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  • Rural Regional School District Achieves Significant Increase in State Science Test Scores With New KnowAtom Curriculum

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    Massachusetts’ Orange School District Achieves 26-Point Increase in Science Proficiency


    ORANGE, Mass., November 7, 2024 (Newswire.com)
    –
    Fifth-grade students from Fisher Hill Elementary School achieved their highest-ever proficiency levels on the Next Generation Massachusetts Common Assessment Program for Science (MCAS) in 2024. The school district partners with KnowAtom, a nationwide provider of Next Generation Science Standards (NGSS)-based hands-on curricula. Leanne Lovell, a 5th grade teacher at Fisher Hill says, “The students are more engaged than ever using KnowAtom. Each student has their own supplies, and they feel like real scientists.”

    Students from the rural Massachusetts community of Orange, MA, gained 15 points over last year’s state test results. These scores also represent a 26-point improvement over the district’s results in 2022 and are just nine points shy of the statewide average. 

    “I’m not surprised at all!” says Fisher Hill’s 6th Grade Teacher Chrislyn Newton, “Science has never been more engaging! Our students have a limited background in grade-level science topics, and they have absolutely blown us away with what they are capable of doing in our science classrooms. We wanted a science program that was science-focused and hands-on for our students. It was important that we not just sign on for another reading anthology disguised as science. This program does a wonderful job of delivering important information with consistent application and hands-on opportunities. The materials are wonderful and prepared with students and busy teachers in mind!”

    Fisher Hill Elementary School uses KnowAtom’s hands-on science curriculum for grades K-6, which is designed to teach Massachusetts Science and Technology Engineering Frameworks entirely hands-on screens-off. In 2024, Consumer Affairs ranked Massachusetts the best in the country for public education, noting that “the state has the best fourth-grade reading and eighth-grade math scores in the country on the National Assessment of Educational Progress (NAEP) tests,” (Consumer Affairs, 2024). This year, two of the top four districts in the state are KnowAtom curriculum partners.

    “Rural schools face a lot of unique challenges, and to see a district’s science test scores rise 15 points in one year and 26 points in just two years is remarkable,” said Francis Vigeant, CEO of KnowAtom. “KnowAtom’s hands-on curriculum gives teachers the tools, training, and resources to engage their students to think like scientists and engineers in the classroom. The success of the Fisher Hill Elementary School’s students this year highlights the impact that teachers with the right resources have on learning outcomes when they engage students’ thinking about phenomena and empower them to use their own ideas to solve problems and answer questions through prototyping and experimentation.”

    About KnowAtom 

    KnowAtom makes real science possible with complete K-8 resources designed for mastery of NGSS: fully aligned curriculum, integrated hands-on materials, and targeted professional development.

    Explore more at www.knowatom.com

    Source: KnowAtom

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  • Trump has won a second term–here’s what that means for schools

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

    On the campaign trail, Donald Trump pledged to get rid of the U.S. Department of Education, expand school choice, roll back new protections for LGBTQ students, and deport millions of undocumented immigrants.

    Now that the former Republican president is headed to a second term, the question becomes how likely Trump is to act on his most extreme or implausible proposals and what effects students, teachers, and parents will see in the classroom.

    Trump won a decisive victory, picking up nearly every swing state and gaining ground among young voters and voters of color who have been essential members of the Democratic coalition.

    Chalkbeat spoke to advocates, experts, and former education department officials about what to expect from the next administration. They widely agreed that President Joe Biden’s Title IX rewrite, which extended new protections for transgender students and is currently tied up in the courts, will be repealed, that civil rights enforcement will look very different, and that future education budgets will be more austere.

    But they disagreed on how likely it is that Trump would actually do away with the U.S. Department of Education and how much progress he might make toward federal support for school choice.

    A lot will depend on who controls Congress. Votes are still being counted in key races, but Republicans will control the Senate. Control of the House remains unclear and may not be known for days. A trifecta could clear the way for a broader Trump agenda. If Democrats take control of the House, Trump would have to rely more on his executive authority. But even on some key conservative priorities, Republicans are not unanimous, and some may balk at proposals they see as expanding the federal role or disadvantaging their constituents.

    Trump’s pick for education secretary — whether he opts for an experienced administrator or a dedicated culture warrior — will also shape his education agenda.

    Calls to abolish the Department of Education have new momentum

    Arguably this has been Trump’s most consistent promise on education policy but also the one that seems most far-fetched to some political observers. Conservatives have talked about getting rid of the department for almost as long as it’s existed, and Trump didn’t make any moves to dismantle it in his first administration.

    Fully dismantling the department would require an act of Congress. But Trump could limit its reach in other ways, such as eliminating or moving programs, removing career bureaucrats, and proposing much tighter budgets.

    But Jim Blew, who served in Trump’s education department in his first administration and went on to found the Defense of Freedom Institute, said Trump has been adamant that he wants to get rid of the department and that alone gives the idea more “heft.” Blew also believes public support for a federal role in education is changing. Many people don’t think the federal investment in COVID recovery yielded much, he said. At the same time, people see initiatives such as student loan forgiveness and protections for transgender students as examples of federal overreach.

    It would take months to take the department apart, Blew said, because every function mandated by Congress would need a new home. But that could be done, he said. Civil rights enforcement could move to the U.S. Department of Justice, for example, and Title I funding for high-poverty schools could become a block grant administered by the U.S. Department of Human Services.

    Trump has been clear that his priorities are economic recovery, immigration, and national defense, Blew said, but that doesn’t mean he won’t follow through on education promises.

    “It doesn’t need a lot of attention,” Blew said. “It needs political capital. And he can expend that while remaining focused on other priorities.”

    Immigration enforcement could ripple through school communities

    Trump made demonization of immigrants the centerpiece of his campaign, highlighting at every turn examples of crimes committed by undocumented immigrants or asylum seekers and the impact of immigration on American communities and schools.

    Trump has promised to carry out the largest deportation operation in American history. Some experts on immigration policy have said such an effort would be legally and logistically challenging, as well as very expensive. Nonetheless, most observers expect to see an increase in enforcement.

    Previous workplace raids have had widespread impacts on students whose parents were arrested, as well as on the broader community. An estimated 4.4 million American children have at least one undocumented parent, and some former Trump immigration officials have suggested that families be deported together.

    Mike Petrilli, president of the conservative education advocacy organization The Fordham Institute, believes Trump’s education policies won’t make much difference in American classrooms, but his immigration policy may be felt in dramatic ways.

    “It’s what he’s campaigned on, it’s what he’s promised to do, and he’d have a pretty free hand to do it,” said Petrilli, who has argued that American schools have a moral obligation as well as a legal one to educate all children who live here.

    “The chances that it’s a humanitarian disaster are quite high,” Petrilli said. “Is he going to put people in camps? Will that include families? Are there going to be schools in these camps? I don’t see any reason we should believe they won’t give that a try.”

    Even if enforcement is spotty, changes to federal policy have the potential to sow confusion and chaos in local communities, said Janelle Scott, a professor at University of California Berkeley. Some families may keep children home from school out of fear, she said. The messages that local law enforcement and school district officials send to families in this situation could make a difference.

    Transgender students could lose new protections as civil rights enforcement changes

    When the Biden administration issued new Title IX rules that clarified and strengthened protections for transgender students, Republican states and conservative groups, including Blew’s Defense of Freedom Institute, quickly filed lawsuits that led to the rules being blocked in a majority of states.

    Conservatives argued that the new rules eroded protections for cisgender girls because they might have to share bathrooms and locker rooms with transgender classmates and affected the free speech rights of teachers who might be forced to use pronouns and names they disagreed with. They also argued the Biden administration overstepped by defining discrimination on the basis of gender identity as a form of sex discrimination.

    Trump is expected to rescind the Biden rules, a move that would still require a lengthy bureaucratic process. But some observers have larger fears for a Trump administration. He has repeatedly accused schools of performing gender surgeries without parental permission — a false and baseless claim — and attacked the idea of gender-affirming care for youth, as well as participation in sports by transgender athletes.

    “There have been fantastical claims, but undergirding that is a deep hostility to queer kids as well as allegations that schools are engaging in child abuse if they protect the rights of queer kids,” said Scott, the UC Berkeley professor.

    Trump’s first administration also revoked Obama-era guidance on school discipline that aimed to reduce suspensions and expulsions for students of color and emphasized quick resolution of complaints. Some conservative groups have also used civil rights complaints to go after programs that aim to support Black student excellence or mentor teachers of color.

    Rick Hess, a senior fellow at the conservative American Enterprise Institute, said a Trump education department or justice department could make high-profile examples of a few school districts’ diversity initiatives and bring about more widespread change, similar to how the Obama administration targeted districts over school discipline.

    School choice gets a modest momentum boost

    Expanding taxpayer funding for private schools and home-schooling have topped the conservative education agenda in recent years. A proposed federal tax credit scholarship program backed by Trump’s first education secretary, Betsy DeVos, failed to get any traction. But during Biden’s presidency, Republican-led states have expanded or started private school choice programs, some of which offer money to nearly all interested families.

    On Fox News, Trump promised to sign school choice legislation that passed a House committee, and at a barbershop in the Bronx, he talked about the importance of school choice.

    Blew expects Trump to push for a tax credit scholarship proposal similar to the one drafted during his first presidency.

    Petrilli isn’t convinced that Trump cares that much. “It’s a stretch to say that he’s made it a priority on the campaign trail,” he said. “He has to be reminded to talk about it.”

    Petrilli is also not convinced there would be enough support even in a Republican-controlled Congress to send a bill to Trump’s desk. Some rural Republicans, whose constituents have few private school options, are skeptical. So are small government conservatives who don’t want to expand federal programs.

    Voters in three states — including two that Trump won by large margins — rejected school choice at the ballot on Tuesday, indicating that even many conservatives have qualms about spending public money on private schools.

    But Congress will have to reauthorize Trump’s tax cuts, and a tax credit that allows businesses and individuals to write off donations to private school scholarships could be included there. Observers also expect to see a push to allow families to use money in tax-favored 529 accounts to pay for homeschooling expenses, tutoring, and other educational needs. That money already can be used for private school tuition.

    This is a developing story and will be updated.

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

    Related:
    The purpose of a K-12 education: Who decides and how do we get there?
    Learn how to modernize your K-12 financial operations
    For more on education policy, visit eSN’s Educational Leadership hub

    Latest posts by eSchool Media Contributors (see all)

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    Erica Meltzer, Chalkbeat

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  • For Teens Online, Conspiracy Theories Are Commonplace. Media Literacy Is Not. – EdSurge News

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    How often do you come in contact with a conspiracy theory?

    Maybe on occasion, when you flip through TV channels and land on an episode of “Ancient Aliens.” Or perhaps when a friend from high school shares a questionable meme on Facebook.

    How confident are you in your ability to tell fact from fiction?

    If you’re a teen, you could be exposed to conspiracy theories and a host of other pieces of misinformation as frequently as every day while scrolling through your social media feeds.

    That’s according to a new study by the News Literacy Project, which also found that teens struggle with identifying false information online. This comes at a time when media literacy education isn’t available to most students, the report finds, and their ability to distinguish between objective and biased information sources is weak. The findings are based on responses from more than 1,000 teens ages 13 to 18.

    “News literacy is fundamental to preparing students to become active, critically thinking members of our civic life — which should be one of the primary goals of a public education,” Kim Bowman, News Literacy Project senior research manager and author of the report, said in an email interview. “If we don’t teach young people the skills they need to evaluate information, they will be left at a civic and personal disadvantage their entire lives. News literacy instruction is as important as core subjects like reading and math.”

    Telling Fact from Fiction

    About 80 percent of teens who use social media say they see content about conspiracy theories in their online feeds, with 20 percent seeing conspiracy content every day.

    “They include narratives such as the Earth being flat, the 2020 election being rigged or stolen, and COVID-19 vaccines being dangerous,” the News Literacy Project’s report found.

    While teens don’t believe every conspiracy theory they see, 81 percent who see such content online said they believe one or more.

    Bowman noted, “As dangerous or harmful as they can be, these narratives are designed to be engaging and satisfy deep psychological needs, such as the need for community and understanding. Being a conspiracy theorist or believing in a conspiracy theory can become a part of someone’s identity. It’s not necessarily a label an individual is going to shy away from sharing with others.”

    At the same time, the report found that the bar for offering media literacy is low. Just six states have guidelines for how to teach media literacy, and only three make it a requirement in public schools.

    Less than 40 percent of teens surveyed reported having any media literacy instruction during the 2023-24 school year, according to the analysis.

    Credible Sources

    As part of gathering data for the report, teens were asked to try their hand at distinguishing between different types of information they might encounter online. They were also challenged to identify real or fake photos and judge whether an information source is credible.

    The study asked participants to identify a series of articles as advertisements, opinion or news pieces.

    More than half of teens failed to identify branded content — a newsy-looking piece on plant-based meat in the Washington Post news app — as an advertisement. About the same amount didn’t realize that an article with “commentary” in the headline was about the author’s opinion.

    They did better at recognizing Google’s “sponsored” results as ads, but about 40 percent of teens said they thought it meant those results were popular or of high quality. Only 8 percent of teens correctly categorized the information in all three examples.

    In another exercise, teens were asked to identify which of two pieces of content about Coca-Cola’s plastic waste was more credible: a press release from Coca-Cola or an article from Reuters. The results were too close for comfort for the report, with only 56 percent of teens choosing the Reuters article as more trustworthy.

    Brand recognition could have played a role in teens’ decision to choose Coca-Cola over Reuters, Bowman says, a feeling that a more-recognizable company was more credible.

    “Whatever the reason, I do think news organizations engaging young people on social media and building up trust and recognition there could have the potential to move the needle on a question like this in the future,” Bowman said.

    Checking the Facts

    Where teens did feel confident spotting hoaxes was with visuals.

    Two-thirds of study participants said they could do a reverse Google image search to find the original source of an image. About 70 percent of teens could correctly distinguish between an AI-generated image and a real photograph.

    To test teens’ ability to spot misinformation, they were asked whether a social media photo of a melting traffic light was “strong evidence that hot temperatures in Texas melted traffic lights in July 2023.”

    Most teens answered correctly, but about one-third still believed the photo alone was strong evidence that the claim about melting traffic lights was true.

    Bowman said that the fact that there was no difference in students’ performance when results were analyzed by their age leaves her wondering if teens “of all ages have received the message that they can’t always believe their eyes when it comes to the images they see online.”

    “Their radars seem to be up when it comes to identifying manipulated, misrepresented, or completely fabricated images,” Bowman continued. “Especially with the recent advancements and availability of generative AI technologies, I wonder if it may be harder to convince them of the authenticity of a photo that is actually real and verified than to convince them that an image is false in some way.”

    When it came to sharing on social media, teens expressed a strong desire to make sure their posts contained correct information. So how are they fact-checking themselves, given a minority of teens actively follow news or have taken media literacy classes?

    Among teens who said they verify news before sharing, Bowman said they’re engaged in lateral reading, which she described as “a quick internet search to investigate the post’s source” and a method employed by professional fact-checkers.

    Given a random group of teens, Bowman posited they would most likely use much less effective ways of judging a source’s credibility, based on factors like a website’s design or URL.

    “In other words, previous research shows that young people tend to rely on outdated techniques or surface-level criteria to determine a source’s credibility,” Bowman explained. “If schools across the country implemented high-quality news literacy instruction, I am confident we can debunk old notions of how to determine credibility that are no longer effective in today’s information landscape and, instead, teach young people research-backed verification techniques that we know work.”

    Actively Staying Informed

    While conspiracy theories surface commonly for teens, they’re not necessarily arming themselves with information to stave them off.

    Teens are split on whether they trust the news. Just over half of teens said that journalists do more to protect society than to harm it. Nearly 70 percent said news organizations are biased, and 80 percent believe news organizations are either more biased or about the same as other online content creators.

    A minority of teens — just 15 percent — actively seek out news to stay informed.

    The study also asked teens to list news sources they trusted to provide accurate and fair information.

    CNN and Fox News received the most endorsements, with 178 and 133 mentions respectively. TMZ, NPR and the Associated Press were equally matched with 12 mentions each.

    Local TV news was the most trusted news medium, followed by TikTok.

    Teens agree on at least one thing: A whopping 94 percent said schools should be required to offer some degree of media literacy.

    “Young people know better than anyone how much they are expected to learn before graduation so, for so many teens to say they would welcome yet another requirement to their already overfull plate, is a huge deal and a big endorsement for the importance of a media literacy education,” Bowman said.

    Throughout the study, students who had any amount of media literacy education did better on the study’s test questions than their peers. They were more likely to be active news seekers, trust news outlets and feel more confident in their ability to fact-check what they see online.

    And, in a strange twist, students who get media literacy in school report seeing more conspiracy theories on social media — perhaps precisely because they have sharper media literacy skills.

    “Teens with at least some media literacy instruction, who keep up with news, and who have high

    trust in news media are all more likely to report seeing conspiracy theory posts on social media at least once a week,” according to the report. “These differences could indicate that teens in these subgroups are more adept at spotting these kinds of posts or that their social media algorithms are more likely to serve them these kinds of posts, or both.”

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    Nadia Tamez-Robledo

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  • OPINION: Trump is back. We’re still waiting on his plan for schools – The Hechinger Report

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    OK. I guess we’re doing this (again).

    It feels awful for lots of reasons, of course, but mostly it’s because the country chose political vibes over policy ideas. As a researcher who spends his days trying to find evidence-based ways to make schools better, I’m at something of a loss.

    See, whatever you thought about the Harris-Walz ticket’s particular proposals, the Democrats had things to say about education issues that genuinely shape children’s development: affordable early care and learning, access to nutritious school meals, funding for English learners, and more.

    President-elect Trump’s education platform was made of much vaguer stuff — mostly culture war vibes. For instance, conservatives are eager to get the government involved in biological screenings to determine if kids have the “correct” genitalia for peeing in a particular bathroom or playing on a particular sports team. Trump talks about schools secretly imposing gender transition surgery on children. Finally, it’s likely that the administration will try to voucherize more public dollars to support families sending their children to private schools.

    Related: Become a lifelong learner. Subscribe to our free weekly newsletter to receive our comprehensive reporting directly in your inbox.

    But, again, all of this is light on substance. It’s pretty hard to see how bathroom-usage policies will help kids recover from the pandemic’s academic consequences, or get more children ready for kindergarten, or more third graders ready to read on grade level. School voucher programs may give anxious parents public money to pay for private education, but there’s not much evidence that they help students or the public schools they’re leaving behind.

    Worse yet, some of conservatives’ K–12 ideas are at war with themselves. The Republican platform calls for federal defunding of schools teaching curricula that conservatives don’t like, but it also pledges — immediately afterward — to “veto efforts to nationalize Civics Education [sic].” So they’re promising not to nationalize how schools teach history, except when they don’t like how certain schools teach history.

    Now, there was a detailed conservative plan for federal K–12 education drifting around during the campaign. The Heritage Foundation’s Project 2025 proposes to “eliminate” and “redistribute the various congressionally approved federal education programs across the government.” But Trump claimed to want nothing to do with it.

    Related: How would Project 2025 change education?

    Maybe he’s telling the truth — perhaps he’s realized that Project 2025 would significantly reduce his ability to enact any sort of affirmative education policy agenda. It would be harder to remake American schools in a Trumpian image without a federal Education Department, after all.

    Of course, that’s assuming 1) that Trump has given K–12 enough thought to work through that strategic calculus, and 2) conservatives actually have an affirmative agenda for making schools more effective, something that goes deeper than lines like this from their platform: “Our Great Teachers, who are so important to the future wellbeing of our Country, will be cherished and protected by the Republican Party so that they can do the job of educating our students that they so dearly want to do.”

    Related: What education could look like under Trump and Vance

    Perhaps there’s a concrete, substantive plan for reforming Title II of the Elementary and Secondary Education Act lurking in those words, and I just don’t have the right GOP decoder ring?

    So look, conservatives: You’ve got to figure something out. The country’s schools can’t afford another four years like the first round of President Trump’s leadership, which left U.S. public schools reeling.

    By 2018, the leadership at the Fordham Institute, the country’s most august conservative education policy think tank, was calling for Secretary Betsy DeVos to resign in the hopes that troubles from her first two rocky years could be sorted out by a replacement.

    In a January 2021 piece headlined “The Wreckage Betsy DeVos Leaves Behind,” the New York Times editorial board wrote, “The Department of Education lies in ruins at precisely the time when the country most needs it.”

    Related: Trump’s deportation plan could separate millions of families, leaving schools to pick up the pieces

    Please forgive me if this reads like I’m being overdramatic. Perhaps it’s my outmoded instincts as a Very Serious Beltway Policy Researcher; I still think about policymaking as an effort to actually solve big public problems.

    I’m a hidebound fossil that way. Of course, if you really want to own me, really want to prove experts like me wrong (again), you could shock everyone by setting aside the culture wars and giving substantive education reform a try.

    Conor P. Williams is a senior fellow at The Century Foundation, a founding partner with The Children’s Equity Project, and a father of three children currently enrolled in public schools in Washington, DC. The views here are strictly his own.

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

    Join us today.

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    Conor P. Williams

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  • What Trump’s victory means for higher ed

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    Former U.S. President Donald Trump is heading back to the White House. He’s pledged to fire college accreditors and end policies put in place by Biden. 

    Chip Somodevilla/Getty Images

    After a divisive and historic election, Donald J. Trump emerged Wednesday with enough electoral votes to return to the White House in January. He’ll be the country’s second-ever president to serve two nonconsecutive terms.

    A second Trump administration will likely ramp up scrutiny of colleges and universities and empower advocates for sweeping reform of the sector during a historically unstable time for American higher education. As enrollments flounder and public disillusionment with college cost grows—and after a year of negative public attention over campus protesters and federal policy blunders on student debt and financial aid—that shift could have transformative implications for higher ed.

    Higher education consumed comparatively little oxygen during Trump’s first term, but his actions then offer some clues as to his policy agenda for the next four years. While in office, he toned down oversight of for-profit colleges, issued new Title IX rules that bolstered due process protections for those accused of assault and appointed a conservative majority to the U.S. Supreme Court, empowering it to strike down affirmative action.

    Trump didn’t make higher education a primary focus of his 2024 campaign, either. But in the intervening four years, political battles over higher ed have intensified, and high-profile campus issues—like diversity, equity and inclusion initiatives and campus protests—are increasingly central to the Republican Party’s national messaging. Trump himself has repeatedly asserted that American universities are run and staffed by “Marxist maniacs” and vowed to root out alleged left-wing ideological bias that he says threatens free speech.

    Trump’s choice of running mate, Ohio senator JD Vance, was seen as a signal that he’s moved farther to the right on higher ed. The vice president–elect is a sharp-tongued critic of higher education: He’s called professors “the enemy,” introduced legislation to enforce a broad interpretation of the affirmative action ban and co-sponsored a bill to ratchet up the college endowment excise tax to 35 percent.

    “If any of us want to do the things that we want to do for our country,” he once said, “we have to honestly and aggressively attack the universities.”

    That could all add up to more extreme policy positions from a new Trump administration. He promised to reshape the college accreditation process to root out what he sees as ideological bias and misplaced educational priorities. He threatened to punish universities that don’t crack down on pro-Palestinian speech and deport international students who engage in campus protests. He suggested he might ban transgender athletes from participating in college sports via executive action. And he proposed creating a national online university, funded by taxes on wealthy colleges, to combat “wokeness” and foment a “revolution in higher education.”

    Whether Trump can follow through on his plans depends on which party controls Congress. So far, Republicans have a majority in the Senate and appear on track to hold the House. That trifecta will give Trump much more power to take aggressive action related to higher education.

    Trump is also almost certain to undo some of President Biden’s signature higher ed policies, including new civil rights protections for transgender students and his income-driven student loan repayment plan. Those actions won’t require Congress, as Biden put them into place using executive action.

    Experts say some of these proposals are impractical and improbable, especially those that would require a congressional update to the Higher Education Act, which hasn’t been revised since 2008. But a second Trump presidency is likely to amplify concerns about the value of postsecondary education and inflame public anger over campus culture issues. It could also embolden lawmakers who want to slash higher ed funding or impose bans on DEI spending and race-conscious programs.

    One consequential unknown surrounding Trump’s second term is the role of the Education Department. Betsy DeVos, Trump’s education secretary throughout his first term, is unlikely to return, given her resignation and public disavowal of Trump over the Jan. 6 Capitol riot. Trump’s own hardened rhetoric around education suggests to some experts that he may appoint a more far-right figure to the post, such as Christopher Rufo, Florida governor Ron DeSantis’s consigliere in his mission to reshape higher education in his state.

    Trump recently called for the dissolution of the Education Department, promising to return authority over education “back to the states.” Project 2025, the far-right blueprint for reorganizing American governance that has been tied to the Trump campaign, offers a detailed plan for how to dismantle the department—though most observers say it would be a tall order to follow through on that proposal.

    Current department employees can only manage their expectations.

    “To say I’m disappointed is an understatement,” Education Secretary Miguel Cardona posted on X Wednesday morning. “Regardless of my personal journey, I believed strongly in what was possible if she won … While I am sad for Vice President Harris, I am more sad for what I know could have been for my children and for children across the country.”

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    Katherine Knott

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  • Tips for Mentoring New Teachers

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    While I’ve walked the halls as a principal and as an assistant superintendent, my time as a principal mentoring new teachers was a hallmark of my professional journey. I vividly remember guiding new teachers, not just in lesson planning but in building their confidence.

    One of my most rewarding experiences was watching a novice teacher transform from feeling overwhelmed to becoming a mentor herself, simply because she felt supported.

    The power of mentorship lies in its ability to build trust and offer a safe space to share ideas, struggles, and triumphs. Mentoring is crucial in fostering teacher growth, improving retention rates, and enhancing student outcomes. In an evolving educational landscape, experienced mentors provide invaluable guidance, especially for newer educators.

    This support doesn’t just benefit mentees—it promotes a culture of continuous learning, mutual respect, and shared success. However, for mentoring to be effective, it must go beyond formal procedures. It needs to balance the professional with the personal and the serious with the fun.

    The Power of Casual Conversations

    As a principal, I learned that the most impactful mentoring moments often happened outside of formal meetings. Casual check-ins during prep periods or over coffee often led to honest conversations.

    One memorable instance involved a chat with a first-year teacher over lunch. What started as a casual discussion about weekend plans shifted to her struggles with classroom management. That conversation laid the foundation for a yearlong mentorship where she felt comfortable seeking advice.

    The setting doesn’t need to be formal; a relaxed environment where both mentor and mentee feel comfortable can work wonders. The goal is to build rapport, understand each other’s strengths, and foster open communication. Asking a few well-chosen questions can make all the difference. Consider starting with these:

    • What are your strengths?
    • How do you prefer to communicate?
    • What do you hope to gain from this experience?

    These questions break the ice and provide critical insights into how to support the mentee. Understanding their communication style, strengths, and expectations allows for a tailored approach that enhances the mentoring relationship. Asking “What are you passionate about?” or “Where do you see yourself in three years?” can also help uncover long-term goals and aspirations, further guiding the mentorship process.

    Infusing Fun into Mentorship

    While mentoring programs often focus on serious aspects like lesson planning and classroom management, incorporating fun can significantly enhance engagement. I found that adding enjoyable activities during orientation helped novice teachers feel more comfortable in their new environment.

    Simple activities like scavenger hunts or creating public service announcement–style videos helped teachers acclimate while easing some of the first-day nerves. This approach set a positive tone, making mentees feel welcomed and ready to engage.

    Unwritten Traditions: Beyond the Handbook

    Every school has its own insider tips that aren’t in the handbook. Whether it’s showing new staff where supplies are or introducing them to key staff members, these little details matter.

    I recall walking a new teacher through school procedures—showing them the copier, explaining staff room etiquette, and pointing out shortcuts across campus. These thoughtful touches create a welcoming atmosphere where new teachers can thrive.

    Mentoring Special Education Teachers

    Mentoring special education teachers requires a tailored approach due to the unique challenges they face, such as managing individualized education programs (IEPs), navigating regulations, and providing emotional support for students.  According to Stefanie Savo, a special education director of the Ansonia School District whom I recently spoke with, mentoring new special education teachers is essential for their professional growth and the success of the students they serve.  

    Savo emphasizes the following key strategies:

    • Building trust: Creating a safe space where new teachers feel comfortable asking questions is essential. I remember guiding a new teacher through their first IEP meeting, ensuring that they felt supported every step of the way.
    • Sharing resources: Providing strategies for differentiated instruction and compliance related to students with disabilities such as those covered by the Individuals with Disabilities Education Act and 504 plans is vital.
    • Encouraging reflection: Helping teachers reflect on their challenges and successes fosters growth.
    • Fostering collaboration: Encouraging teamwork between general education teachers and specialists strengthens the inclusive environment.
    • Emphasizing self-care: Burnout is a real concern in special education, so it’s important to stress self-care and provide practical tips for managing stress.

    By focusing on these strategies, mentors can help special education teachers develop the skills and resilience they need to thrive.

    Creating a Positive Mentoring Journey

    Mentoring is not just about professional development; it’s about creating a positive, engaging journey that enhances personal and professional growth. By fostering genuine connections and balancing formal with informal moments, you can transform mentoring from a routine task into a rewarding experience. This approach not only boosts mentee satisfaction but also contributes to a more collaborative and supportive school environment.

    Effective mentoring is about more than just following a set program. It’s about understanding the individual needs of your mentee, creating an environment where both mentor and mentee can thrive, and infusing the process with joy. By taking a holistic approach to mentoring, you ensure that new educators are prepared for the challenges ahead, excited to contribute to their school community, and supported in their professional journey.

    Ask Edutopia AIBETA

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  • 3 Ways to Bring Makerspace Principles Into STEM Classrooms

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    After I taught a creative unit in my AP Physics class, a student wrote that they “really love this approach to learn physics differently… it was memorable to do something that is outside of solving AP problems.” This student perfectly summed up some of the reasons I like teaching in a makerspace, creating memorable experiences that translate into real-life applications of knowledge, not just problem-solving. I’m lucky that I’ve taught in schools with established makerspaces, and I get so excited to use the technology and help students be creative in the classroom. I’ve had so many different students tell me that making helped them to better understand content or that it made school more memorable or fun.

    However, having a makerspace in your school doesn’t necessarily mean you’ll use it, and not every school has a makerspace to begin with. You can still bring elements into your classroom, though. By taking some small steps, you can grow your skills as a maker and use making in your classroom with more confidence. 

    1. foster creativity

    Each year, I have students in my project-based physics course construct a freestanding paper tower. Students usually struggle to keep their towers upright with only paper and some tape. In one class, however, students watched Between the Folds, an hourlong documentary on origami and STEM. After watching the movie, my students made intricate folded towers that were significantly stronger than they had the year before.

    If you show students an interesting idea and then give them a project to utilize it, they will fill in the project with their enthusiasm and individual drive. By discovering that folding can make a stronger product, students could jump to new applications. These days, I foster creativity in a number of ways. I use theater games regularly in my class to keep the energy in the room engaged and excited. When my Engineering projects have design decisions, I make it a point to intentionally ask students to reflect on their decision and justify why. And I use artistic tools like visual scanning and artistic statements to help students see the connection between creativity and the work we are doing in the classroom.

    2. Start small

    Maker education doesn’t need to have a huge amount of complex material or high-tech tools. For educators, practicing with small-scale projects can be a perfect way to learn how to help students in the makerspace—or in hands-on activities in the classroom. 

    I taught my very first maker project in my first year of teaching. To show students how torque worked, we made mobiles using dollar-store products: plastic forks, beads, and key chains. The hardest part was tying knots onto slippery straws. But I learned so much by doing this little project! I learned about what materials to prepare, what questions to expect, how to help a student who finds the open-ended nature of the work frustrating. But mostly, it got me excited about other ways to teach the same content. The visual mobile helped students understand torque more deeply than any free-body diagram or YouTube video about engines.

    A good way to help students design is to start with small prototypes. Starting small can build to better project development. Several years ago, my engineering and design course had a major focus on “paper physics,” or origami devices that can help students understand physics topics. I taught them about Newton’s laws with paper airplanes, sound with paper poppers, and rotation with fidget spinners.

    Over time, I started to realize that I could build more complex fidget spinners with technology in the makerspace. Now, I rarely cover original topics inside of the paper physics unit and instead have students make fidget spinners, starting with origami, then cardboard, then a final laser-cut version. Practicing teaching with small units can help you develop more makerspace units in the future. 

    3. share what you love

    Kids (of any age) love when their teachers share something that they love. My best makerspace projects have come from something creative that I shared with my students. 

    I’ve written about my resin coaster project for Edutopia. The truth about that project is that I started making these coasters as gifts because I like working with resin. I was learning the laser cutter and thought of this application for my personal life, not my educator life. After doing it enough, I saw how this project would let me integrate art into STEM lessons, and I went for it. 

    This year is my first year teaching chemistry in some time. Although working in a new course is hard, I’m excited to teach my students about stoichiometry because I have a great creative project tied to it: “s’more chemistry.” To help students understand the idea of the ratios of a chemical reaction, I have them think about the yield they can expect with a given “chemical reaction” (s’more recipe) and a volume of reactants. One of my mentor teachers taught this unit and even owned a food-safe Bunsen burner specifically to safely make s’mores with her students. This project teaches the idea of stoichiometry better than many more traditional lessons can. My excitement about it leads to better engagement and stronger content understanding. 

    Makerspace teaching can have challenges different from those of a standard classroom. But the benefits for student learning and professional growth as a teacher are huge. I’ve seen so many students understand challenging concepts they might not have learned if not in a hands-on, practical setting. And for me as a teacher, makerspace teaching is varied and keeps me curious about every year and every classroom. Hopefully these small steps can help any teacher grow and become more confident in their making skills.

    Ask Edutopia AIBETA

    Make a list of the strategies in this article.
    What are some other ways I can grow my skills as a maker?

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  • Funky Chef and Hanalei Souza Take on the Hospitality Industry’s Outdated Uniform Standards

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    VIRGINIA BEACH, Va., November 5, 2024 (Newswire.com)
    –
    When line cook and influencer Hanalei Souza, known as @ladylinecook on Instagram, recently posted a video in her new fitted Tide jacket from Funky Chef, it struck a chord online. Garnering over 275,000 views and more than 500 comments, the video humorously highlights a common issue faced by female chefs: badly-fitting unisex chef jackets. This viral video has ignited a crucial conversation about the inadequacies of current industry standards in chef uniforms.

    Breaking Down the Viral Video:

    Hanalei’s video starts with her confidently sporting her well-fitted Tide jacket, a piece from Funky Chef. She then humorously mimics the critics who often dismiss appearance with phrases like, “It’s work, not a fashion show,” a common remark many female chefs hear. The video takes a turn as she switches into her work-provided “small” chef jacket, which is comically oversized, highlighting both the lack of mobility and potential safety risks in a busy kitchen. Hanalei’s exaggerated tugs and adjustments underline the very real issues posed by unisex designs.

    In the final frame, she switches back to her Funky Chef jacket, contrasting the tailored and professional fit with the awkward bulk of the unisex design. It’s a simple yet impactful reminder that chefs don’t need to compromise comfort or safety for style.

    A Conversation Ignited

    The overwhelming response to Hanalei’s video came from women chefs who shared similar frustrations. One commenter, @unbake_my_heart, expressed, “I’m pear-shaped with a small chest. Small and medium sizes won’t close around my hips, but large is like a parachute. There’s no solution other than a tailored jacket that they don’t provide.” Another commenter, @for_the_chefs, wrote, “People say it’s not a fashion show, but feeling good about how you look at work matters. That jacket is fire!”

    These comments reflect a broader issue: female chefs often struggle to find chef jackets that fit well, making them feel both uncomfortable and unacknowledged in the kitchen.

    Addressing an Industry-Wide Issue

    Hanalei’s video touches on a persistent industry issue. Women chefs are frequently given jackets designed with men in mind, resulting in a poor fit and discomfort. The standard unisex design, marketed as inclusive, often fails to account for key differences in body types and comfort needs, impacting women’s safety and mobility in high-pressure kitchen environments.

    Funky Chef: Redefining the Chef Jacket

    Funky Chef, founded by yacht chef Hannah Staddon, is leading the charge in creating chef jackets designed exclusively for women. “For too long, traditional companies treated women’s jackets as an afterthought of men’s designs,” said Hannah. “Well, not anymore. We only make jackets for women, and we make them to our women’s bodies.”

    Funky Chef jackets feature a shorter cut, waist ties, and zip-up fronts for a flattering and adjustable fit. They’re available in classic colors as well as bold prints, combining functionality with flair. As Hannah points out, “Why should women settle for uncomfortable, oversized jackets? We’re here to break that mold.”

    A Culture Shift in the Culinary Industry?

    Hanalei’s video isn’t just a skit—it’s a call to action. It challenges the unspoken norms of a male-dominated industry, urging the culinary world to reconsider its approach to uniforms. Women chefs have long faced challenges beyond uniforms, including biases and workplace dynamics. However, influencers like Hanalei and brands like Funky Chef are driving much-needed change, advocating for inclusivity, comfort, and confidence in the workplace.

    With over 275,000 views and counting, Hanalei’s message is resonating far and wide. The hope is that this conversation will inspire traditional chef jacket companies to rethink their designs and prioritize inclusivity. As women chefs demand better-fitting uniforms, the industry will need to adapt or risk falling behind.

    In conclusion, Hanalei Souza’s video is a powerful reminder that even small changes, like a properly fitted jacket, can significantly impact how women feel at work. To watch Hanalei’s video, visit her Instagram profile at @ladylinecook. For more on Funky Chef’s women-only chef jackets, visit their website at www.funkychef.co.

    Source: Funky Chef

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  • A GOP-Backed Center Stoked Faculty Paranoia at the U. of Florida. Then Ben Sasse Got Mad.

    A GOP-Backed Center Stoked Faculty Paranoia at the U. of Florida. Then Ben Sasse Got Mad.

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    How the U. of Florida forced faculty cooperation with a GOP-backed civics center.

    By Garrett Shanley
    The inside story of how a president and a dean forced professors to cooperate with the Hamilton Center for Classical and Civic Education.

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    Garrett Shanley

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  • PA Distance Learning Announces Robust Lineup of Community Engagement Events for Fall/Winter 2024-2025

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    The upcoming events will be a welcoming opportunity for current and prospective students and their families to connect with educators, peers, and the virtual charter school community in Pennsylvania


    PITTSBURGH, November 4, 2024 (Newswire.com)
    –
    PA Distance Learning, a virtual charter school serving students throughout Pennsylvania, is excited to announce a variety of upcoming fall and early winter community engagement events for current students and those interested in learning more about the virtual public schooling environment. 

    The events will highlight career pathway connections and educational enrichment for online students, as well as provide students and families with a chance to engage with PA Distance Learning staff, faculty, and peers. Events are also open to community members and organizations involved in education and career development. 

    Each PA Distance Learning event will be held at a unique Pennsylvania venue, highlighting various topics such as robotics, manufacturing, and history, and providing students with immersive hands-on learning opportunities. 

    October Events

    PA Distance Learning’s October community engagement events were a huge success, setting the stage for an exciting season ahead. Events included a tour of the National Robotics Engineering Center, a collaboration with Carnegie Mellon, and an Elkland Paint Night. 

    November Events

    • Educational Tours: Guided tours of the National Civil War Museum (Harrisburg), Carrie Blast Furnace (Swissvale), and Heinz History Center (Pittsburgh).
    • Manufacturing and Innovation: Events like Discovery Day at the Pittsburgh Robotics Network, the National Museum of Industrial History (Bethlehem), and a tour of the United States Mint (Philadelphia) will highlight pathways in manufacturing and industrial innovation.
    • Career Exploration: Students will have a chance to explore careers in diverse fields via a PNC Park CEW Tour, Acrisure Stadium Tour, and Amazon Warehouse Virtual Presentation. 
    • Virtual and In-Person Engagement: Options such as the Virtual Presentation on Financial Literacy and the Ceramic Lab Project (Union) will provide flexibility for all students to attend.

    December Events

    • Annual Bowling Event: Regional bowling events will be held across the state, creating a fun environment for students and families to connect.
    • Monthly Parent Sessions: A parent-focused event will provide an overview of school initiatives and additional ways for families to engage with the virtual charter school community.

    Additional information, including fall/winter event dates and times, can be found on PA Distance Learning’s Community Engagement page.

    PA Distance Learning hopes to continue connecting with students, families, and community members at upcoming engagement events. Interested readers are invited to learn more about PA Distance Learning and contact the school directly with any questions about school events, curriculum, or student services.

    About PA Distance Learning

    PA Distance Learning is a public Pennsylvania virtual charter school that provides an inclusive, welcoming environment for students looking to pursue their education online. Central to the school’s success model is a dedication to hybrid learning that combines teacher-led live learning experiences with self-guided asynchronous coursework. Students are encouraged to explore the topics that interest them and are provided with the expert guidance they need to meet state and federal testing standards. 

    For more information, visit www.padistance.org.

    CONTACT:

    PA Distance Learning
    (888) 997-3352
     

    Source: PA Distance Learning Charter School

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  • Try This Quiz on Books That Were Made Into Great Space Movies

    Try This Quiz on Books That Were Made Into Great Space Movies

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    Welcome to Great Adaptations, the Book Review’s regular multiple-choice quiz about books that have gone on to find new life as movies, television shows, theatrical productions, video games and more. This week’s challenge is focused on fiction and nonfiction works about space exploration that were adapted into popular films.

    Just tap or click your answers to the five questions below. And scroll down after you finish the last question for links to the books and their movie versions.

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    J. D. Biersdorfer

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  • Ahead of US Elections, a Newsroom Blueprint for Journalists to Battle Fake News

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    LOS ANGELES, November 4, 2024 (Newswire.com)
    –
    Ahead of US elections on Tuesday 5 November 2024, The Rundown Studio, in collaboration with world-recognized Intelligence Expert Candyce Kelshall has released “Election Interference and Information Integrity: a Newsroom Blueprint”. Within the newly published handbook, media experts provide background on what to look out for when analysing content, as well as signpost to AI-powered tools to help fact check and dispel fake news. 

    Newsrooms around the world are battling unprecedented levels of AI-generated content, however they do not yet have the tools and apparatus to counter it. The interactive online handbook has been developed by global news anchor Zain Verjee and Product and Design lead Thomas Brasington, co-founders of The Rundown Studio and the Canadian Association for Security and Intelligence Studies Vancouver. It provides a practical and critical resource for newsrooms worldwide as journalists, commentators and bloggers continue to battle fake news. The Newsroom Blueprint offers comprehensive guidelines and speedy checklists to help media professionals accurately cover elections, in a bid to strengthen the integrity of electoral reporting across the globe. 

    “In an age where the very nature of truth is under attack, journalists must embrace critical and structured thinking akin to intelligence experts,” said Candyce Kelshall Executive Chair, Canadian Association for Security and Intelligence Studies Vancouver who specializes in intelligence analysis and tradecraft. “Our goal is to transform newsrooms into trusted guardians of truth, ensuring that the public receives accurate and reliable information vital for democracy. In a true democracy, we all deserve access to fair and truthful news, so we can make informed decisions about our futures.”  

    “Election Interference and Information Integrity: a Newsroom Blueprint” addresses the increasing difficulty newsrooms face in verifying information in a polarized media landscape. In it, Kelshall outlines strategies drawn from intelligence agencies to counter misinformation effectively, emphasizing structured analysis, information assessment techniques and strict verification protocols. 

    The Rundown Studio co-founder and former CNN anchor Zain Verjee says “We are committed to advancing media trust through innovation and collaboration. The handbook is a vital tool amid escalating threats posed by AI-manipulated content to equip journalists with the skills needed to navigate this complex landscape.” 

    By adopting these information assessment best practices, newsrooms can rebuild audience trust and ensure the reliability of their election coverage.

    Rundown co-founder Thomas Brasington adds “Our tools demonstrate how AI can handle the time-consuming aspects of communications work, freeing professionals to focus on strategy and creativity.”

    Source: The Rundown

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  • What the Research Says About Mixed-Ability Algebra Class | KQED

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    Meanwhile, average students appeared to be unharmed. Those who had been randomly assigned to the new mixed level class had test scores in 11th grade that were no worse than those who had learned Algebra 1 separately.

    Some detracking advocates argue that everyone benefits from mixed ability classes, but there was no increase in test scores for higher achieving students in this experiment. The vast majority of students in the mixed-ability classrooms would have been assigned to Algebra 1 anyway and relatively few were low achievers. It’s possible that there’s a point at which the concentration of low-scoring students becomes so high that it does negatively affect peers, the researchers said.

    In between the bottom students and the regular Algebra 1 students, there was a middle group of students who scored just below the cutoff for placement in Algebra 1 and were traditionally assigned to a double dose of algebra in ninth grade. The results were more ambiguous for these students, whose instructional time was cut in half by giving them only a single dose of algebra in a mixed-level class. They were less likely to pass geometry in 10th grade, but they appeared not to be worse off later in 11th grade. “One interpretation is that this was a pretty successful experiment for most students, but if you paired it with more instructional time, it would be even more effective,” said Huffaker. It would be more costly, too, she said.

    The Sequoia Union High School District, where this experiment took place, educates a wide range of students. It includes wealthy neighborhoods in Redwood City, Menlo Park and East Palo Alto, and low-income neighborhoods. Roughly a third of the students in the district are poor enough to qualify for the federal subsidized lunch program, and 15 percent are categorized as English learners. Almost half of the students are Hispanic, 11 percent are Asian, and a third are white.

    This experiment did not include more advanced students who had already taken algebra in eighth grade or earlier. More than a third of the 2,000 ninth graders continued to be taught in separate geometry or Algebra 2 classes. A handful of extremely accelerated freshmen were in precalculus.

    That enabled this limited detracking experiment to avoid the community uproar that had engulfed San Francisco, where advanced students had been prevented from taking algebra in eighth grade and everyone was put into the same ninth-grade math class.

    Tom Dee, a Stanford education professor who conducted the math study along with his former graduate student Huffaker, said that this study shows that there are smaller things that schools can do between the two extremes of forcing all students into advanced coursework or barring any students from advanced coursework in the name of equity. “If we accelerate everyone,” Dee said, “it could be harmful to kids who aren’t fully prepared for that acceleration. And if we decelerate everyone, it can be potentially harmful to the achievement of higher performing kids and cap the kinds of things they might do.”

    “But it’s not the only arrow in our quiver,” Dee said.

    Dee emphasized that this was just one group of students in one school district and the results would need to be replicated in other places before he would recommend the elimination of high school remedial math as a national policy.

    Inside the classroom

    It’s hard to tell what might have been the key to success in this experiment. It’s possible that half of the remedial students never really needed remediation and they were incorrectly placed because of their middle school math scores. At the same time, the district changed the way it taught in these mixed-ability classes and it could be those changes that made the difference. Better teachers might have volunteered to teach them. These teachers had extra training, and were given an extra non-teaching period each day.

    The school handled mixed abilities in an unusual way. Instead of differentiating instruction by giving different practice problems to different students, which is a common approach in U.S. classrooms, the teachers were trained to give the same problems to all students.  Victoria Dye, Sequoia Union’s director of professional development and curriculum, told me that the district selected open-ended word problems that even a student with low skills could try, but that also provided a challenge to stronger students. (An analogy would be a game with simple rules, like Othello, which still provides a challenge to expert players.) Dye said that these “low-floor, high-ceiling” problems were selected to supplement the district’s curriculum, which emphasized procedural fluency and computations.

    Classroom math discussions took center stage so that students could discuss each other’s analysis. In one exercise, students each wrote down their reasoning and revised it several times. “It’s great because any kid can begin that and improve,” said Dye.

    To make time for problem solving and discussion, teachers streamlined the curriculum to emphasize key concepts. That meant cutting some algebra topics. Teachers made their own decisions on how to weave in a review of middle school concepts that students needed for algebra. Dye described this review as happening briefly on a “just-in-time” basis, not a reteaching of a full unit.

    Today, remedial math has been eliminated in the district’s main high schools and nearly all students are in ninth grade algebra or a more advanced class, except for students with severe disabilities. The elimination of remedial math doesn’t fix everything. Many struggling students are still failing the subject and need more help. And it doesn’t reduce the huge disparities in math achievement inside school buildings. But it might help a large chunk of the most behind kids, and that’s particularly relevant after the pandemic when even more teens are woefully behind in math.

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    Ki Sung

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  • OPINION: Encouraging Black and Latinx students to apply to selective colleges has become more urgent than ever – The Hechinger Report

    OPINION: Encouraging Black and Latinx students to apply to selective colleges has become more urgent than ever – The Hechinger Report

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    Those of us who worked with high school students in the wake of the Supreme Court’s historic decision overturning race-conscious admissions can’t profess shock over news showing decreases in enrollment among Black and Latinx students across many college campuses, especially those considered competitive for enrollment.

    We saw this coming.

    Last year we saw too many highly qualified students shy away from applying to schools because they were sent a message that they wouldn’t get in without affirmative action. This year, it is more important than ever that we encourage our Black and Latinx students to apply to schools attended by similar students before the court’s reversal. Mentoring is a critical catalyst to achieve this goal.

    Another year of dips in enrollment among Black and Latinx students would arguably ignite a snowball trend in some of our nation’s most recognized institutions, leading to a perception that they are unwelcoming to students of color.

    As a society, we simply can’t afford this. We are at a demographic crossroads: Generation Z is forecast to be the last majority-white generation; the majority of Americans under the age of 18 are “nonwhite.” If we don’t increase the numbers of Black and Latinx students going to colleges where they belong and deserve to have a seat at the table, we are impacting the future of America.

    To change this new dynamic, we need to think outside the [check your race] box. College-educated adults hold the key to reshaping how to support Black and Latinx students getting to and through the college process so that they can unlock their full potential and achieve the “holy grail” of economic mobility.

    As colleges put more emphasis on early action and deadlines specific to first-generation students, our Black and Latinx high school seniors have the chance to make their voices heard through the power of their applications.

    Increasing applications by November’s early admission deadlines is a critical first step.

    Related: Interested in innovations in the field of higher education? Subscribe to our free biweekly Higher Education newsletter.

    Also, vitally, first-generation students need to have strong, trusting relationships in place before, during and after the application process to reinforce a sense of belonging. The adults these students meet early in their lives — often outside the home — can help blunt a seismic shift in the makeup of college enrollment across our nation.

    Over the past 25 years of working with primarily first-generation and low-income students, I have found that the path to and through college is built on a mentorship model that relies heavily on schools, corporations and communities working in lockstep. This tripod of support needs to work even more closely together to encourage students to increase their applications to and enrollment in selective universities.

    Through a focus group of 42,000 (the total number of students mentored since 1999), my organization has shown that the model of starting junior year of high school with 1:1 mentoring is proven and ensures that every student has an adult champion to not only help them chart a path to college but also build the sense of belonging needed to persevere to graduation.

    Mentoring develops the social capital to help establish careers and create the building blocks needed for long-term economic mobility.

    Every adult needs to adopt a mentoring mindset. We cannot sit back and watch as Black and Latinx students are shut out of college.

    One successful mentoring model I’ve seen uses partnerships with corporations that open their doors to high school students. This helps students start charting a course toward college and career paths based on interactive experiences in the conference room as well as the classroom.

    Related: How did students pitch themselves to colleges after
    last year’s affirmative action ruling?

    As DEI initiatives decline on college campuses, many corporations are expanding their own affinity groups and DEI initiatives. For students, these corporate communities foster a sense of belonging in both college and careers. For adults, these experiences hone a greater understanding of the many inequities that Black and Latinx, often first-generation, students face.

    Seemingly simple connections matter. Planting seeds of trust and confidence early in a relationship helps students see their future selves in their mentors. More Black and Latinx students need to hear “we don’t know if we don’t try,” and this work needs to start well before the beginning of senior year.

    Looking through the lens of a trusted adult, students can better trust the process and not be deterred by such things as the reversals of court decisions.

    While the decrease of Black and Latinx students enrolled in some selective universities this fall is discouraging, there is hope. The vast majority of students (97 percent) mentored in my organization who apply to college are accepted.

    Higher education has a critical accountability role as well as we head into this admissions year. I applaud those who have already reached out to try to help encourage underrepresented students to apply for college.

    Through an ecosystem of support, more Black and Latinx students will earn seats at the table in college and beyond.

    Mentoring helps close equity gaps for first-generation students, guiding them toward successful college careers and beyond. Together, we can turn these recent challenges into a transformative opportunity for lasting impact. The future needs as many Black and Latinx college-educated students as possible.

    Heather D. Wathington is CEO of iMentor, a national leader in 1:1 mentoring that builds long-term, personal relationships to help students, largely first-generation college students from underresourced communities, access and navigate postsecondary educations and careers.

    Contact the opinion editor at opinion@hechingerreport.org.

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

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

    Join us today.

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    Heather D. Wathington

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  • What Is Supplemental Learning And How Can It Benefit Learners?

    What Is Supplemental Learning And How Can It Benefit Learners?

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    Why Is Supplemental Learning Crucial For Online Learners?

    One thing Instructional Designers can attest to is the speed with which learner needs are evolving. Trends in eLearning, corporate training, and individual industries are creating a demand for new courses more frequently than ever before. Instructors and developers are often finding themselves having to enrich existing courses with new content, completely update training materials, or develop courses from scratch in tight timelines. However, limited resources make that a particularly challenging project. This is where supplemental learning comes in, giving instructors and developers a solution to providing online learners with high-quality learning materials in significantly less time.

    What Is Supplemental Learning?

    Before exploring the benefits that supplemental learning brings to the world of eLearning, let’s first explain what it is. Supplemental learning refers to any learning resources complementary to the primary training program. In other words, they are not complete courses but rather additions that increase the value of the core training program by allowing learners to dive deeper into certain topics. In the context of online learning, supplemental learning resources can take any form, including online articles, eBooks, videos, podcasts, webinars, and practice exercises, among others. Designers will often add these resources in a supplemental learning appendix that they can update regularly, thus enhancing their courses, boosting learner engagement, and improving learning outcomes.

    6 Benefits For Online Learners

    1. Promotes A Deep Understanding Of The Course

    Instructional Designers often refrain from developing overly detailed training courses to minimize the time learners spend on each module. This way, they maintain learner attention and avoid overwhelming them with a ton of information. Yet, in some cases, learners might wish to delve deeper into a topic, either because they are personally interested in it or because it is crucial to their academic or professional development. Supplemental learning offers that additional support, allowing learners to decide for themselves how much they want to learn about the subject at hand.

    2. Supports Different Learning Preferences

    Even if you have done sufficient research on your target audience, it’s not always easy to develop learning content that is suitable and engaging for every single subcategory. Thankfully, supplemental learning resources can be the element that makes training appeal to a broader range of learners. For example, although the core training course may be text-heavy, the additional learning resources can present information in a variety of formats, from videos and infographics to podcasts. This way, you can cater to learners with different learning preferences without having to modify the core learning content.

    3. Encourages Self-Directed Learning

    Online learning is in and of itself a learning method that encourages learners to take control of their learning journey. Typically, learners make their own schedules, often with limited interaction with tutors. Therefore, supplemental learning fits right into it, empowering learners to seek additional information and spend as much extra time as they want exploring a topic. As they take an active role in their learning development, carving a training path by themselves, online learners not only improve their learning outcomes but also foster skills such as critical thinking, time management, and accountability.

    4. Boosts Knowledge Retention And Application

    Alongside self-directed learning, supplemental learning also enhances knowledge comprehension and retention by allowing learners to explore learning material in different formats. The more learners interact with the content, the easier it becomes for them to recall it in the future. Moreover, supplemental learning offers learners the opportunity to see real-world applications of the topic at hand through simulations, exercises, and discussion forums. This helps bridge the gap between theory and practice, making new knowledge more relatable and memorable to learners.

    5. Helps Test Learners’ Skills And Knowledge

    Additional learning material is beneficial not only for helping learners grasp new concepts but also for testing their existing knowledge. This can happen in various ways, from self-assessments and additional quizzes to simulations that motivate them to apply what they have learned. True to the style of supplemental learning, online learners are free to choose how they want to be tested and can receive feedback in a stress-free way. Based on the results of their assessments, they can identify their weaknesses and knowledge gaps and seek out additional resources that will help them improve.

    6. Promotes A Love For Lifelong Learning

    As learners become more accustomed to taking control of their learning journey, a love for continuous learning is fostered. Supplemental learning empowers them to dig deeper into the subjects they are interested in, explore and compare a variety of sources, and strive to stay informed about trends and developments in the field. Adopting this mentality helps learners consistently achieve better learning outcomes and prepares them to be receptive to new technologies and information that they will come across in their academic and professional lives.

    Conclusion

    In conclusion, the needs of the modern landscape of online learning are making supplemental learning a necessity. This versatile way of enriching and updating online training courses helps learners gain a deep understanding of the subject matter while also retaining knowledge for a longer time and applying it more effectively. Additionally, it can make your online course suitable for a wider audience by presenting learning materials in a variety of formats. Make sure to incorporate supplemental learning into your online training strategy from now on to increase its flexibility and improve learning outcomes.

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    Christopher Pappas

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  • OpenQuantum and Oneness Blockchain AI Lead the Future of Quantum Innovation

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    Introducing Open Quantum by Jerry Almonte De Leon, Founder of OneNess Blockchain AI. Revolutionizing Quantum-AI and Quantum-Cryptography


    TORONTO, November 3, 2024 (Newswire.com)
    –
    Jerry Almonte De Leon, founder of OneNess Blockchain AI, proudly introduces Open Quantum, a platform dedicated to advancing Quantum-AI and Quantum-Cryptography. Open Quantum’s breakthrough technologies provide unmatched security, resilience, and efficiency across diverse fields, from cybersecurity to biotechnology and blockchain. With a range of industry-leading projects, Open Quantum sets a new standard for what’s possible in quantum computing and AI.

    Key Projects of Open Quantum by OneNess Blockchain AI:

    Quantum RSA – Quantum-Resistant Encryption
    Quantum RSA is designed to withstand quantum attacks, making it one of the most secure encryption methods available today. This quantum-resistant encryption technology brings enhanced data security and protection for sensitive information.Presentation video: https://youtu.be/I3svL97784g?si=PK-o_-CHN7o4lXCy

    Quantum SHA-256 – The Million-Dollar Algorithm
    Open Quantum’s Quantum SHA-256 algorithm outputs identically to its classic counterpart, providing the same reliability and security while adding the power of quantum technology. This unique algorithm has gained global attention for its potential applications in blockchain and cybersecurity. For a deeper dive, check out Part 1 and Part 2 of the presentation:
    Part 1: https://youtu.be/Jc10O0A8BWw?si=9G5aWXM8JfFNDxpT
    Part 2: https://youtu.be/NAxeMm2Mcl4?si=v25OmLsDAkjh3iRH

    Quantum Timer Secured Vault – New Quantum-Resistant Technology
    The Quantum Timer Vault offers next-generation security for high-value assets. This innovation uses quantum-resistant timing mechanisms to secure vault access, making it ideal for industries needing enhanced protection. Learn more in the presentation: https://www.youtube.com/watch?v=XfeaGhFkX_4

    Quantum Lock – World’s Most Quantum-Resistant Software
    Quantum Lock has been engineered to deliver the highest level of resistance against quantum attacks. This software solution ensures top-tier security for applications that demand robust data protection and integrity. Watch the presentation here: https://www.youtube.com/watch?v=FWMVz7jDybw

    Quantum Neural Network – Free Access for a Limited Time
    The Quantum Neural Network is designed to push the boundaries of AI with quantum-powered enhancements. This high-performance model is currently available for free, showcasing its capabilities in real-world applications. Presentation video: https://www.youtube.com/watch?v=6NDuwJIOKrA

    Quantum Neural Network for Drug Discovery – Open Source Solution for Medical Research
    This Quantum Neural Network has been successfully applied in drug discovery, aiding in the development of treatments for cancer and COVID-19. By harnessing quantum computing’s capabilities, Open Quantum’s solution accelerates breakthroughs in medicine and pharmaceutical research. Presentation video: https://www.youtube.com/watch?v=CRKFlsK2VSM&t=164s

    Part 2 drugs discovery: https://www.youtube.com/watch?v=-e-qv_qI-MI 

    Bitcoin Quantum AI – Quantum EVM Version of Bitcoin with AI Integration
    Bitcoin Quantum AI represents the next generation of blockchain by combining the security of quantum cryptography with the flexibility of AI. This version is fully EVM-compatible, allowing it to interact with existing Ethereum-based applications. The integration of AI provides added functionality and user accessibility through a web interface, setting new standards for quantum-secure blockchain applications.

    Presentation Video: https://www.youtube.com/watch?v=yh6LALyqgsk 

    Quantum Growth Technology – Innovative Agri-Tech Solution for Sustainable Development
    This revolutionary biotechnology combines clean energy sources, like solar panels and wind turbines, to power a system that generates a magnetic field. This field accelerates plant growth by regenerating plant cells at the molecular level, making plants grow three times faster, twice as large, and with 60% less water. The potential impact on sustainable agriculture and food production is immense, positioning Open Quantum as a leader in agri-tech innovation.

    Through these transformative projects, Open Quantum by OneNess Blockchain AI is paving the way for a secure and technologically advanced future. The platform offers groundbreaking solutions across industries, showcasing the incredible potential of quantum technology.

    For more information, visit www.openquantum.ca or reach out at info@openquantum.ca or jerry@openquantum.ca

    Source: Open Quantum

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  • Learning To Lead: Training Beyond The Title [eBook Release]

    Learning To Lead: Training Beyond The Title [eBook Release]

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    Nurturing Leaders Across Your Organization

    Limited cross-collaboration, siloed decision making, and lack of employee empowerment are just a few of the issues that arise with traditional leadership. But what if you could give every member of the team the opportunity to cultivate their skills and lead with purpose? Training that focuses on learning to lead is the focal point of this eBook, which explores targeted strategies, mindset growth tips, and best practices for training beyond the title.

    eBook Release

    Learning To Lead: Training Beyond The Title

    Learn how to nurture a culture of effective leadership across all levels.

    Learning To Lead: Developing Leaders At Every Level

    As this guide highlights, TalentLMS’s study into toxic work culture in tech companies revealed that 60% of the employee respondents said that their manager didn’t know how to lead a team. However, developing leaders at every level can help bridge gaps and encourage knowledge sharing within the organization. It’s also important to differentiate leading versus managing, which is also addressed, as well as the key characteristics of leaders that companies should look for.

    About This eBook

    What are the benefits and potential pitfalls of encouraging leadership skills development across the board? What are the key elements of a winning leadership training program? Here’s a quick overview of what’s inside this guide by TalentLMS:

    • What Does Effective Leadership Look Like?: Effective leaders and managers use varying traits like adaptability and integrity, focusing on those most suited to their business needs.
    • Beyond Managers And Executives: Non-positional leaders positively impact businesses by driving innovation and pursuing goals creatively within their roles.
    • The Dark Side Of Leadership Training For All: Targeted strategies like choice, customization, and clear communication can help create more effective development programs.
    • Do Hard Skills Matter In Modern Leadership?: Strong soft skills enable leaders to guide their teams through challenges and build trust, often proving more crucial than hard skills.
    • Fostering The Right Mindset: A growth mindset is key to modern leadership, starting quietly and evolving through continuous learning and collaboration.

    Get Your Copy

    Download Learning To Lead: Training Beyond The Title today to uncover why tailored leadership training is essential to developing future leaders in the modern workplace.

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    Christopher Pappas

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  • Why Did the U. of Florida Back Away From a Symposium on the War in Gaza at the Last Minute?

    Why Did the U. of Florida Back Away From a Symposium on the War in Gaza at the Last Minute?

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    By Megan Zahneis
    Illustration by The Chronicle
    An administrator reportedly said the speakers and subject matter weren’t “balanced.” Critics of the decision argue it’s part of a pattern of suppressing viewpoints and limiting academic freedom.

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    Megan Zahneis

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  • How university leaders privately reacted to lawmaker scrutiny over campus unrest

    How university leaders privately reacted to lawmaker scrutiny over campus unrest

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    This audio is auto-generated. Please let us know if you have feedback.

    The House’s Republican-led education committee released a scathing 325-page report Thursday accusing 11 high-profile colleges of failing to protect Jewish students from antisemitism and calling for a review of their federal funding. 

    The report from the Committee on Education and the Workforce follows a monthslong investigation into the colleges — including Harvard University, Columbia University and the University of Pennsylvania— that unearthed more than 400,000 pages of documents. 

    The committee released the findings with only days to go before the U.S. selects the next president — an election in which the majority of registered voters rank the Israel-Hamas war as an important issue to them. The lengthy report signals that Republican scrutiny is continuing to escalate over how college leaders have handled campus unrest amid the conflict. 

    In a Thursday announcement, the committee accused university leaders of making “astounding concessions” to pro-Palestinian students who set up encampments and of choosing to “withhold support from Jewish students.” 

    The report suggests these actions likely amount to violations of Title VI, which requires federally funded colleges to prevent discrimination based on race, color or national origin. 

    “The totality of circumstances on these campuses demonstrate an environment hostile to Jewish students likely in violation of Title VI,” the report states. “The Committee’s findings indicate the need for a fundamental reassessment of federal support for postsecondary institutions that have failed to meet their obligations to protect Jewish students, faculty, and staff.”

    Based on disclosed exchanges between high-ranking college officials, the report also alleges that top leaders considered congressional oversight “a nuisance at best,” the announcement said.

    “Our investigation has shown that these ‘leaders’ bear the responsibility for the chaos likely violating Title VI and threatening public safety,” Rep. Virginia Foxx, the North Carolina Republican who chairs the committee, said in a statement Thursday. “It is time for the executive branch to enforce the laws and ensure colleges and universities restore order and guarantee that all students have a safe learning environment.”

    Below we’re rounding up several conversations, drawn from the Oct. 31 report, between the universities’ presidents and their board leaders that provide insight into how they processed the heightened scrutiny from lawmakers. 

    Harvard leader slams lawmaker as ‘purveyor of hate’

    Former Harvard University President Claudine Gay faced backlash after a December congressional hearing, when she refused to give a yes-or-no answer when asked if calls for the genocide of the Jewish people would violate the Ivy League institution’s policies. 

    Instead, Gay said Harvard would only punish such speech if it crossed the line into harassment. The two other campus leaders at that hearing — Liz Magill, then the president of University of Pennsylvania, and Sally Kornbluth, the president of the Massachusetts Institute of Technology — gave similar answers to lawmakers. 

    Rep. Elise Stefanik, a Republican from New York, led the viral line of questioning and called for Gay’s resignation several times during the hearing. Gay ultimately resigned in early January amid mounting plagiarism allegations and criticism of her leadership in the wake of the Israel-Hamas war. 

    Speaking to Harvard’s Board of Overseers only a few days after the December hearing, Gay said she should have expressed that calls for violence against the Jewish community shouldn’t be allowed, according to meeting notes. 

    Gay also made an “apparent reference” to Stefanik, according to the report, calling her a “purveyor of hate” and supporter of the neo-fascist Proud Boys. According to The New York Times, Stefanik has circulated political ads that allude to themes of the great replacement theory, a white supremacist belief that Proud Boys members have promoted. 

    The House report called both of Gay’s accusations false.

    In a Friday statement, a Harvard spokesperson said the university has taken steps to strengthen its rules for campus spaces and its disciplinary policies. 

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    Natalie Schwartz

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  • 5 L&D Obstacles To Write About In Your Next eLI Article

    5 L&D Obstacles To Write About In Your Next eLI Article

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    Are You Ready To Help Our Readers Overcome Their L&D Obstacles?

    We normally don’t like to focus on the negative here at eLI. However, we know that some members of our community face L&D obstacles that might put their ROI and learner engagement at risk. So, if you’d like to write a guest post for us, here are a few suggestions to help you narrow down the topic.

    5 Ideas For Guest Posts This Month

    1. Digital Distractions In eLearning

    Social media, emails, and app notifications are just a few examples of digital distractions that all online learners must contend with today. How can eLearning professionals create training experiences that are immersive and relevant enough to hold employees’ attention? Are there ways to minimize these virtual distractions by including or omitting certain design elements?

    2. Knowledge Retention Barriers

    What prevents information from sinking in, and how can you break down retention barriers so that learners get the most from your courses? What are some of the most significant barriers that L&D professionals should consider?

    3. Course Creation Mistakes

    What are some of the lesser-known errors that course creators make that have a direct impact on learner motivation and engagement? How can developers steer clear of them by following best practices? Your article can even include tips on more niche course creation mistakes, such as issues that may arise when designing accessible content.

    4. Training Evaluation Pitfalls

    Measuring training impact is no small feat when you take qualitative and quantitative factors into account. How can organizations ensure that their L&D programs are up to par? What data sources should they look into? What are the most notable challenges that L&D leaders encounter when trying to evaluate the effectiveness of their training strategy?

    5. L&D’s Role In Preventing Employee Burnout

    Burnout is a major problem these days due to remote and hybrid work models. Many employees find it difficult to strike a work-life balance and set boundaries. What can organizations do to prevent employee burnout through L&D? What topics should they cover, and how can they provide ongoing support?

    Wrapping Up

    Submit your guest post to eLearning Industry today to increase your online presence and connect with your target audience. You can also subscribe to our Authors Newsletter to discover the latest trending eLearning writing ideas and top tips for building your thought leadership.

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    Christopher Pappas

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