a safety committee, which will include educators and community members in the decision-making process. “This contract is a step toward safer, more inclusive schools,” said teacher Kristen Grohe. Marblehead Teachers’ Association copresident Jonathan Heller acknowledged the impact of the strike but emphasized that the agreement represents positive change.

Beverly Strike Ends with New Contract

Shortly after Marblehead and Beverly Schools announcement, Beverly educators and the Beverly Teachers Association reached their tentative agreement, allowing schools to reopen on Wednesday. Teachers in Beverly had entered the third week of their strike before the resolution.

Beverly School Committee Chair Rachael Abell expressed relief and gratitude in a statement. “We deeply regret the impact this strike had on our students’ education, but we’re eager to refocus on what matters most: the children of Beverly,” Abell said. The three-year contract reportedly includes wage increases and additional professional development opportunities, though full details remain undisclosed.

The strike’s conclusion comes as a relief to many in Beverly, but officials acknowledged the need for healing. “I think we have a lot of work ahead to rebuild trust and community,” said Beverly School Committee member Lorinda Visnick.

Community Looks Ahead Amid Challenges

The strikes in Marblehead and Beverly Schools, and earlier in Gloucester stemmed from demands for better pay, paid family leave, more preparation time, and improved funding for paraprofessionals—issues highlighted as critical by educators across the North Shore. The strikes, while illegal under Massachusetts law, underscored long-standing tensions in teacher contract negotiations. Teachers’ unions in all three towns faced fines for each day they participated in the strikes.

As students return for a half-day before Thanksgiving break, district leaders are preparing for a “soft start” to ease the transition. Marblehead Interim Superintendent John Robidoux stated that administrators and special education staff are working to create a welcoming atmosphere.

Looking ahead, both communities face the challenge of funding these new contracts. Marblehead School Committee Chairperson Jennifer Schaeffner hinted at the potential need for a Proposition 2½ override to address financial demands. “This chapter has closed, but the next one begins as we work on funding and rebuilding,” she said.

For students and families across Marblehead and Beverly, the reopening of schools marks the start of a new phase, one focused on moving past the strikes and prioritizing education.

In a bid to create more opportunities for international students, New Zealand has revised its Post-Study Work Visa (PSWV) eligibility criteria. Immigration New Zealand (INZ) announced that students pursuing a 30-week Postgraduate Diploma (PGDip) and transitioning directly to a Master’s degree are now eligible for the PSWV.

Previously, students who advanced to a Master’s program without completing 30 weeks of study were excluded from eligibility. The new policy ensures greater flexibility for students who combine postgraduate qualifications. An official statement from INZ clarified, “Students who studied a Postgraduate Diploma (PGDip) for 30 weeks and immediately progressed to a Master’s degree, but were not enrolled in the Masters for 30 weeks, are now eligible to apply for a Post Study Work Visa (PSWV) based on their PGDip enrolment.”

This adjustment has been welcomed by students and education providers, who view it as a step toward improving access to work opportunities for international graduates.

Industry Leaders Applaud Policy Changes

Education and industry experts have praised the updates for enhancing New Zealand’s appeal as a study destination. For Post-Study Work Visa Saurabh Arora, Founder and CEO of University Living, highlighted the benefits of the policy, stating, “New Zealand’s recent updates to the Post Study Work Visa (PSW) policy reflect its commitment to creating a supportive and inclusive environment for international students. By allowing those who complete a 30-week Postgraduate Diploma and transition to a master’s degree to remain eligible for a PSW visa, the government has provided much-needed clarity and flexibility.”

Arora also noted how the recognition of specific qualifications, such as the New Zealand Diploma in Engineering (Level 6), aligns education with workforce needs. This adjustment ensures graduates are well-prepared to enter industries that demand skilled professionals, enhancing their employability.

Additionally, with PhD programs costing around $7,000–$8,500 annually and living expenses ranging between NZD $18,000 and $27,000 per year, New Zealand offers an attractive combination of affordability and world-class education.

New Zealand Gains Momentum as a Study Destination

The changes come at a time when New Zealand is experiencing a rise in international student enrollments. In 2023, the country welcomed over 69,000 international students, marking a 67% increase compared to 2022. According to surveys, nearly nine out of 10 international students reported positive experiences, with many describing them as “excellent.”

Despite these successes, concerns linger about Post-Study Work Visa rejection rates, particularly for Indian applicants. However, the revised policies are seen as a competitive move, positioning New Zealand as a top choice for international students amid shifting global policies.

By expanding eligibility and supporting postgraduate transitions, New Zealand reinforces its commitment to fostering a vibrant, inclusive, and globally connected education system.

Michigan State University (MSU) witnessed an inspiring display of community and camaraderie as students and volunteers gathered at Brody Hall on Thursday for the annual “HOMIES GIVING” event. What started in 2003 as a small gathering by a few students has evolved into a cherished tradition, now serving as a beacon of unity and support for the Spartan community.

Volunteer J.R. Beauboeuf shared the inclusive spirit of the event, emphasizing, “We don’t check IDs because Thanksgiving is about giving.” Last year’s gathering served over 1,000 meals, and organizers anticipated an even larger turnout this year. The event, described as a “melting pot of cultures,” brings together people from diverse backgrounds to share a meal and form connections.

Juan Flores, one of the founders of “HOMIES GIVING,” reflected on its humble beginnings. In 2003, Flores and a group of friends, unable to afford traditional Thanksgiving plans, pooled their resources to create a makeshift dinner in their dorm lounge. The informal gathering gradually gained momentum until Michigan State University officially institutionalized it years later, ensuring its continuation as a community-driven celebration.

A Fusion of Cultures and Fellowship at Michigan State University

The essence of “HOMIES GIVING” extends beyond the food served. For Beauboeuf, the event symbolizes unity, describing it as “the United Nations” for its ability to attract participants from all corners of the globe. Attendees share not only a meal but also their stories and experiences, fostering a sense of belonging.

Flores stressed the importance of the connections forged during the event, saying, “It’s about fellowship. It’s about unity. It’s about sitting down next to someone you don’t know and forming a connection.” The event’s diverse participation underscores its role as a unique platform for building relationships within the Spartan community.

Volunteers like Isaac Freidhoff have become integral to the event’s success. Serving plates for the past eight years, Freidhoff expressed pride in witnessing the event’s growth, noting this year marked the first time an overflow room was needed to accommodate attendees.

A Celebration of Togetherness

For original organizer Felipe Sustait, “HOMIES GIVING” represents more than a meal—it is a sanctuary for those seeking connection during the holiday season. Reflecting on his own experiences as a student, Sustaita said, “I remember that pain of being lonely and not having anybody to be around with. To see this is a beautiful thing…this is a sense of family away from family.”

As the tradition continues to flourish, “HOMIES GIVING” remains a powerful testament to the strength of community, unity, and gratitude. Its success lies not only in the thousands of meals served but in the meaningful bonds formed among Spartans who come together to celebrate the spirit of Thanksgiving.

The Anchorage School District (ASD) announced a significant revision to its school closure proposal, initially intended to shutter seven elementary schools over three years. Superintendent Jharrett Bryantt revealed on Wednesday that the district now plans to close only four schools—Baxter, Lake Hood, Nunaka Valley, and Fire Lake Elementary—by May 2025, coinciding with the end of the current academic year. Schools removed from the closure list include Bear Valley, Tudor, and Wonder Park Elementary, following community feedback and logistical reassessments.

Anchorage School District leadership underscored the importance of community engagement in shaping the revised plan. “Significant amounts of school staff and community feedback informed the Administration’s decision,” Bryantt noted in a memo co-signed by Chief Operating Officer Jim Anderson and Chief Academic Officer Sven Gustafson. The closures are part of the district’s efforts to address financial strains and declining enrollment. The schools on the updated closure list will be repurposed to accommodate existing charter schools.

Community Feedback Shapes Decision

The initial November 1 proposal faced strong opposition from parents, students, and local stakeholders, who expressed concerns about its impact on the approximately 1,300 students set to be displaced. Anchorage School District highlighted that logistical challenges, repurposing opportunities, and community input played pivotal roles in sparing Bear Valley, Tudor, and Wonder Park Elementary from closure. Bear Valley’s classrooms are earmarked for expanded childcare services, while logistical hurdles surrounding Tudor Elementary’s student relocation rendered its closure impractical. Wonder Park, originally slated for closure due to enrollment and design issues, will now absorb Nunaka Valley’s pre-kindergarten classrooms to maximize capacity.

School Board President Andy Holleman acknowledged the district’s efforts to refine its plan based on feedback. “Closing schools hurts parents and kids, so our goal is to do as least damage as possible,” he said, emphasizing the importance of minimizing harm while optimizing resources.

Addressing Long-Term Challenges

Anchorage School District attributes the closures to a 13% decline in student enrollment since 2010, driven by out-migration, declining birth rates, and increased participation in homeschooling programs. This trend has already led to the closure of three schools in recent years, including Abbott Loop Elementary in 2023. The district’s financial challenges are further exacerbated by the state’s inability to fund small schools adequately.

Bryantt’s memo explained that consolidating resources is necessary to ensure equitable academic services across the district. “Though the District recognizes the advantages of small schools, the State does not support the resources needed to provide the same levels of service,” he wrote. Accelerating the closure timeline from three years to one was also aimed at maintaining morale among affected schools and ensuring a smooth transition for students.

Looking ahead, Holleman warned that without changes in local demographics or state funding, further closures might be inevitable. “We could be doing this every two years or so,” he said, underscoring the district’s challenge of balancing financial realities with student needs.

The revised proposal will be discussed during a work session on December 3, with a potential school board vote scheduled for December 17.

Recent test scores reveal progress for Missouri Schools districts and charter schools, with fewer institutions at risk of losing accreditation. However, the latest data, derived from the Missouri School Improvement Program’s sixth iteration (MSIP6), will not immediately affect accreditation status.

According to the Missouri Department of Elementary and Secondary Education (DESE), 343 districts and charter schools showed improved scores compared to their average performance over the last two years. Still, 71 districts fell within the provisionally accredited range, while four charter schools scored below the 50% threshold, marking the unaccredited range.

Commissioner of Education Karla Eslinger highlighted the significance of the upward trend during a press conference, stating, “We’re starting to see the fruits of our labor… making progress after the declines we observed during the pandemic.” MSIP6, introduced in 2022, is designed to provide a more rigorous and descriptive assessment of school performance than earlier versions.

Composite Scores Delay Immediate Accreditation Changes

While MSIP6 provides insights into student performance and district improvement efforts, accreditation decisions will be based on three-year composite scores rather than annual results. The earliest potential impact on accreditation status is slated for 2026. Lisa Sireno, assistant commissioner of DESE’s Office of Quality Schools, explained that composite scores offer greater stability by accounting for data over multiple years, making them less prone to year-to-year fluctuations.

Smaller districts benefit from this approach, as composite scores mitigate the impact of volatile annual data. Meanwhile, the Success Ready Students Network—a consortium of districts exploring alternative accountability measures—is piloting dashboards to showcase real-time student progress. Craig Carson, assistant superintendent of the Ozark School District, emphasized the importance of these tools, saying they provide a clearer picture of student growth and classroom-level progress.

Carson and other educators envision MSIP7 evolving to integrate competency-based education and real-world learning opportunities, building on the groundwork laid by initiatives like the Success Ready Students Network.

Teacher Shortages Pose Persistent Challenges

Despite improved scores, Missouri schools face ongoing struggles with teacher shortages, which disproportionately affect poorer, urban schools. In 2024, 37% of first-year educators were inappropriately certified for their assigned courses, and over 10% of courses statewide were taught by inadequately trained instructors. Eslinger acknowledged the critical role of teacher recruitment and retention in maintaining and improving performance, noting that staffing gaps complicate efforts to boost student outcomes.

Maplewood Richmond Heights School District Superintendent Bonita Jamison pointed to community-wide accountability as a key driver of success. Her district, which achieved one of the highest scores this year, owes its results to collaborative efforts, including innovative approaches like attendance monitoring by non-teaching staff. However, she emphasized that test scores alone provide a limited view, stating, “There are profound stories of impact not reflected in those numbers.”

As Missouri schools navigate the path forward, balancing innovative accountability methods with addressing systemic teacher shortages will be crucial to sustaining progress and preparing students for long-term success.

The Texas State Board of Education recently approved the voluntary Texas Bluebonnet Curriculum for use in public schools, a decision that has ignited widespread criticism. The curriculum, which incentivizes school districts financially for adoption, integrates biblical teachings into classroom instruction. While proponents argue that understanding the Bible is essential to grasping Western civilization’s foundations, critics claim it promotes a narrow, Protestant Christian perspective.

Biblical scholars and educators voiced strong opposition, highlighting significant inaccuracies in the curriculum. For example, a kindergarten lesson on King Solomon portrays him as a historical figure who built the Temple in Jerusalem as a place for communal worship, prayer, and song—a description more reflective of Protestant church practices than the biblical account, which emphasizes animal sacrifices. Scholars have also noted the lack of historical evidence supporting Solomon’s existence, raising concerns about presenting biblical narratives as historical facts without critical examination.

Misinterpretation of Stories Undermines Scholarship

Critics also point to the curriculum’s handling of Queen Esther’s story in a second-grade lesson on “fighting for a cause.” It frames Esther as a nonviolent activist for religious freedom, a narrative at odds with the biblical text. Some emphasized that the Book of Esther does not mention religious belief or worship, focusing instead on the survival of the Jewish people. Additionally, the violent conclusion of Esther’s story, including the slaughter of enemies and the hanging of Haman’s sons, is conspicuously omitted.

This selective reinterpretation, according to critics, reflects an evangelical tendency to sanitize biblical stories to align with modern values. Such revisions risk misleading students about the Hebrew Bible’s context and message, furthering what one scholar calls “Christian colonization” of Jewish scripture. The curriculum’s approach, critics argue, not only distorts the texts but also fails to respect their religious and cultural diversity.

Impact on Religious Literacy and Jewish Representation

Someone who also teaches Jewish studies, and expressed concern about the long-term effects of the curriculum on students’ understanding of Judaism and other religions. Many students in Texas public schools, she observed, arrive at college with misconceptions, such as equating Judaism with Christianity or misunderstanding the distinct ways Jews and Christians interpret shared scriptures. The frequent use of terms like “Judeo-Christian tradition” in Texas education standards compounds these issues, blurring critical theological and cultural differences.

As a Jewish parent, worries that the Texas Bluebonnet Curriculum will exacerbate religious illiteracy. For Jewish children in public schools, being surrounded by peers who learn exclusively Christian-centered interpretations of Jewish texts could create a skewed understanding of their heritage. Critics argue that such lessons compromise the academic integrity of biblical studies and undermine the diverse religious fabric of Texas classrooms.

Ultimately, the Texas Bluebonnet Curriculum raises significant questions about the role of faith in public education. Critics assert that by prioritizing religious indoctrination over scholarly rigor, the curriculum risks fostering biblical illiteracy and alienating non-Christian communities in the process. As Texas schools weigh the adoption of the curriculum, the debate over its implications continues to intensify.

According to information from Burnside’s personnel file, he was accused of “insubordination” and failing to follow directives from his supervisor. The district also alleged that he willfully violated board policies related to student attendance, potentially exposing the school and district to legal liabilities. Pre-disciplinary hearings centered on the presence of an unnamed student at Lakota East during the 2023-24 school year. The student in question, reportedly homeless and ineligible under residency rules, became a focal point of discussions about the school’s accountability should any incidents arise involving them on campus. These developments have raised questions about the balance between policy adherence and ethical responsibility, particularly when it comes to vulnerable students.

The outpouring of Support for Burnside

Burnside’s resignation has sparked a wave of support from former students and the community, highlighting his impact as an educator and leader. Many rallied behind him, with one former student commenting on The Enquirer’s Instagram post, “Mr. Burnside is hands down the best principal I ever had through schooling at Lakota.” Another alumnus described the criticism against him as a “severe injustice,” praising his dedication and leadership.

In his resignation statement, Burnside expressed gratitude for the overwhelming support he received, saying, “I am grateful beyond measure for the outpouring of support that I have received and I certainly have a desire to take the lessons from this period in time and to return to become an even better leader in the future.” Burnside’s attorney confirmed that while he has resigned, he will retain his title until January 30 by using a combination of administrative leave, sick leave, and unpaid leave to earn retirement credits.

Lakota East Broader Implications and Federal Mandates

Burnside’s case has reignited discussions about the rights of homeless students under the McKinney-Vento Homeless Assistance Act of 1987. The federal law ensures that students experiencing homelessness are entitled to a free public education and cannot be denied enrollment due to a lack of residency documentation. Records from the Ohio Department of Education and Workforce indicate that over 24,000 students in the state faced homelessness during the 2022-23 school year.

However, the Lakota school district has not clarified whether the student involved in the case was officially covered under McKinney-Vento protections. As of last Friday, officials had not provided further details regarding the district’s adherence to the act or the circumstances surrounding the student’s attendance at Lakota East. Burnside’s resignation, while closing one chapter, has left lingering questions about policy enforcement and the obligations of schools to protect and support vulnerable students.

Two former employees of St. Paul School have filed a lawsuit against the district, alleging significant misuse and misappropriation of federal COVID relief funds. The legal action, targeting the district’s handling of emergency funding, claims violations of state and federal statutes. The lawsuit implicates former Superintendent Dr. Joe Gothard, who now holds a position in Wisconsin, as playing a central role in directing the questionable expenditures.

The plaintiffs, former Chief Financial Officer Marie Schrul and Business Systems Analyst Curtis Mahanay, plan to officially file their whistleblower case in court on Wednesday morning. According to Schrul, she repeatedly raised concerns with Gothard and the St. Paul School Board about potential misappropriation of funds but faced retaliation, leading to what she described as a “hostile” work environment. Both Schrul and Mahanay were dismissed from their positions in September 2022.

Allegations of Misuse Highlighted in Lawsuit

The lawsuit, obtained by local news outlet KSTP, alleges that the district used federal COVID relief funds inappropriately, including allocating the money for “employee bonuses and perks.” Schrul further claimed that these funds were also utilized to address the district’s $43 million budget deficit, a move she argues contravenes legal stipulations for federal funding use.

“I would question what they were buying for employees, including gifts using not only COVID funds but also federal nutrition funds,” Schrul said.

The lawsuit also accuses Gothard of authorizing taxpayer money for an exclusive, invitation-only event for 300 district employees. The event reportedly included $10,000 spent solely on food trucks.

District Remains Silent Amid Growing Concerns

Despite the seriousness of the allegations, St. Paul Public Schools has refrained from commenting on the lawsuit, citing its policy not to discuss ongoing litigation. Efforts to reach Gothard for his response were unsuccessful.

Schrul emphasized her commitment to serving the students, community, and taxpayers, stating, “I tried to keep sight of why I was there, and that was for the students, the community, and taxpayers.”

The legal action raises questions about accountability and transparency within the district’s financial operations. As the case progresses, it is likely to draw further scrutiny regarding the use of federal emergency funds intended to mitigate the impact of the COVID-19 pandemic.

The University of Texas (UT) system is set to implement a significant financial aid program starting next fall, ensuring free tuition program and fee waivers for eligible students. Announced by the UT Board of Regents on Wednesday, this initiative targets undergraduates from families earning less than $100,000 annually. The plan, which received preliminary approval, aims to make higher education more accessible and reduce the financial burden on students. A final vote by the board is expected to solidify the initiative.

To launch the program, $35 million will be immediately allocated to campuses across the UT system, providing the necessary funds to support tuition and fee waivers. Additionally, the plan includes bolstering financial aid endowments to sustain long-term tuition relief. This move demonstrates the UT system’s commitment to affordable education for Texas families.

Building on Past Efforts

The latest initiative builds on the University of Texas Board of Regents’ previous efforts to expand financial aid. In 2019, the board established a $167 million endowment at UT Austin to fully cover tuition and mandatory fees for in-state students from families earning up to $65,000 annually. This groundbreaking program marked a significant step toward reducing student debt for low-income households.

In 2022, the board approved another major financial aid program, “Promise Plus,” a $300 million endowment designed to extend similar benefits across all nine universities within the UT system. These strategic investments have laid the groundwork for the new initiative, ensuring broader access to higher education for Texas residents.

Commitment to Affordable Education

Kevin P. Eltife, Chairman of the University of Texas (UT) Board of Regents, emphasized the board’s dedication to supporting students and families. “To be in a position to make sure our students can attend a UT institution without accruing more debt is very important to all of us,” he said. Eltife highlighted the board’s dual approach of immediate funding and long-term investments, which ensures ongoing financial aid for future generations.

The UT system, comprising nine universities, including its flagship UT Austin campus, has consistently prioritized affordability and accessibility in its mission. By introducing this new tuition relief program, the board reaffirms its commitment to helping hard-working Texas families achieve their higher education goals without financial strain.

Seattle Public Schools Superintendent Brent Jones signaled he might withdraw his recent proposal to close four elementary schools, leaving the district’s closure plans uncertain. During a board meeting on Tuesday, Jones acknowledged a shift in direction following feedback from the public and the School Board.

The proposal aimed to close Sanislo, North Beach, Stevens, and Sacajawea elementary schools, consolidating them with nearby institutions to address a projected $94 million budget deficit. Public hearings for the plan are scheduled for December, with a School Board vote expected in late January. However, School Board President Liza Rankin expressed doubts about supporting the closures, citing emotional testimonies from parents.

Jones emphasized that his decision wasn’t final but suggested the possibility of delaying or withdrawing the recommendation altogether. “It is now clear that that direction is shifting, and I am considering withdrawing my preliminary recommendation,” he said.

Parents Rally Against Closures of Seattle Public Schools

Community resistance has been a significant factor influencing the district’s plans. On Tuesday afternoon, approximately 80 parents and advocates gathered outside the John Stanford Center for Educational Excellence to protest. Using signs and a loudspeaker, they called for transparency and a halt to the closure proposal. Protesters carried messages such as “Make it make sense” and “Let Stevens’ stars shine,” reflecting widespread dissatisfaction with the rationale behind the plan.

Parents like Peggi Fu, whose children attend North Beach Elementary, voiced concerns about the impact of consolidations on their children’s education and well-being. Fu questioned the potential for overcrowding at Viewlands Elementary, the proposed receiving school for North Beach students.

“They need to look at boundaries to make sure that schools being consolidated aren’t being over-enrolled and that the new plan makes sense,” Fu said.

The parents pointed to alternative approaches, including examples from the Shoreline School District, which paused its closure plans after new data challenged their necessity.

Growing Distrust and Calls for Transparency

In addition to the protests, parents expressed concerns at in-person community engagement sessions hosted by the district. The final session, held at North Beach Elementary on Monday night, drew approximately 150 parents and students who questioned the potential impacts of the closures on staff-to-student ratios and education quality.

Julie Schneider, a parent from Salmon Bay Elementary, expressed solidarity with families from the affected schools, despite her school being spared in the latest proposal. She warned that the district’s closure plans might eventually extend to other schools.

“A lot of parents at Salmon Bay think (the district) isn’t going to stop at these four, and it’s just a matter of time before they come for our school,” Schneider said. “The numbers don’t add up to any real savings. They are disrupting communities and making changes to thriving schools.”

With public hearings on the horizon and growing calls for accountability, the fate of Seattle’s elementary schools remains uncertain. Community members continue to advocate for transparency and equitable solutions to the district’s financial challenges.

The El Paso Independent School District (EPISD) Board of Trustees narrowly approved a controversial plan to close eight elementary schools in response to looming budget deficits. During a tense meeting on Tuesday night, the board voted 4–3 in favor of the closures, with President Israel Irrobali casting the tie-breaking vote. Trustees Daniel E. Call, Isabel Hernandez, Valerie Ganelon Beals (Vice President), and Irrobali supported the decision, while Alex Cuellar, Dr. Jack Loveridge, and Leah Hanany opposed it.

Despite significant public opposition, Superintendent Diana Sayavedra emphasized that the closures were essential for the district’s financial stability and quality of education. “This is about providing sustainable, high-quality education by addressing the deficit, preserving essential programs, and creating enriched, equitable learning environments for all students,” Sayavedra explained. Board President Irrobali echoed these sentiments, asserting that the plan aims to empower students and staff with better resources.

Budget Pressures and Community Feedback

The decision comes after EPISD revealed dire financial projections, citing a $32.2 million budget deficit for the fiscal year 2025–26. Originally, the district had proposed closing 10 elementary schools as part of its Destination District Redesign (DDR) initiative. However, following strong community feedback, the list was revised, sparing Hillside and Park elementary schools from closure.

Under the updated plan, closures will occur in two phases. Phase I (2025–2026) includes Carlos Rivera, Lamar, Newman, Putnam, Rusk, and Zavala elementary schools. Phase II (2026–2027) will see the closure of Stanton and Travis elementary schools. District officials warned that without these measures, EPISD would face severe consequences, including workforce reductions, program cuts, larger class sizes, and long-term financial instability.

A Path Forward Amid Challenges

EPISD outlined the benefits of the school closures, emphasizing how reallocating resources would enhance classroom instruction, preserve academic programs, and stabilize the district’s finances. By implementing the closures, the district projects a 65.8% reduction in its budget deficit, saving $15.5 million in FY2026 and $5.7 million in FY2027.

While the closures aim to mitigate the financial crisis, concerns linger among trustees and community members about the potential impact on students, staff, and families. Critics argue that the closures could disrupt educational environments and strain resources in remaining schools. Still, district leaders maintain that decisive action is necessary to avoid more drastic cost-cutting measures in the future.

As EPISD moves forward with its plan, the district remains committed to working with affected communities and ensuring a smooth transition for students and staff. The closures mark a significant step in the district’s efforts to address financial challenges while striving to maintain high-quality education for all.

The Texas Education Board edged closer to a significant decision on Tuesday, as a majority of its members signaled preliminary support for the Bluebonnet Learning curriculum, a state-authored educational framework for elementary schools. This curriculum, introduced by the Texas Education Agency (TEA) earlier this year, has stirred heated debates about its integration of biblical references. Eight of the board’s 15 members expressed approval ahead of the final vote scheduled for Friday. Meanwhile, the Texas Education Board or TEA has until Wednesday to address revisions prompted by public and board member feedback.

The curriculum adopts a cross-disciplinary approach, using reading and language arts lessons to reinforce concepts in history and social studies. Proponents argue that it provides students with cultural and historical literacy by referencing Christianity, among other topics. Critics, however, contend that the curriculum disproportionately emphasizes Christian teachings, potentially alienating non-Christian students and violating the separation of church and state. Concerns have also been raised about the accuracy of some lessons and whether they align with state educational standards.

Opposition and Concerns Over Religious Influence

Among the critics are religious studies experts and some board members who worry that the proposed materials could implicitly endorse Christianity in public schools. Democrats on the board, along with three Republican members—Evelyn Brooks, Patricia Hardy, and Pam Little—opposed the curriculum. They cited a mix of concerns, including its religious overtones, lack of alignment with educational standards, and age-appropriateness.

Evelyn Brooks criticized the Texas Education Board for venturing into textbook publishing, arguing that this undermines private publishers and creates unfair competition. Similarly, Hardy expressed apprehensions over the curriculum’s adherence to state standards and its effectiveness in improving student outcomes. Democratic board member Staci Childs emphasized the importance of educational materials being accurate, unbiased, and free from any potential violations of the Establishment Clause.

Despite opposition, some members who support the curriculum, including Republican Will Hickman, defended the inclusion of biblical references as a means of fostering cultural understanding. Hickman pointed to stories like the Good Samaritan and the Golden Rule as essential lessons for students, suggesting that such teachings transcend religious boundaries.

Public and Political Dynamics at Play

Public reaction has been equally divided, with over 100 Texans voicing opinions during a recent hearing. Critics argued that the curriculum’s focus on Christianity could marginalize students of other faiths and noted that it simplifies complex aspects of American history, including civil rights and racism. Supporters, such as Courtnie Bagley of the Texas Public Policy Foundation, defended the curriculum’s rigorous review process, claiming it met higher standards than other educational materials.

Political undertones also surfaced during the debate. Republican Leslie Recine, appointed by Governor Greg Abbott to fill a temporary vacancy on the board, cast a crucial vote in favor of the curriculum. Her appointment, made shortly before a Democrat won the seat for the next term, sparked controversy, with some questioning whether political motivations influenced the board’s stance.

As the state gears up for the final vote, the decision carries significant implications. School districts retain the autonomy to adopt or reject the curriculum but face financial incentives of $60 per student if they opt-in. With Texas’ public education system already grappling with funding challenges, this incentive could sway decisions. However, the debate underscores broader tensions about religion’s role in public education and how history is taught in schools.

India has emerged as the leading source of US International Student , surpassing China for the first time in over a decade. According to the latest Open Doors report, released by the Department of State’s Bureau of Educational and Cultural Affairs and the Institute of International Education, the 2023-2024 academic year witnessed a significant 23% rise in the number of Indian students, reaching a record 331,602.

In contrast, China experienced a 4% decline in students heading to U.S. institutions. Despite this, India and China collectively account for over half of the total international student population in the U.S. The overall number of international students in the country reached a historic 1.1 million, marking a 7% increase compared to the previous year.

STEM Fields Dominate U.S. International Education

The majority of US International Student continue to pursue STEM-related disciplines, including engineering, computer science, and mathematics. These programs remain highly attractive due to their global career prospects and advanced learning opportunities.

Commenting on the milestone, Allan Goodman, CEO of the Institute of International Education, said, “As we celebrate 75 years of Open Doors, we are thrilled to report a record high of international students in the United States. International students enrich our campuses, foster cultural exchange, and contribute significantly to our economy. We remain dedicated to supporting these bright minds and ensuring that the U.S. continues to be a premier destination for global education.”

India’s rise to the top spot underscores the growing appeal of American higher education among Indian students, driven by factors such as quality programs, research opportunities, and a strong focus on STEM fields.

US International Student Increasingly Study Abroad

The report also highlights a surge in American students studying overseas. During the 2022-2023 academic year, over 280,000 U.S. students traveled abroad for educational

purposes, reflecting a 49% increase compared to the previous year, which was heavily impacted by the pandemic.

European countries remain the most popular destinations for U.S. students, with Italy, the United Kingdom, Spain, and France collectively hosting nearly 45% of the total. This trend showcases a growing interest among American students in experiencing global education and cultural diversity.

The Open Doors report underscores the bidirectional growth in international education, emphasizing the role of cross-cultural exchange in fostering global understanding and economic contributions. As the numbers continue to rise, the United States solidifies its position as a global hub for education while encouraging its students to explore opportunities abroad.

Clifton R. Wharton Jr., an influential figure in American academia and beyond, passed away at the age of 98. Wharton made history as the first Black president of a major U.S. research university when he was appointed as the 14th president of Michigan State University (MSU) in 1970. His presidency, which lasted until 1978, was marked by significant contributions to MSU’s infrastructure and academic legacy. Under Wharton’s leadership, Michigan State University (saw the construction of its first superconducting cyclotron and the establishment of the MSU Foundation.

One of his major achievements was launching Michigan State University (inaugural capital campaign, which paved the way for the creation of Michigan’s largest performing arts center. In 1982, in recognition of his and his wife’s contributions, the facility was named the Clifton and Dolores Wharton Center for Performing Arts.

Wharton’s tenure was not without challenges, as it occurred during the politically charged era of the Vietnam War, which brought student protests and heightened societal tensions. Despite these obstacles, Wharton’s approach was rooted in open communication and active dialogue with students and the MSU community, reinforcing his commitment to inclusivity and understanding during turbulent times.

Leadership Beyond Academia

After his eight-year tenure at Michigan State University, Wharton transitioned to a broader educational role, becoming the chancellor of the State University of New York (SUNY) system. This move made him the first Black administrator to lead the largest public university system in the United States. Wharton’s career trajectory took another significant turn when he left higher education in 1982 to serve as chairperson of the Rockefeller Foundation, emphasizing his dedication to global development and philanthropy.

Wharton’s influence continued to grow as he entered the corporate world. In 1987, he broke another racial barrier by becoming the CEO of TIAA-CREF, a major financial services firm, making him the first Black CEO of a Fortune 500 company. His leadership there further solidified his legacy as a pioneering figure in both business and social advancement.

Diplomatic Contributions and Continued Service

Clifton R. Wharton Jr impact extended into diplomacy and public service. In 1993, President Bill Clinton appointed him as the U.S. deputy secretary of state, a role he held for about a year. This position was part of a broader pattern of service, as Wharton held appointments under six different U.S. presidents. His roles included membership on advisory panels focusing on East Asia and the Pacific, participation in the Presidential Task Force on Agriculture in Vietnam, and serving on President Jimmy Carter’s Commission on World Hunger. Wharton was also appointed to chair the U.S. Agency for International Development’s Board for International Food and Agricultural Development, demonstrating his lifelong dedication to global development.

Throughout his career, Wharton received numerous accolades for his contributions. Notable among these were the Joseph C. Wilson Award for international affairs and the President’s Award on World Hunger. He also earned the American Council on Education’s Distinguished Service Award for Life Achievement and the Alumni Medal from the University of Chicago.

Even in retirement, Wharton remained active, contributing to corporate boards, leading study groups, and participating in special commissions. His legacy as a groundbreaking leader in education, business, and public service remains a testament to his dedication to progress and social change.

At a Moreno Valley Unified School District board meeting on Tuesday, California Community members urged district officials to take immediate action against a high school teacher accused of making racially charged remarks about supporters of President-elect Donald Trump. The teacher allegedly told students that non-White Trump supporters “wish they were White,” a comment that sparked outrage among attendees and has gone viral on social media platform X, accumulating hundreds of thousands of views.

During the meeting, one attendee played an audio recording reportedly featuring the teacher’s voice saying, “God, they want to be White so bad,” before demanding the teacher be terminated. “I say you strip him. He can’t work for the schools anymore,” the attendee insisted. Others in the audience, including one person wearing a Trump campaign shirt, echoed the call for disciplinary action, labeling the teacher’s comments as “unacceptable” and arguing that such statements should not be made in the classroom. Another attendee added that while freedom of speech exists, the teacher’s alleged remarks crossed a line, emphasizing the responsibility educators have to maintain professionalism.

Attendees Stress Zero Tolerance for Hate Speech

The California Community response reflected a collective stance on professional conduct and zero tolerance for hate speech within educational settings. One attendee stressed that educators should be held to a “higher standard,” arguing that the teacher’s actions were inexcusable. Another speaker posed a rhetorical question about whether political differences within families justify racially charged attacks, immediately answering, “No, it doesn’t.” She then questioned the board, asking what measures would be taken to address the issue, and reiterated her stance that the teacher should be fired, insisting on a policy of “zero tolerance for hate speech.”

The public’s demand for accountability underscored broader tensions surrounding race and politics in the classroom. Several attendees noted that students and families deserve a learning environment free from hostility or biased commentary, particularly when it relates to sensitive topics like race and political affiliation.

School District Places Teacher on Administrative Leave

Following the incident, the Moreno Valley Unified School District issued a statement, as reported by Los Angeles-based ABC 7. The district confirmed that it had taken initial action by placing the teacher on administrative leave, pending a full investigation. In its statement, the district expressed disapproval of the teacher’s behavior, describing the discussion as “unprofessional.” The spokesperson explained that the district does not condone the incident and reassured the public that a thorough investigation is underway to determine the appropriate course of action.

As the investigation progresses, community members await further updates from the district, hoping their calls for accountability will lead to a swift and fair resolution. The incident has highlighted ongoing debates about freedom of expression in educational settings, and the community’s response serves as a reminder of the high standards expected of educators in handling sensitive discussions on race and politics.

Texas Governor Greg Abbott has announced his opposition to tuition increases at public colleges and universities across the state for the upcoming biennium. Abbott made his stance clear in a letter addressed to public colleges and universities in Texas, where he emphasized that no institution should approve tuition hikes for the 2025-26 and 2026-27 academic years. The governor stated that he had consulted with the Board of Regents for each public university system in Texas, and they collectively agreed on this decision. His message comes as a continuation of his ongoing efforts to keep higher education affordable and accessible to all Texans.

Abbott’s letter highlighted the financial measures Texas has already taken to support students, noting that he signed legislation in 2023 that froze tuition and fees for undergraduate students for the 2023-24 and 2024-25 school years. While this tuition freeze is set to expire soon, Abbott stressed his commitment to maintaining the current cost structure, saying, “I will not support any tuition increase at any public higher education institution in the upcoming biennium.”

Ensuring Accessible and Affordable Education

Texas Governor Greg Abbott In his announcement, Abbott underscored the benefits of keeping education costs stable. He pointed out that affordable education directly contributes to higher wages, improved workforce qualifications, and an elevated quality of life for Texans. According to Abbott, by preventing tuition increases, the state can better equip students for high-paying jobs and help them meet Texas’s workforce demands. His dedication to this goal reflects his broader vision for economic growth driven by accessible education.

Moreover, Abbott stated that the state’s substantial investment in higher education supports this vision. These investments include increased funding for universities and expanded financial aid programs, which, according to the governor, demonstrate Texas’s commitment to educational affordability. He also emphasized that these financial measures are designed to help students from all backgrounds pursue higher education without undue financial strain, further fueling the state’s economic and social advancement.

Freeze is Limited to Public Institutions

While Abbott’s directive mandates a tuition freeze for public colleges and universities, it does not extend to private institutions in Texas. This means that while public colleges will not increase tuition through the 2026-27 academic year, private universities retain the discretion to adjust their tuition rates as they see fit. The governor’s focus on public institutions stems from his aim to ensure that as many Texans as possible have access to affordable education options.

This tuition freeze comes as part of Abbott’s broader strategy to strengthen Texas’s workforce and economic landscape by investing in education. As the next legislative session approaches, Abbott’s stance signals a commitment to holding education costs steady in Texas, keeping college within reach for current and future students.

Canada has introduced Canada’s New Immigration Policies Signal Shift for International Studentsimpacting international students, with significant changes around student visas and pathways to residency. Immigration Minister Marc Miller announced on Tuesday that the country is ending the Student Direct Stream (SDS), a program that once fast-tracked student visa processing, and removing certain policies that previously offered a smoother transition from study permits to permanent residency.

Miller emphasized that Canada never guaranteed permanent residency for students studying in the country. “When people come here and decide to study, it wasn’t a guarantee to become a permanent resident,” Miller stated, clarifying the distinction between a study permit and a residence permit. Despite student protests advocating for automatic residency pathways or visa extensions, Miller reaffirmed that Canada’s immigration policies prioritize balancing system order and maintaining a managed influx.

The SDS was launched in 2018, allowing students from select countries such as India, China, and Brazil to receive study permits within 20 days. However, due to increased political tensions and diplomatic considerations, the program has been withdrawn, affecting eligible students from countries like Antigua, Morocco, and Pakistan, among others. Miller mentioned that the Canadian government remains committed to issuing visas based on national security and diplomatic interests.

Work Permit Extensions Not Guaranteed

For many international students holding Post-Graduation Work Permits (PGWPs), Canada’s recent changes mean that automatic permit extensions will not be offered. As PGWPs near expiration, international students are urging the government to extend these permits, as they serve as a bridge to employment and potential residency. However, Miller highlighted that the government cannot accommodate every request and that students may need to make difficult decisions about whether to stay in Canada or return to their home countries.

The Minister noted that work permits are aligned with Canada’s labor market needs, and the government is now placing limits on the number of temporary residents to manage the influx of new workers. Additionally, Miller announced a 20% reduction in permanent residency quotas, following a recent cut aimed at addressing housing shortages and strains on public services. According to Miller, while immigration remains essential to support Canada’s aging population and labor needs, a gradual reduction will help ensure that new immigrants can integrate into the workforce and contribute to economic stability.

Addressing Asylum Claims and Regional Needs

Another rising concern is the misuse of asylum claims by some international students. As more asylum requests emerge, Miller raised concerns that some students are using asylum applications as a last resort to remain in Canada. The Minister stressed that preserving the integrity of Canada’s refugee system is critical and that baseless asylum claims put additional strain on an already taxed system.

Miller underscored that managing Canada’s immigration demands requires collaboration among federal and provincial authorities and educational institutions. He acknowledged that different provinces have unique needs, and a tailored approach is essential for the country’s overall immigration goals. This collaboration aims to address regional labor demands and socio-economic priorities without compromising the broader immigration framework.

As Canada’s New Immigration Policies , the focus remains on finding a balanced approach that attracts and retains global talent while protecting national interests. The government’s latest measures reflect a strategic recalibration designed to support Canada’s long-term economic needs and population growth, with an eye on sustainable integration for future generations.

Kraft Heinz announced it would no longer supply its Lunchables meals to U.S. schools, a decision stemming from underwhelming demand and mounting health criticisms. The company had rolled out two school-specific Lunchables options for the 2023-2024 school year: one featuring a pizza kit and the other offering turkey, cheddar cheese, and crackers. At launch, Kraft Heinz highlighted these products as healthier alternatives, enriched with protein and containing reduced levels of sodium and saturated fats to align with U.S. school lunch program requirements.

However, this launch was met with mixed reactions. Health advocacy groups like the Center for Science in the Public Interest criticized the inclusion of Lunchables in school cafeterias, suggesting it could mislead families into viewing the commercially available versions as healthy choices. The skepticism reflected broader concerns about the nutritional quality of these meals and their potential impact on children’s health.

Health Concerns and Advocacy Efforts

Health-related scrutiny of Lunchables intensified in April when Consumer Reports published findings showing that the school-specific Lunchables had even higher sodium levels than those sold in grocery stores. Further, Consumer Reports found that store-bought Lunchables contained higher levels of lead than similar meals offered by other brands. This revelation led the organization to call on the U.S. Department of Agriculture to prohibit Lunchables and similar processed meal kits in school cafeterias, underscoring a growing demand for higher nutritional standards in school food offerings.

This increasing wave of health-related objections highlighted a challenge for Kraft Heinz, which had positioned the school-compliant Lunchables as healthier alternatives. However, public health advocates and nutritionists continued to raise concerns over the nutritional adequacy and potential health risks posed by processed meals like Lunchables in the school environment.

Kraft Heinz’s Response and Future Plans

Following the lackluster reception and health concerns, Kraft Heinz decided to halt the distribution of Lunchables in schools. According to the company, the sales of these school-targeted Lunchables were negligible, accounting for “far less than 1% of overall Lunchables sales” during the last academic year. In a statement, the Pittsburgh-based company attributed the discontinuation to insufficient demand despite initial enthusiasm from some school administrators. “This happens occasionally across our broad portfolio, especially as we explore new sales channels,” Kraft Heinz remarked.

The company also hinted at a potential re-evaluation, stating that while Lunchables products are currently unavailable in schools, they may explore future opportunities to reintroduce them. Kraft Heinz, a prominent food and beverage company with popular products such as Capri Sun, Oscar Meyer hot dogs, Kool-Aid, and Philadelphia Cream Cheese, continues to diversify its offerings across various consumer segments, though its school-targeted Lunchables have been temporarily shelved.

As Kraft Heinz reconsiders its approach to school-based offerings, the decision reflects a cautious response to consumer demands for healthier options and signals a potential shift in the company’s focus toward products that may align better with public health standards.

The newly appointed principal of Houston Independent School District’s Harvard Elementary, Sharon Pe Benito, has resigned from her role before even beginning her tenure. Her decision to step down was communicated in a letter from HISD Central Division Superintendent Dr. Luz Martinez to the parents of Harvard students on Tuesday. According to Dr. Martinez, Pe Benito’s resignation stemmed from intense social media criticism, leading her to conclude that the role was not aligned with her personal or professional goals.

“Although Pe Benito had accepted the principal position at Harvard Elementary last week, she ultimately decided that it was not in her best interest due to extensive online bullying,” Dr. Martinez shared. Pe Benito was initially selected to replace Dr. Shelby Calabrese, who was placed on leave earlier in October.

Community Pushback and Administrative Changes

The decision to appoint Pe Benito was met with swift backlash on social media, with numerous Harvard parents expressing their support for Dr. Calabrese, the outgoing principal. The contentious nature of this transition sparked broader discussions within the community about leadership changes and their impact on Harvard’s students. Following the announcement of Pe Benito’s appointment, HISD informed parents that Dr. Calabrese had been recommended for termination, further intensifying debates.

Additionally, Harvard Elementary experienced other administrative shifts recently, with Assistant Principal Dr. Alejandra Perez and Magnet Coordinator Daisha Huntley being reassigned to other campuses. The two administrators were escorted off campus, creating further uncertainty among parents and faculty.

Interim Leadership and New Beginnings

In light of Pe Benito’s sudden departure, Dr. Stefanie Spencer has been appointed interim principal for the remainder of the academic year. Dr. Spencer, an experienced administrator with 18 years in Goose Creek CISD and Spring Branch ISD, was named Principal of the Year for Spring Branch ISD’s elementary division in 2022. Her reputation for leadership and dedication to education has brought cautious optimism among Harvard Elementary’s stakeholders as they navigate the remainder of the school year.

Meanwhile, Molly Lashway, who was hired as an assistant principal alongside Pe Benito, will remain in her role and assume her duties as initially planned.

The Bridgeport school board is scheduled to hold its regular meeting on Tuesday, with a notable agenda item addressing the “discussion and possible approval of the appointment of Dr. Royce Avery as acting superintendent while Dr. Carmela Levy-David is out on temporary leave.” This decision follows the announcement that Superintendent Levy-David, appointed in June 2023, has been on leave since November 4, as district communications director Stacy Graham-Hunt confirmed. According to a message from School Board Chair Christine Baptiste-Perez, Levy-David’s leave was requested for personal medical reasons under federal law.

Dr. Avery, who joined the district shortly after Levy-David’s appointment, is expected to take over her responsibilities temporarily. Levy-David, who has a background in Texas’s Fort Bend Independent School District, was selected to lead Bridgeport’s public schools following a narrow 5-4 board vote. Her appointment came with a vision to elevate the district’s reputation and academic standards. However, her tenure has been met with support and criticism, sparking internal board discussions and contrasting evaluations from district stakeholders.

Bridgeport School Board Faces Community and Staff Pushback

The board’s response to Levy-David’s leadership Shift has been mixed, with some members citing concerns over her approach to district improvements. A recent teachers’ union survey in October revealed a staggering 97 percent of teachers expressing no confidence in her leadership, leading to public demonstrations and symbolic actions, such as faculty wearing black to the new school year’s launch. Board members Willie Medina and Robert Traber, part of a vocal faction advocating for a change in leadership shift, have called for a special meeting to assess Levy-David’s performance and discuss potential contract termination.

“There’s at least five of us who believe moving forward without her is best for the district,” Medina remarked, suggesting that even if Levy-David returns from leave, the board’s commitment to reassess her position will remain unchanged. Traber echoed this stance, stating, “We are open to discussions if she wishes to resign.” Mayor Joe Ganim, who had previously expressed support for Levy-David, did not respond to requests for comment on recent developments, adding another layer of ambiguity to the district’s leadership future.

Teachers’ Union and Bridgeport School Board Chair Offer Diverging Perspectives

While the district grapples with Levy-David’s temporary departure, reactions from the Bridgeport Education Association (BEA) indicate a general acceptance of the interim leadership plan. BEA President Jeff Morrissey stated on Monday, “The union is comfortable with the transition to Dr. Avery, and we’ve presented our concerns to the board. Now it’s their turn to act in the best interests of Bridgeport’s students.” Morrissey’s statement reflects the union’s earlier opposition to Levy-David’s policies, particularly after her proposals last winter to close six schools—a plan later modified to a district-wide facilities study in response to public outcry.

In contrast, Bridgeport school board Chair Baptiste-Perez has defended Levy-David’s dedication, praising her commitment to transforming the district, even amidst challenges. “Dr. Levy-David has been a beacon of hope for this district, which has faced historic underperformance,” Baptiste-Perez wrote, in a nod to her broader vision for improvement. However, Traber contested her optimistic appraisal, arguing that Levy-David’s tenure was marred by discord. “Her leadership has left staff feeling undermined and uncertain,” he asserted, highlighting the superintendent’s practice of reassigning staff members, which, according to him, fostered a tense atmosphere.

With the board preparing to address the leadership transition in Tuesday’s meeting, the Bridgeport community watches closely to see how the district will reconcile internal divides and set a path forward. As Dr. Avery steps in temporarily, discussions surrounding Levy-David’s leadership will likely continue to shape the district’s future trajectory.

Barbara Taylor Bowman, a pioneering advocate for early childhood education and co-founder of the Erikson Institute, passed away on November 4 at the age of 96. Born in 1928 on Chicago’s South Side, Bowman’s journey into education began in earnest after she graduated from Sarah Lawrence College in 1950. She soon entered the classroom as a preschool teacher, and her passion for educational equity led her to pursue a master’s degree in education at the University of Chicago in 1952. Her early work laid the foundation for a career dedicated to improving opportunities for children, particularly those from under-resourced communities.

Bowman married Dr. James E. Bowman, and in 1956, they welcomed their daughter, Valerie Jarrett. Jarrett would later become a prominent Senior Advisor to President Barack Obama, reflecting her mother’s lifelong commitment to public service and equity.

Founding the Erikson Institute and Pioneering Change

In 1966, recognizing the critical need for specialized training in early childhood education, Bowman joined forces with child psychologist Maria Piers, social worker Lorraine Wallach, and businessman Irving Harris to establish the Erikson Institute. The institute aimed to equip educators with the knowledge and skills to support young children from diverse backgrounds, ensuring that every child could reach their potential. The Erikson Institute quickly became a respected institution in the field, and Barbara Taylor Bowman herself emerged as a globally recognized expert in early childhood development.

Mariana Souto-Manning, Erikson’s current president, described Bowman as a “true visionary” whose impact reshaped early childhood education. “She didn’t just shape an institution—she helped shape the very foundation of the field,” Souto-Manning said, honoring Bowman’s legacy of justice, equity, and commitment to child welfare.

Legacy and Contributions Beyond Erikson

In addition to her work at Erikson, Bowman served as its president from 1994 to 2001, introducing lasting traditions such as gifting a yellow rose to each Erikson graduate. Her influence extended nationally; she collaborated closely with former Secretary of Education Arne Duncan and served as a consultant to the U.S. Secretary of Education during President Obama’s administration. Despite her numerous accolades and responsibilities, Barbara Taylor Bowman continued teaching and participating in various educational committees and boards.

Recognized as one of “Chicago’s Very Own” by WGN-TV in 2017, Bowman’s contributions have been celebrated not only in Chicago but also across the nation. Her passing marks the end of an era, but her dedication to the field ensures that her influence will continue to inspire educators and advocates dedicated to equitable early childhood education.

Following significant Republican wins in Texas Governor Greg Abbott expressed strong confidence in passing a school voucher program in the upcoming legislative session. During a visit to Kingdom Life Academy in Tyler, a Christian private school, Abbott noted the Texas House now has 79 staunch supporters of school choice, securing a slight majority in the 150-member chamber. For Abbott, this support marks a turning point for advancing his top legislative priority: a school voucher system that would allow parents to use public funds for private schooling. Previously, the Texas Legislature halted voucher legislation amid debates over its impact on public school funding.

Funding and Support for Public Schools Amid Voucher Push

Abbott also assured Texans that he is committed to fully funding public schools, enhancing teacher pay, and expanding career training options, addressing key concerns from previous sessions. Last year, the Texas House narrowly blocked a voucher initiative as part of a larger education funding bill, with some Republicans and all Democrats fearing it would divert critical resources from public schools. Abbott’s campaign to unseat rural Republicans opposing the plan has received support from wealthy voucher advocates like Jeff Yass. Yet, despite a record $32 billion budget surplus, Abbott’s refusal last session to boost public school funding left districts struggling financially, facing higher costs of living, reduced federal pandemic aid, and underfunded security mandates.

Controversy Surrounding Voucher Programs and Educational Impact

Texas Governor Abbott’s visit to Kingdom Life Academy, a private school serving predominantly Black and Hispanic students, highlights his intention to frame vouchers as beneficial for marginalized communities. Joel Enge, the academy’s founder and former public school teacher, advocates vouchers to support students needing alternatives to traditional education. However, voucher programs nationwide face scrutiny over their mixed success in aiding vulnerable students. Studies show inconsistent academic improvements in standardized tests, particularly among low-income students, a key metric often emphasized by voucher proponents.

Critics argue that vouchers may not directly benefit underprivileged families, as wealthier households often utilize them, and the primary gains are seen in parental satisfaction rather than measurable academic outcomes. Abbott remains firm that school choice and quality public education can coexist, advocating for a Texas model that aims to do both effectively.

Republicans secured significant victories on election night education by capturing the White House and Senate and likely retaining the House. However, conservative-backed state ballot measures related to education did not achieve similar success. Notably, measures advocating school choice, partisan school board elections, and standardized testing reforms encountered resistance in various states, signaling a disparity between voters’ preferences in federal elections versus local educational policies.

Election Night Education School Choice Rejections in Key States

Despite growing support for school choice in conservative circles, the movement faced a setback as voters in Kentucky, Nebraska, and Colorado rejected policies that would redirect taxpayer funds toward private schooling. In Kentucky, voters dismissed a proposal to amend the state’s constitution, which would have facilitated the introduction of school choice policies.

Nebraska voters overturned a recent law providing a $10 million fund for private school students, with 57% voting against it. Similarly, Colorado’s Amendment 80, which sought to establish the right to school choice in the state constitution, failed to pass. Opponents of school choice hope these defeats will slow the movement’s progress nationwide, with education policy expert Joshua Cowen suggesting that these rejections could signal a broader resistance to expanding school choice in additional states.

Partisan School Board Elections Rejected in Florida

Florida, a state that strongly supported President-elect Trump, voted against a GOP-backed amendment to allow partisan school board elections. Amendment 1 garnered 55% support but required a 60% supermajority to pass. Currently, only four states require political affiliations in school board elections, and the majority of such elections remain nonpartisan nationwide. Advocates like Andrew Spar, president of the Florida Education Association, argue that nonpartisan elections keep the focus on students rather than politics. Conversely, proponents of partisan school board elections, including Rod Thomson from the Republican Party of Sarasota County, believe party labels would simplify the voting process by providing voters with clearer insights into candidates’ values, given the often-overwhelming number of offices on a ballot.

Standardized Testing and School Funding Victories

Massachusetts saw a distinct victory with the passage of Question 2, which removed the state’s longstanding requirement for high school students to pass a standardized test to graduate. Over 58% of voters supported this change, with the Massachusetts Teachers Association asserting that it would refocus education on teaching and learning rather than high-stakes testing. However, opponents like John Schneider, representing the Protect Our Kids’ Future coalition, expressed concerns that eliminating this standard could exacerbate educational inequities.

While school choice and partisan school board measures faltered, several states passed initiatives to increase school funding. Arkansas, Rhode Island, New Mexico, and Utah approved measures to boost financial support for their educational systems. Rhode Island voters sanctioned $160 million in funding for higher education facility improvements, while Utah increased its annual school funding distribution from 4% to 5%. These measures passed with substantial majorities, reflecting broad public support for enhanced investment in public education.

This election night education demonstrated both strong backing for conservative candidates and varied support for their education policies, underscoring voters’ nuanced perspectives on how best to support and regulate educational systems at state and local levels.

Donald Trump’s victory in the recent presidential election signals potential rollbacks of significant reforms in Biden’s Higher Education Policy . Under Biden, initiatives aimed at student loan forgiveness, protections for LGBTQ+ students, and regulations to curb predatory practices in colleges have marked Democratic efforts to reshape the educational landscape. Trump’s victory, however, casts uncertainty on the continuity of these measures. His campaign rhetoric, alongside actions from his first term, suggests an intention to dismantle many Obama-era and era of Biden’s Higher Education Policy, focusing instead on reorienting higher education to align with conservative priorities.

The election results reflect deepening partisan divides on higher education, with clear differences in support among voters with college degrees versus those without. The president-elect’s base largely comprises noncollege-educated voters, a demographic he may leverage to chart a direction sharply divergent from Biden’s. For many higher education leaders, this shift has raised concern. Jon Fansmith, senior vice president for government relations at the American Council on Education, expressed uncertainty, noting a “trepidation” among college officials as they contemplate how Trump’s policies may reshape the sector.

Calls to Abolish the Department of Education and Congressional Hurdles

Trump’s administration, along with victorious Republican congressional candidates, has reignited calls to dismantle the U.S. Department of Education, established in 1979. Although Republicans have long criticized the department, successfully abolishing it would require an act of Congress—a challenging feat given the likely narrow control in the legislature. Trump’s campaign promises include moving educational responsibilities to state governments, reflecting a desire to decentralize federal oversight.

Despite these calls, the department plays essential roles, from overseeing discrimination cases in educational institutions to managing a $1.7 trillion federal student loan portfolio. Trump’s critics argue that dismantling the department could disrupt these services, especially for vulnerable students. Derrell Bradford, president of the advocacy group 50CAN, highlighted this complexity, suggesting that without the Department of Education, many conservative-led education reforms would be difficult to implement.

Prospective Changes in Accreditation and Student Rights Protections

The Trump administration’s education agenda, labeled Agenda47, includes plans to overhaul college accreditation, a process currently overseen by independent agencies. Trump has criticized accreditors for enabling what he views as a “radical Left” influence over campuses and has committed to targeting these agencies in the coming term. This stance aligns with Republican efforts to decrease perceived ideological bias in higher education and enforce stricter standards on colleges.

Trump’s victory also raises questions about the future of Biden’s policies on student loan forgiveness and LGBTQ+ protections. During his first term, Trump rolled back similar initiatives introduced by Obama, favoring less regulatory oversight for colleges. As Trump’s team pushes for changes, experts like Lynn Pasquerella, president of the American Association of Colleges and Universities, anticipate a “moral distress” among college leaders navigating these reversals. Additionally, recent Supreme Court rulings that have limited federal agencies’ regulatory powers could further hinder efforts by Trump’s administration, underscoring the uncertainty surrounding higher education’s future under his leadership.

Former President Donald Trump, who anticipated returning to the White House, has outlined significant changes for the U.S. education system as part of his second-term agenda. Central to his plans is the potential elimination of the Department of Education (DOE). Established during President Jimmy Carter’s administration, the DOE plays a pivotal role in shaping educational policies, managing federal aid programs like Title I for low-achieving schools, and administering Pell Grants for undergraduates facing financial hardship.

During Trump’s first term, his administration proposed substantial budget cuts to the DOE. His Agenda 47 campaign underscores a belief that states, rather than the federal government, should oversee educational systems. Despite advocating for state control, Trump has also suggested federally driven content restrictions, aiming to regulate educational materials and discussions.

Content Regulations and Classroom Discussions 

Trump’s Educational Reforms platform emphasizes fostering patriotism and increasing parental rights in schools, advocating for public school prayer and the dismantling of diversity initiatives. His plans also involve limiting federal funding for programs promoting what he terms “critical race theory, gender ideology, or inappropriate racial, sexual, or political content.” These proposed content restrictions mirror Republican-backed state legislation that has faced criticism for leading to ambiguous policies and potential censorship regarding discussions on race, gender, and politics.

The free-speech organization PEN America reports that during the 2023-2024 school year, more than 10,000 books were removed from school libraries due to similar policies. Trump’s Agenda 47 also mentions creating a new credentialing system for teachers aligned with “patriotic values” and reinstating the 1776 Commission, aiming to reframe U.S. history education to reflect foundational American values. The details of these values remain undefined in the campaign’s outline.

School Choice, Teacher Policies, and Higher Education 

A significant component of Trump’s educational reforms is universal school choice. This initiative would enable public education funding to follow students to private schools or homeschooling options. Efforts to establish or expand such programs have met resistance; voters in Nebraska, Kentucky, and Colorado recently opposed such measures.

Additionally, Trump’s plan proposes the elimination of teacher tenure laws, which currently require due process before a tenured teacher can be dismissed. Most states have tenure laws, though at least 10 have minimal or no such provisions. He aims to replace these protections with a merit-based pay system. While some studies suggest merit pay can improve student performance, critics argue that it fails to account for disparities in resources and funding, which can also influence educational outcomes.

For higher education, Trump has floated the creation of a government-funded institution known as the “American Academy,” which would be supported through financial penalties imposed on private universities. The move signals a shift in focus toward alternative higher education models in line with his broader reform vision.

In a decisive outcome, Kentucky voters rejected Amendment 2, which proposed allowing public funds to support private and charter schools. The Associated Press called the race with no counties voting in favor of the amendment, marking a clear preference to keep tax dollars within public education. Autumn Naegle, President of Kentucky’s Parent Teacher Association, expressed gratitude, stating, “Kentucky’s hearts are in our public schools.” The amendment’s defeat signals resistance to “school choice” initiatives that sought to channel public funds to non-public education options, an effort previously struck down by Kentucky courts as unconstitutional. Proponents of Amendment 2, including the group Kentucky Students First, conceded the loss prior to AP’s call, acknowledging voters’ strong preference for maintaining dedicated public school funding.

Voter Opposition Reflects Financial and Regional Concerns

Amendment 2 faced opposition from various quarters, including Republicans from rural regions who feared it would divert essential resources from rural public schools. Democratic Gov. Andy Beshear also spoke out against the amendment, emphasizing voters’ preference for funding public education exclusively. Beshear underscored the need to address Kentucky’s teacher shortage by boosting teacher salaries and expanding access to early education. Notably, millions of dollars were poured into the campaigns on both sides, with significant funding coming from out-of-state contributors like Pennsylvania billionaire Jeff Yass, who supported the “school choice” movement. In contrast, teacher unions and the PAC Kentuckians for Public Education invested heavily to oppose the amendment, reinforcing the electorate’s decision.

Amendment 1 Bans Noncitizen Voting Amid Minimal Debate

On the same ballot, Kentucky voters overwhelmingly passed Amendment 1, reinforcing a ban on noncitizen voting. This measure adds specific constitutional language to further restrict voting rights to U.S. citizens in Kentucky, despite existing laws that already prohibit noncitizens from participating in local, state, or federal elections. While noncitizen voting had become a contentious topic nationally, Kentucky’s ban serves more as a reinforcement than a new regulation. Other states also considered similar measures in this election cycle, reflecting a growing emphasis on election security. The lack of significant opposition to Amendment 1, and limited financial investment compared to Amendment 2, suggests that the vote served to formalize an already existing restriction.

The Syracuse City School District (SCSD) organized an event on Monday evening, Nov. 4, giving eighth graders from Syracuse and neighboring school districts a glimpse into their future career paths. Hosted at the Everson Museum of Art, the Career and Technical Education (CTE) Pathways Expo welcomed students and their parents to explore a variety of educational programs. With over 30 career and technical programs presented, the event aimed to guide students toward academic and professional success early on.

Erin Noto, Syracuse City School District SCSD’s executive director of career and technical education, expressed excitement about the array of programs available, including the district’s upcoming Regional STEAM High School. “They’re so interested because we have such a wide array of programs to offer to all the new kids,” Noto said, adding that the STEAM high school is set to open next year. The school’s focus on Science, Technology, Engineering, Arts, and Mathematics (STEAM) will provide students with a modern, career-oriented curriculum to help them thrive in their future pursuits.

Hands-On Learning with Industry Connections

The programs at SCSD aim to provide students with more than just academic knowledge. Through CTE and STEAM-focused curricula, students engage in hands-on learning, receiving mentorship and specialized training directly relevant to their desired careers. Noto emphasized the value of these partnerships, saying that students “get to engage in programs with their business or industry partners or post-secondary partners,” enabling them to transition smoothly from school to the workforce, higher education, or other professional paths. By fostering connections with local industries and institutions, SCSD provides students with a head start on achieving their long-term goals, whether in technical fields, skilled trades, or advanced studies.

For many students, the expo was a moment of inspiration. Eighth-grader Dawson McCann, from Bishop Ludden Junior-Senior High School, shared his interest in pursuing animation, expressing excitement for the STEAM High School’s technology and math programs. The hands-on experiences offered through these programs will allow students like Dawson to gain practical skills aligned with their aspirations, further supported by the district’s strong network of industry mentors and educational partners.

Family Support and Educational Benefits

Parents attending the expo were enthusiastic about the opportunities their children could gain from the SCSD programs. Kelly McCann, Dawson’s mother, and educator, highlighted the positive impact these programs can have on students’ engagement and commitment to the school. “Students are invested in the programs, they’re going to school because they want to be at school,” Kelly remarked, noting how these specialized programs foster strong connections between students and their instructors, reinforcing a sense of purpose and academic focus.

With applications for the new STEAM High School opening in December, interested students will soon have the chance to apply. SCSD’s CTE programs are expected to become available in 2025, promising to equip students with the skills needed in a rapidly changing job market. The event highlighted the district’s commitment to offering practical, future-focused educational options that engage students, involve families, and establish meaningful partnerships with the local community.

Reflecting on his victory, Anderson expressed pride in surpassing a record held by Wolfe, one of the NCAA’s top athletes. “It’s super special,” Anderson said. “The goal was to attack that record, and having it held by someone like Parker made it even more meaningful.” Anderson’s teammate, sophomore Benjamin Adams, also delivered a strong performance, securing second place and helping Mountain Vista finish fifth overall. “I’m super pumped, especially finishing 1-2 with one of my best friends behind me,” added Anderson, who was last year’s runner-up. Their combined effort capped a memorable season for the Golden Eagles.

Niwot Dominates Shines in 5A Debut

Niwot High School, making its debut in the 5A division after moving up from 4A, quickly proved its mettle by clinching the team state championship. The Cougars’ dominant performance included placing four runners in the top 12, totaling a score of 44 points and marking them as the fourth unique 5A team champion in the past four seasons. Niwot Dominates coach Kelly Christensen praised his team’s focus and commitment, noting that while his athletes enjoy their time together, they become intensely competitive on the course.

Junior Ryder Keeton led the team with a fourth-place finish in 15:32.3, closely followed by junior Hunter Robbie in sixth and Gabriel Marshall in eighth. Senior Keegan Golden secured 12th, while seniors Cole Mazurana and sophomore Quinn Sullivan’s 25th and 26th-place finishes solidified the victory. “To have that many guys in the top 12 and know we can still run better is a great place to be,” Christensen said, adding that the team’s journey to 5A success has exceeded expectations.

Top Competitors and Team Standings

Niwot’s triumph serves as an excellent benchmark for the team as they prepare for national competitions in the coming weeks. Meanwhile, Valor Christian High School finished second with 87 points, improving their position by two spots from the previous year. Senior Kaeden Dendorfer led the Valor squad with a fifth-place individual finish, helping to bolster their overall standing. Castle View High School placed third with a score of 121.

Other notable performances included ThunderRidge’s Ben Lee, who finished third individually with a time of 15:29.7, and Castle View’s Evan Dann in seventh. Grandview’s Colton White rounded out the top 10. Niwot’s success, coupled with standout performances from individual runners, highlighted an intense and competitive race that underscored the resilience and skill of Colorado’s top high school cross-country athletes. The race served as a culmination of a season marked by team spirit, personal records, and preparations for further national challenges ahead.

Emerson appreciates the intimate learning environment at Coalinga College, where small class sizes foster personalized interactions between instructors and students. “They really interact with the students rather than having 100 students in the class, and it’s just grading a piece of paper. They really get to know you,” Emerson shared. This close-knit academic community has led him to consider extending his studies at Coalinga College.

A new partnership between Fresno State University and the West Hills Community College District has further incentivized students like Emerson to remain at Coalinga College. Sam Aunai, the Vice President of Educational Services at Coalinga College, announced that this collaboration will enable students to take essential courses at either Coalinga or Lemoore Colleges, culminating in a bachelor’s degree in criminology. Plans for a degree in a social science program are also in the pipeline, although details are still being finalized.

“This partnership is significant for our community,” Aunai stated. “In Coalinga, only about 12% of the population holds a bachelor’s degree, which is relatively low.” By facilitating access to higher education, this initiative aims to enhance the educational landscape for local students.

Transportation has historically posed challenges for students commuting to Fresno State, located approximately 70 miles away. To address these barriers, Bobbi Mahfood, the Dean of Educational Services at Coalinga College, highlighted the benefits of offering a bachelor’s degree in criminology. “You’re looking at some of the biggest employers in our area, and this program will remove the barriers to education, allowing students to gain full employment and eliminating obstacles to their academic success,” Mahfood explained.

The new program is set to launch in Fall 2025 and will provide dedicated support services to guide students through graduation requirements. Officials anticipate that this initiative will significantly boost the number of associate degree holders transferring to four-year institutions, as well as enhance completion rates for both associate and bachelor’s degrees.

“We’re hopeful that the program will thrive, expand, and eventually lead to the availability of additional degrees through Fresno State,” Mahfood remarked, underscoring the positive trajectory for educational opportunities in the region. As Coalinga College students prepare to benefit from this partnership, the community looks forward to a future where higher education becomes more accessible and attainable for all.

The debate was organized by two local organizations: the League of Women Voters and the Martin Luther King Jr. Memorial Guild of Greater Long Branch. This marks a significant occasion, as it was the first time the Guild hosted a school board debate. Among the candidates are incumbents Joseph Ferraina, a former superintendent and current board Vice President, and Violeta Peters, the Board President. Both are running for re-election as a unified ticket, having collaborated closely over the years on various school initiatives. Peters, a retired healthcare professional, served on the board during Ferraina’s tenure as superintendent from 1992 until 2011 and returned to the board in 2017 after a brief hiatus.

Ferraina outlined his objectives, including reintegrating trades into the curriculum, enhancing the special education program at the old high school, and establishing individualized educational programs (IEPs) to better monitor student progress. Other candidates include Raymond Garland, a retired Port Authority police officer who prioritizes school safety, and Dominic Sama, a recent high school graduate and current student at Montclair University. Sama expressed the importance of a student’s perspective in addressing the evolving needs of the student body.

Additionally, Jon R. Zimmerman and Michael Zimmerman, unrelated but both with educational backgrounds, along with Julio A. Rivas, are independently contesting for the three-year seats. Jason DeSantis, a local entrepreneur, is also running for the one-year unexpired term. Notably, Michael Zimmerman, the grandson of a former police chief, did not attend the debates but provided his background to the moderators. Meanwhile, Rivas was unavailable for comment.

Addressing Nepotism Concerns in Long Branch School Board Election

During the debate, the issue of nepotism arose when a member of the audience questioned candidates about their plans to implement policies to prevent the hiring of friends and family members within the school board election. Jon Zimmerman expressed that while nepotism should be frowned upon, he would support hiring based on merit, particularly for local students with legitimate qualifications.

Ferraina emphasized the importance of adhering to legal guidelines and qualifications in hiring, noting that board members act on the recommendations of the superintendent rather than making direct hiring decisions themselves. He cautioned that nepotism could demoralize staff and undermine trust within the school community. DeSantis echoed this sentiment, asserting that individuals should earn positions based on their qualifications and merit. Garland reiterated the need for transparency, stating that qualified candidates should be prioritized, regardless of personal connections.

Peters confirmed that the board relies on administration recommendations, emphasizing the importance of qualifications over relationships in hiring decisions.

Transgender Policy Discussion in Long Branch School Board Election Candidates

The candidates also addressed the sensitive topic of transgender policy in sports, with only Jon Zimmerman and DeSantis engaging in the discussion. Zimmerman acknowledged the importance of supporting transgender students within the educational environment but expressed his belief that transgender athletes transitioning from male to female should not compete on girls’ teams, citing concerns over fairness. DeSantis concurred, arguing that it poses an unfair advantage in competitive sports.

As the school board election approaches, the discussions during this debate highlight the candidates’ differing views on significant issues impacting the Long Branch School Board Election Candidates providing voters with crucial insights ahead of their decisions at the polls.

During the debate, Elnoubi, alongside other Democratic candidates including School Board Member Jacinta Greene, commented on the School Board’s handling of various matters, particularly concerning transportation difficulties at Alexandria City High School’s Minnie Howard Campus and the insufficient options for the rebuilding of George Mason Elementary School. Elnoubi criticized the Board for allegedly allowing staff to dictate the direction of school policies, leading to unintended consequences and a lack of accountability from elected officials. His remarks have sparked a considerable backlash from fellow Board members.

Alexandria School Board Members Call for Unity and Collaboration

In their statements, Rief emphasized the frustration within the community regarding what she described as “cheap political points” being scored at the expense of the Alexandria School Board, particularly during election season. She urged for a more collaborative approach among local officials to address the city’s educational challenges. “Our community is tired of the finger-pointing,” Rief stated. “It’s hard to do that when you’re more interested in scoring political points.”

Booz echoed these sentiments, asserting that the focus should be on fostering collaboration between the School Board and City Council rather than creating divisions. She underscored the need for accountability and respect among elected officials and staff. “Our focus must always be on asking the right questions and working together to improve our schools—not on creating divisions,” Booz said. Harris also defended the hard work of Alexandria City Public Schools (ACPS) staff, asserting that while criticism is part of the job, it should remain respectful. “No one is immune to criticism, but when it falls into the line of disrespect, that’s when I have to step up and speak on it,” he remarked.

Elnoubi Clarifies His Position

Elnoubi departed the meeting early and did not hear the comments from his colleagues. In response to the backlash, he maintained that his criticisms were aimed at policies rather than individuals. He emphasized that disagreements should not be viewed as personal attacks. “As a member of the School Board and a candidate for City Council, I shared my perspective on certain decisions that I believe are not in the best interest of our community,” Elnoubi stated, reaffirming his commitment to constructive dialogue and collaboration. He expressed a desire to address challenges openly, learning from past decisions to foster positive changes in the community.

As the Alexandria community prepares for the upcoming elections, the exchange between Elnoubi and the Board members highlights the ongoing tensions and the need for unity in addressing the challenges facing the school system.

Ken-Ton is one of 16 recipients of this grant across New York State, reflecting the program’s commitment to enhancing long-term sustainability and impact in farm-to-school initiatives. The funding will provide students with valuable opportunities to learn about local agriculture, understand the food system, and increase their access to fresh, healthy food sourced from nearby farms.

Innovative Educational Programs to Foster Healthy Eating Habits

With the grant, the Ken-Ton School District plans to implement several new initiatives aimed at enriching students’ understanding of food sources. These include the introduction of new menu items, recipe demonstrations, taste tests in both cafeterias and classrooms and the distribution of family cook kits. Additionally, family food events will be organized to further engage the community. Kim Roll, the Director of the Ken-Ton School District Food Service Department, and Nicole Zugelder, the Farm-to-School Coordinator, are leading these efforts.

Zugelder emphasized the importance of connecting students with their food, noting that many of them are generations removed from agricultural work and lack knowledge about where their food comes from. “Most of the students are four generations removed from working on a farm. They don’t have a deep connection with the food they are eating,” she stated. To bridge this gap, Zugelder is actively visiting classrooms to educate students about food origins, including recent lessons on the life cycle of pumpkins, from seed to pie.

Harvest of the Month Program to Engage Students

A cornerstone of this initiative is the Harvest of the Month program, which introduces a new theme each month that inspires a healthy recipe for school lunches. For October, the featured dish is a broccoli salad made with dried cranberries, cheddar cheese, red onion, and honey yogurt dressing. Leading up to the menu changes, Zugelder travels throughout the district to educate students about the highlighted ingredient. She conducts recipe presentations using specially designed demonstration tables, allowing students to sample the dishes and provide feedback.

In addition to tastings, each month will also include a themed cook kit for students to take home, extending the educational experience beyond the classroom. For instance, in September, students at Franklin Elementary received free baked apple cook kits containing fresh apples, butter, and cinnamon, accompanied by recipes and preparation instructions.

Both Roll and Zugelder have noted a positive shift in student engagement with the food program. “Students are much more likely to try a new menu item when they’ve already tasted it and learned about it,” Roll explained. This initiative has led to increased participation in the school breakfast and lunch programs, helping students develop healthier eating habits and a preference for locally sourced products.