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Tag: education

  • Ignatian Volunteer Corps connects 50-year-old-plus set with a chance to help those in need

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    What does retirement look like for you?

    For a West Lawn resident with an electrical engineering degree, retirement entails spending a part of his week fixing electric appliances donated to Habitat for Humanity’s South Side ReStore.

    For a former WBBM-Ch. 2 reporter and anchor/reporter at WMAQ-Ch. 5, retirement includes assisting people at St. Leonard’s Ministries who have been affected by the carceral system.

    And for one Northbrook resident with a logistics background in the grocery industry, his post-employment days involve raising awareness on the need for diapers. (One in two U.S. families struggle to afford enough diapers for their children, according to the National Diaper Bank Network.)

    The thread that ties this trio together is the Ignatian Volunteer Corps, a national nonprofit that has partnered adults 50 years of age or older — many who are retirees — with organizations supporting people in need.

    People come to IVC for the service stay for the community, according to Cathy Buescher, IVC’s Chicago program manager. The service piece includes an eight-to-15-hour-a-week commitment. What’s unique, participants say, is the community building and spiritual reflection — two additional pillars of the program. Buescher said it helps volunteers consider, “What is this service doing for me as a person?”

    According to an IVC 2024 impact report, over 550 members serving in more than 300 nonprofit entities in 30 states volunteered over 20,000 hours of service, which led to $12.5 million in savings for those organizations.

    Volunteers meet once a month, September through June, to share their experiences with their assignments.

    When Charles Malatesta began volunteering with IVC over a decade ago, deciding he’d had a good life and wanted to give back, he said. Back then, the “good works” outweighed the spiritual aspect. He tutored youths in math, did home repair for seniors and worked on Habitat for Humanity projects for several years. Over time however, that evolved, according to Malatesta, and his interest in the spiritual element expanded.

    “I like the spiritual element,” Malatesta said, who now fixes up donated furniture and appliances at ReStore. “I was in the Peace Corps when I was young. Us who had a good life … helped other people that aren’t as fortunate. When you’re older, you have more time to do this and you should.”

    Charles Malatesta, a former engineer, checks on a table he fixed at ReStore in Chicago on Sept. 9, 2026. (Antonio Perez/Chicago Tribune)

    IVC volunteers are also paired with a trained reflection partner, with whom they meet every four to six weeks to discuss their IVC experience. They also partake in retreats where they talk about faith.

    Don Rosanova, a retired president at Roundy’s in Wisconsin, sparked to the holistic approach IVC takes in matching volunteers under the auspices of service, social justice, and reflection. He attests that participation fills needs within oneself as well as those they serve.

    “I don’t talk that much about religion to my friends, but at the IVC, that’s the focus,” he said. “I find that very stimulating. I enjoy the meetings. I look forward to them.”

    Rosanova landed at Catholic Charities’ Diaper Depot in Round Lake, where he’s served for the last six years — spending up to 15 hours a week bringing on new partners to aid with diaper collection, handling inventory management, doing presentations to raise awareness on how families are affected by a dearth of diapers.

    The first Wednesday of every month, the depot packages and distributes diapers to partner organizations, who send in orders with the number and sizes of children they serve. Volunteers fill orders of 50 diapers for each child, while the partner organizations disseminate them.

    “I wanted to utilize the skills that I had developed during my career, and this fit that —the operational component … something that involved distribution,” he said. “It involved contact with people, which is a big part of the grocery industry, and customer relations. And the subject matter became very near and dear to my heart.”

    Rosanova gets excited over IVC’s educational component: engaging with the community through talks, reading and discussing books on spirituality, social justice or theology; attending Mass; and regular meetings in small groups and with the 71-member volunteer corps for camaraderie, team building and sharing experiences.

    “It’s not like you’re going to go volunteer at XYZ or at the hospital, and you’re going to push a wheelchair and that’s all you ever do, and you never have any interaction with anyone else,” Rosanova said.

    Buescher says there has been an influx of people inquiring about IVC as of late.

    Considering the average age of the current set of service corps members is 71, that number coincides with recent studies that show the combination of retirement and volunteerism reduces the probability of depression and enhances societal well-being.

    A 2023 McKinsey Health Institute survey reiterates this with adults 55 and older across 21 countries, showing benefits include reduced cognitive disability, decreased loneliness and enhanced meaning and quality of life.

    “I’m not sure what I can say as to the reasoning,” Buescher said. “I have had people tell me, one-on-one, that they have concerns about what’s happening, and the area that has been showing up the most is immigration.”

    Buescher is hoping IVC Chicago numbers grow now that the program has a virtual component that allows anybody (not just Catholics) around the U.S. to participate online and a legacy program for IVCers over 70, who served for seven years and aren’t able to do service hours due to their health. While some volunteers cannot focus on the service pillar, they can engage with the community and spiritual reflection pillars of IVC’s program.

    “Our average number of years that service corps members in IVC are at an agency is about five and a half,” she said. “Five and a half years as a volunteer at the same nonprofit seems equivalent to a staff person being at a nonprofit.”

    IVC placed volunteers with 46 organizations this past year — agencies that pay an annual fee of $2,000 to the organization for eight hours a week or $3,150 for 15 hours a week per volunteer. According to Buescher, the partnership fees make up 60% of IVC Chicago’s revenue, fundraising the other 40% to cover the budget.

    Derrick Blakely, right, introduces Road To Success program alumnus speaker Victor George during a graduation event for Ignatian Volunteer Corps. event, Sept. 19, 2025. (Dominic Di Palermo/Chicago Tribune)
    Derrick Blakely, right, introduces Road to Success program alumnus speaker Victor George during a graduation event for Ignatian Volunteer Corps. event on Sept. 19, 2025. (Dominic Di Palermo/Chicago Tribune)

    Derrick Blakley has volunteered with IVC for four years — two at Kolbe House Jail Ministry and another two at St. Leonard’s Ministries, which helps 400 people a year with its housing, education, and workforce programs, according to Executive Director Zack Schrantz.

    Blakley’s journalism background made him a good fit for St. Leonard’s skill-based courses and programming in terms of self-presentation and engaging with others. “Derrick, he’s a very humble guy,” Schrantz said. “He’s got a couple of different lenses here — he’ll emcee some events, help with fundraising, external affairs, and, internally, he’s been working on our Road to Success job readiness training program and doing communication training.”

    Schrantz said IVC’s seasoned volunteers not only donate their time, but also their networks to institutions. Given St. Leonard’s 70-plus years of helping people figure out their “what next,” the concept of matching retirees who are looking for their own “what next” seems synergistic, Schrantz added.

    “At St. Leonard’s, from what I’ve seen, we never ask people what they did to go to prison,” Blakley said. “We never ask them what they did before they got to St. Leonard’s, because we really aren’t interested in their past. We’re interested in preparing them for the future. Now, if they want to talk about it, we’re there for it. And a number of the paid staff are people who have been through the criminal justice system themselves, which is very important.”

    Blakley, a practicing Catholic, said he’s indebted to IVC and St. Leonard’s for allowing him to live out part of his faith with his volunteerism. He said he gets much more out of it than he ever contributes.

    “By challenging people to live their faith … a challenge I think a lot of people take seriously and make an effort to do, we’re all practicing, and nobody gets it right, and nobody gets it right all the time. But the key is in the effort,” Blakley said.

    drockett@chicagotribune.com

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    Darcel Rockett

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  • U.S. schools struggle because our nation lacks a united education vision | Opinion

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    Our system is a 50-state hodgepodge of policies and practices. Is it a surprise that social services are overwhelmed?

    Our system is a 50-state hodgepodge of policies and practices. Is it a surprise that social services are overwhelmed?

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    Different pages

    The dismal academic performance of American K-12 students compared with peers in other industrialized countries is obvious. Employers lament the lack of qualified applicants. Social services are overwhelmed. Who or what is responsible? What can be done?

    An aspect of the issue rarely discussed is the difference between public education in the United States and that in other countries. In the U.S., there is no national vision of public education — no goals and policies exist to ensure a system best suited not only for the individual but for the greater good of the nation. There is national frustration, but no consensus.

    Our public education system is a 50-state hodgepodge of visions, policies and practices. Families, voters, civic leaders and government officials have influence in each state. All are involved; no one is responsible. What outcomes would you expect?

    – William H. Koehler, Fort Worth

    Eyes opened

    Do you like the America you see now? Do you like the greed and corruption of our so-called public servants? What about the protection of child sex predators? The cruelty of immigrant deportation when no crime other than illegal entry has been committed? The disregard for the Constitution and the rule of law? The substitution of unproven ideas for science-based health care?

    Growing numbers of American see beyond the painful reality of the moment and are seeking a better country than either political party has proposed. The value of leaders with integrity who value a democratic America is apparent.

    – Loveta Eastes, Fort Worth

    Inside of us

    I commend Walmart for its recent action to remove synthetic dyes from some of its food products. One can only guess how many positive health outcomes this will produce.

    Meanwhile, other retailers such as Target removed lethal tobacco products from their shelves years ago. Where is Walmart on that?

    – David Fusco, Arlington

    Try, at least

    For a retired professor, threats to diversity, equity and inclusion are like using four-letter words to stigmatize institutions that overtly welcome populations harmed in the past.

    I’m a white native Texan, and my K-12 education included no native minority classmates. After graduate school, I never met a Black chemistry Ph.D. until the 1970s.

    By the late 20th century, some things, including gender equality, improved. But whole generations of us grew up where public schools, drinking fountains and restrooms were segregated until, thankfully, the sacrifices of Martin Luther King Jr. and those like him “woke” some of us.

    It’s not what we say but what we do. It’s not a perfect world. But it was a better one when we not only recognized inequities but did something about them.

    – Robert G. Landolt, Pantego

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  • Illinois State University teacher’s assistant flips Turning Point USA table, tears down flyers: ‘Jesus did it’

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    An Illinois State University faculty member was arrested after he was accused of flipping a Turning Point USA student group’s table and tearing down promotional flyers on campus last week.

    Derek Lopez, a 27-year-old graduate student and teaching assistant at the university, was captured on camera speaking to a man standing near the table set up by students in the conservative group to promote political comedian Alex Stein’s upcoming event at the institution, before he then tossed the table, video shows.

    “Well, you know, Jesus did it, so you know I gotta do it, right?” Lopez told the man before he was seen flipping the table over.

    TURNING POINT LEADER DEMANDS REPERCUSSIONS FOR UCHICAGO PROFESSOR ARRESTED AT ANTI-ICE RALLY

    An Illinois State University faculty member was arrested after he was accused of flipping a Turning Point USA table on campus. (Alex Wroblewski / Getty Images)

    “Thanks guys, have a great day,” he later sneers as he waves and leaves the area.

    Lopez also allegedly disrupted a second informational table hosted by a student group, according to Illinois State University Police.

    He was arrested on Friday and faces charges for disorderly conduct and criminal damage to property. Police said the case is pending and may be grounds for additional charges and university disciplinary action.

    Illinois State University Police car

    Derek Lopez, 27, faces charges of disorderly conduct and criminal damage to property. (Illinois State University Police)

    “We are committed to protecting the First Amendment rights as well as safety of everyone in our campus community,” Police Chief Aaron Woodruff said in a statement.

    “We encourage all members of our community to learn more about free speech rights and responsibilities at Illinois State University, including constructive ways to respond when encountering speech they may disagree with,” the statement continued.

    TURNING POINT USA DRAWS 2,000 AT FIRST TOUR EVENT SINCE KIRK’S ASSASSINATION

    Arizonans mourn Turning Point USA founder Charlie Kirk

    Turning Point USA was co-founded by conservative activist Charlie Kirk, who was murdered during an event at Utah Valley University last month. (Getty Images)

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    Turning Point USA was co-founded by conservative activist Charlie Kirk, who was murdered during an event at Utah Valley University last month.

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  • Families, businesses capitalize on MEA weekend

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    As Minnesota’s MEA weekend enters its third day, families are making the most of it – as are Twin Cities fall staples. 

    At Aamodt’s Apple Farm in Stillwater, owner Chris Aamodt says the 4-day weekend is still impactful for his orchard’s 77th year.

    “MEA has gotten to be one of the biggest weekends that we have, when you combine all four days,” Aamodt said. “We’ve just seen it continue to grow as one of the biggest weekends of the year.”

    Aamodt says on a good MEA weekend, they’ll host anywhere from 25,000-35,000 guests at their family farm. This includes the Colbertson family from Centerville, who came to pick apples on Saturday.

    “It’s gorgeous. This is probably the best week for MEA – it’s the perfect temperature, you throw the hoodie on, it’s good to go,” said Jesse Colbertson. 

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    Adam Duxter

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  • UVA, Dartmouth Reject Trump Compact

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    The University of Virginia and Dartmouth College have become the latest higher ed institutions to publicly reject the Trump administration’s “Compact for Academic Excellence in Higher Education.” Now just three of the nine institutions that the federal government originally presented with the document have yet to announce whether they will sign.

    UVA announced Friday that it opposes the offer of yet-unrevealed special funding benefits in exchange for signing the compact. The statement came the day of an on-campus demonstration urging university leaders not to sign. Dartmouth unveiled its response Saturday morning. Both rejections came despite the universities attending a meeting Friday with White House officials about the deal.

    “As I shared on the call, I do not believe that the involvement of the government through a compact—whether it is a Republican- or Democratic-led White House—is the right way to focus America’s leading colleges and universities on their teaching and research mission,” Dartmouth president Sian Leah Beilock wrote in a message to Education Secretary Linda McMahon, which the president also shared with her community.

    “Our universities have a responsibility to set our own academic and institutional policies, guided by our mission and values, our commitment to free expression, and our obligations under the law,” Beilock wrote. “Staying true to this responsibility is what will help American higher education build bipartisan public trust and continue to uphold its place as the envy of the world.”

    Beilock hasn’t been a publicly outspoken opponent of Trump; at a Heterodox Academy conference in June, she said, “It’s really a problem to say just because the administration, with many things that we all object to, is suggesting something inherently means it’s wrong.” But she also said back then that “we shouldn’t have the government telling us what to do.”

    In a message Friday to McMahon, also shared with the community, UVA interim president Paul Mahoney wrote that “the integrity of science and other academic work requires merit-based assessment of research and scholarship. A contractual arrangement predicating assessment on anything other than merit will undermine the integrity of vital, sometimes lifesaving, research and further erode confidence in American higher education.”

    The compact asks colleges to agree to overhaul or abolish departments “that purposefully punish, belittle, and even spark violence against conservative ideas,” without further defining what those terms mean. It also asks universities, among other things, to commit to not considering transgender women to be women; reject foreign applicants “who demonstrate hostility to the United States, its allies, or its values”; and freeze “effective tuition rates charged to American students for the next five years.”

    In exchange for these agreements, the White House has said signatories would “be given [funding] priority when possible as well as invitations to collaborate with the White House.” But the administration hasn’t revealed how much extra funding universities would be eligible for, and the nine-page compact doesn’t detail the potential benefits. The compact, as well as a Thursday statement from the White House, can also be read as threatening colleges’ current federal funding if they don’t sign.

    Mahoney told McMahon that his university agrees “with many of the principles outlined in the Compact, including a fair and unbiased admissions process, an affordable and academically rigorous education, a thriving marketplace of ideas, institutional neutrality, and equal treatment of students, faculty, and staff in all aspects of university operations.”

    “Indeed,” Mahoney wrote, “the University of Virginia leads in several of these areas and is committed to continuous improvement in all of them. We seek no special treatment in exchange for our pursuit of those foundational goals.”

    The decisions make UVA the fifth and Dartmouth the sixth of the nine initial institutions presented with the deal to publicly turn it down. UVA is also the first public university and first Southern institution to reject it. The Massachusetts Institute of Technology was the first of the nine to turn it down, on Oct. 10, followed by Brown University and the Universities of Pennsylvania and Southern California.

    UVA’s rejection of the compact comes after the Trump administration successfully pressured then–UVA president James Ryan to step down in June. The Justice Department had demanded he step down. The UVA Board of Visitors voted to dissolve the university’s diversity, equity and inclusion office in March, but multiple conservative alumni groups and legal entities complained that Ryan failed to eliminate DEI from all corners of campus.

    A coalition of groups opposed to the compact, including the UVA chapter of the American Association of University Professors, praised the rejection in a Friday news release.

    “Today’s events demonstrate the power of collective organizing and action to defeat tyranny,” the statement said. “We hope that we serve as an example to the other public universities that received the ‘Compact’—the University of Texas, Austin, and the University of Arizona—giving them the courage and clarity not to buckle.”

    UVA faculty groups had overwhelmingly urged university leaders to reject the compact. And hundreds of demonstrators showed up to the anticompact rally Friday on the UVA campus in Charlottesville, Cville Right Now reported.

    Alongside Arizona and UT Austin, Vanderbilt University also hasn’t revealed its decision. But after MIT announced its refusal of the compact, Trump offered it to all U.S. colleges and universities to sign.

    White House officials met Friday with some universities about the proposal. The Wall Street Journal reported that UVA, Dartmouth, Arizona, UT Austin and Vanderbilt were invited, along with universities that weren’t part of the original nine: Arizona State University, the University of Kansas and Washington University in St. Louis.

    White House spokesperson Liz Huston compared the compact in a statement to efforts from former presidents George Washington, Abraham Lincoln, Teddy Roosevelt and John F. Kennedy, who she said “called on our universities to be of greater service to the nation.”

    “President Trump has called on universities to do their part in returning America to its economic and diplomatic successes of the past: a nation of full employment, pioneering innovations that change the world, and committed to merit and hard work as the ingredients to success,” she said, adding the administration hosted “a productive call” with several universities. 

    A White House official said UVA and the other seven invited universities participated in the call.

    “They now have the baton to consider, discuss, and propose meaningful reforms, including their form and implementation, to ensure college campuses serve as laboratories of American greatness,” Huston said. 

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    Ryan Quinn

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  • Project LEARN launches Lowell Schools Fund

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    LOWELL — Lowell High School senior Cyrus Bridge’s passion for STEM education began in fifth grade at IDEA Camp, a summer partnership between UMass Lowell, Lowell Public Schools, and Project LEARN. The weeklong camp provides hands-on STEM experiences for students in grades 5-12.

    At 17 years old, Bridge is a eight-year IDEA Camp veteran, now serving as counselor.

    “I did robotics, I did computer programming, there were art courses,” Bridge said. “It’s been great exposure and formative for my career choices — showing me that I want to go into STEM education.”

    In a time of uncertain funding, rising costs, and shifting priorities, experiential learning opportunities are at risk.

    Enter the Lowell Schools Fund — a Project LEARN initiative raising private dollars for high-impact programs in Lowell Public Schools. The fund is designed to fill gaps in public funding by soliciting donations from alumni, foundations, and corporate sponsors.

    “Federal funds are drying up; grants that we depend on are being cut back or just stopped midstream,” Superintendent of Schools Liam Skinner said. “The Lowell Schools Fund will help fill these gaps, providing educational opportunities for students that complement the work happening inside LPS classrooms.”

    The fund will invest in programs that empower the whole child: priorities include literacy and early learning, college and career readiness, STEM and arts enrichment, wraparound services, and funds earmarked for teacher innovation. Funding decisions will be made jointly by Project LEARN and LPS leadership, dispensed quarterly to respond to student needs in real time and in tight alignment with district LPS priorities.

    The establishment of the fund, which aims to raise $100,000 by the end of 2025 and $300,000 by the end of the 2025-2026 school year, was announced at the Sept. 30 grand opening of the Nancy L. Donahue Learning Lab, Project LEARN’s new space on Central Street.

    “It’s a hub for curiosity, connection, and possibility,” Project LEARN Executive Director LZ Nunn said of the Learning Lab. “It’s a place where students can see themselves as future scientists, entrepreneurs, civic leaders, and professionals — and where our community comes together to make that vision real.

    “We’re closing opportunity gaps. Every student deserves the opportunity to build the skills, confidence, and networks necessary to navigate higher education and the workforce” Nunn said.

    Support for the Fund will allow these pivotal career connected opportunities to thrive. With sustained investment, students can continue to expect access to paid internships with industry leaders, hands-on STEM experiences, immersive art projects, and ongoing opportunities to grow their 21st century skills.

    “This is a good day for Lowell,” said state Rep. Vanna Howard, who had the honor of dedicating the Learning Lab’s spacious conference room to her friend and mentor, Project LEARN co-founder and Chair Emeritus Brian Martin. “His vision and dedication to this city continue to inspire not only me, but generations of young people in Lowell.”

    Martin, a former Lowell mayor, city manager, and head of Lowell High School, and his extended family, made the first donation to the Lowell Schools Fund, pledging $10,000.

    In addition to Cyrus, several Lowell High School alumni attended the event, highlighting how programs available through LPS and Project LEARN built their confidence and improved their skills.

    Sebastian Rivera (LHS ’24) participated in the Education Pathway at Lowell High, where he was able to gain hands-on experience in a third-grade classroom at the Bailey Elementary School. While reading to a group, he noticed a student struggling to comprehend. Initially Rivera thought he was speaking too quickly or the visuals were unclear. But by the end of the lesson, he realized the student’s primary language was Spanish — just like his.

    “I was so eager to connect with this student and show him the representation that was in front of him,” Rivera said. “We were able to speak in Spanish at the end of the lesson and to see his face light up with joy because he felt seen is something that I reflect back to all the time.”

    Following that rewarding teaching experience, Rivera joined Community Teamwork’s school-age program as a group leader, teaching the same student.

    “It was a full circle moment where I was like, yeah, I’m definitely in the right spot, and it solidified that I’m on the right path,” he said.

    Today, Rivera is a junior at UMass Lowell, majoring in sociology with a concentration in policy and social problems, and dual minors in education and English.

    For more information and to support the Lowell Schools Fund, visit lowellschoolsfund.org.

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  • Indiana University fires student newspaper adviser who refused to block news stories

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    Tension between Indiana University and its student newspaper flared this week with the elimination of the outlet’s print editions and the firing of a faculty adviser, who refused an order to keep news stories out of a homecoming edition.

    Administrators may have been hoping to minimize distractions this homecoming weekend as the school prepares to celebrate a Hoosiers football team with its highest-ever national ranking. Instead, the controversy has entangled the school in questions about censorship and student journalists’ First Amendment rights.

    Advocates for student media, Indiana Daily Student alumni and high-profile supporters including billionaire Mark Cuban have blasted the school for stepping on the outlet’s independence.

    The Daily Student is routinely honored among the best collegiate publications in the country. It receives about $250,000 annually in subsidies from the university’s Media School to help make up for dwindling ad revenue.

    On Tuesday, the university fired the paper’s adviser, Jim Rodenbush, after he refused an order to force student editors to ensure no news stories ran in the print edition tied to the homecoming celebrations.

    “I had to make the decision that was going to allow me to live with myself,” Rodenbush said. “I don’t have any regrets whatsoever. In the current environment we’re in, somebody has to stand up.”

    A university spokesperson referred an AP reporter to a statement issued Tuesday, which said the campus wants to shift resources from print media to digital platforms both for students’ educational experience and to address the paper’s financial problems.

    Chancellor David Reingold issued a separate statement Wednesday saying the school is “firmly committed to the free expression and editorial independence of student media. The university has not and will not interfere with their editorial judgment.”

    It was late last year when university officials announced they were scaling back the cash-strapped newspaper’s print edition from a weekly to seven special editions per semester, tied to campus events.

    The paper published three print editions this fall, inserting special event sections, Rodenbush said. Last month, Media School officials started asking why the special editions still contained news, he said.

    Rodenbush said IU Media School Dean David Tolchinsky told him earlier this month that the expectation was print editions would contain no news. Tolchinsky argued Rodenbush was essentially the paper’s publisher and could decide what to run, Rodenbush said. He told the dean that publishing decisions were the students’ alone, he said.

    Tolchinsky fired him Tuesday, two days before the homecoming print edition was set to be published, and announced the end of all Indiana Daily Student print publications.

    “Your lack of leadership and ability to work in alignment with the University’s direction for the Student Media Plan is unacceptable,” Tolchinsky wrote in Rodenbush’s termination letter.

    The newspaper was allowed to continue publishing stories on its website.

    Andrew Miller, the Indiana Daily Student’s co-editor-in-chief, said in a statement that Rodenbush “did the right thing by refusing to censor our print edition” and called the termination a “deliberate scare tactic toward journalists and faculty.”

    “IU has no legal right to dictate what we can and cannot print in our paper,” Miller said.

    Mike Hiestand, senior legal counsel at the Student Press Law Center, said First Amendment case law going back 60 years shows student editors at public universities determine content. Advisors like Rodenbush can’t interfere, Hiestand said.

    “It’s open and shut, and it’s just so bizarre that this is coming out of Indiana University,” Hiestand said. “If this was coming out of a community college that doesn’t know any better, that would be one thing. But this is coming out of a place that absolutely should know better.”

    Rodenbush said that he wasn’t aware of any single story the newspaper has published that may have provoked administrators. But he speculated the moves may be part of a “general progression” of administrators trying to protect the university from any negative publicity.

    Blocked from publishing a print edition, the paper this week posted a number of sharp-edged stories online, including coverage of the opening of a new film critical of arrests of pro-Palestinian demonstrators last year, a tally of campus sexual assaults and an FBI raid on the home of a former professor suspected of stealing federal funds.

    The paper also has covered allegations that IU President Pamela Whitten plagiarized parts of her dissertation, with the most recent story running in September.

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  • Outside groups pour dark money into Denver Public Schools board races, again

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    Dark money — some of it from out-of-state multimillionaires and billionaires — is once again flowing into elections for the Denver Public Schools Board of Education.

    With four of seven seats up for grabs, the spending is leading some to question how democratic and transparent the race to guide the education of 90,000 students really is. Others contend large sums of money help inform voters in races that traditionally have low turnout.

    Dark money groups — organizations whose donors aren’t fully disclosed — cannot coordinate with candidates, but they can buy TV ads and glossy brochures. So far this year, one independent expenditure committee has spent big on a slate of candidates, while a second committee backing a competing slate has yet to give. 

    Back in 2023, donors backing charter school interests outspent teachers’ unions 5-to-1, with $2.2 million spent on the race.

    In that last election, the group Denver Families Action, the political arm of the nonprofit Denver Families for Public Schools, pushed all three of its candidates to victory, unseating three of the seven union-backed candidates on the board. Dark money made up more than 70 percent of the funding in the 2023 race, according to longtime education analyst Van Schoales.

    “Since 2011, there has been no [Denver] school board member that has been elected without the support of either of the major groups,” he said. The amount that candidates are raising from their traditional supporters is shrinking, giving more power to outside, opaque groups that dominate in spending.

    Schoales and others would like to jumpstart conversations about how to make Denver’s races more transparent and democratic.

    Who are the dark money players in this year’s race?

    A decade ago, sharp lines were drawn between groups of candidates. On one side were those who supported charter schools — publicly funded, privately run schools — as well as other “reform” strategies. On the other side were teachers union allies who often backed neighborhood public schools. 

    Today, those lines are more blurred, with candidates more likely to hold a mix of positions. But that hasn’t stopped dark money from flowing into the race.

    On the one side are Better Leaders, Stronger Schools, an independent expenditure committee that’s raised $718,000 as of mid-October. Its top donor is Denver Families Action, the political arm of Denver Families for Public Education, which has contributed $600,000 so far. It’s reported spending more $637,000 on campaign ads for its endorsed four candidates, Mariana del Hierro, Caron Blanke, Timiya Jackson and Alex Magaña.

    Denver Families Action says it’s broadened beyond its charter school roots and focuses on issues central to all models of public schools. But its primary funding source is The City Fund, founded by out-of-state billionaires Reed Hastings and John Arnold. The City Fund has donated millions to urban school board races in support of “charter and charter-like schools.” 

    Wealthy individual donors also are contributing to Better Leaders, Stronger Schools:  Republican billionaire Phil Anschutz has given $40,000. Another multimillionaire businessman, Bruce Benson, former president of the University of Colorado and former chair of the Colorado Republican Party, also has donated.

    Multimillionaire Kent Thiry, former CEO of health care company DaVita, donated $350,000 in the 2023 school board race but hasn’t donated so far this year.

    The teachers union is on the other side

    On the other side, the Denver Classroom Teachers Association and its committee Students Deserve Better, funded mostly by the Colorado Education Association, are backing Amy Klein Molk, Xochitl Gaytan, DJ Torres and Monica Hunter.

    It’s collected $280,000 in donations as of mid-October, but so far hasn’t spent on the DPS race this year. Instead, it’s focused on several other Colorado school districts. DCTA’s small-donor committee, which must report who gives it money, has collected $200,000 and has contributed $24,000 to DPS candidates so far. Another small donor committee, the Public Education Committee, has contributed about $21,000. DCTA president Rob Gould contrasted the sources of money.

    “When it comes to billionaire money versus teacher money, they’re two very different things … The money that comes to the fund, those are voluntary contributions from individual teachers … the same teachers that have to go spend their own money on their classroom,” Gould said.

    Teachers’ union says reform era did damage

    Gould said the DCTA chose candidates who understand the challenges in the classrooms and will advocate for lower class sizes and greater teacher input in decision-making.

    He said DCTA doesn’t want a return to the turbulent education reform era of 10 to 20 years ago that brought instability: less teacher voice in curriculum, a performance pay system that caused teachers to leave high-needs schools, and schools filled with novice teachers that would be closed because of poor performance.

    “We just don’t want to go back to some of the reform policies of years past,” Gould said. “Those reforms eroded teacher voice, caused burnout, and led to a 20 percent turnover rate year after year.”

    Gould believes Denver’s choice model has deepened inequities because some have ways to transport their children to higher-performing schools that sometimes have less crowded classrooms. Some charter networks have access to millions in outside funding.

    “If we are going to have this true choice system, everybody should be able to access it…We have kindergarten classrooms with 35 kids in them. We’ve been talking about that for the last four years… Students can’t wait. We need to have fixes to these issues today.”

    Charter supporters say it’s about good schools

    Clarence Burton Jr., CEO of Denver Families for Public Schools and its political arm, acknowledged the organization has received millions of dollars from out-of-state interests that back charter schools and other education reforms. But he sees Denver Families for Public Education as bringing forward a “deeply community rooted voice.”

    Over two years, the organization canvassed 100,000 Denverites about what they wanted for the future of public education. It used a 37-member community panel to vet candidates.

    “Our North Star,” Burton said, “is making sure that every kid in the city of Denver has access to a great public school.”

    The organization’s priorities include improving academic outcomes, fully funding classrooms and teachers, providing more mental health support, and repairing the “deep mistrust” between the school board and community.

    Burton commends DPS’s recent progress but said the district needs a stronger vision for moving forward.  “DPS going green for the second time in its history is a good thing,” he said, referring to the state’s performance rating system.

    “But is it fast enough to ensure that all students, regardless of their backgrounds, are going to get what they deserve on the timeline they deserve it?

    Burton rejected the idea that his group represents only charter interests. He said the organization works with all school models and wants to replicate what works best at each.

    “Families don’t care what the governance model of their schools are,” he said. “What they care is that they have access to great public schools … As much as possible, we’ve tried to be an organization that has built a big tent.”

    Burton defended Denver Families Action’s significant campaign spending — $600,000 so far. He said it’s meant to increase voter engagement in a race that often has low turnout because many voters don’t have school-aged children.

    How does money influence the board?

    Some former board members say they didn’t feel pressure to vote a certain way after getting outside backing. 

    Still, incumbents Scott Esserman and Michelle Quattlebaum, whom DCTA supported in 2021, lost that backing this year after a few votes the union disagreed with. Esserman now touts his independence, quoting a Denver Post editorial on his campaign web page: the “ideal candidate will be independent enough to buck the union when it is wrong, and strong enough to stand up to failing charter schools and demand accountability.”

    Gould said the union’s expectations were to make sure teachers have the ability to keep the rights they’ve worked hard for in their contract that “gave a teacher voice within their school.”

    Schoales said multimillionaire funders, too, have expectations. It could be how candidates approach authorizing charter schools or what expectations are for performance or whether to keep schools open or closed, he said.

    “Why would they fund somebody unless there was an expectation that they were aligned in terms of both philosophically as well as particular policy positions?”

    The downsides of dark money

    Independent expenditure committees can escape accountability. Donors can give through layers of organizations so voters often don’t know exactly who’s funding them. When they send out a misleading or negative mailer, candidates can claim they had nothing to do with it. Schoales points to a recent attack ad claiming that at-large candidate Amy Klein Molk, who once founded an ed-tech company, wanted to replace teachers with AI robots.

    “It’s sort of comical because she’s the one who’s supported by DCTA and the teachers’ unions and they would never support a candidate that wanted to replace teachers with AI robots,” Schoales said.

    He calls it “bizarre” that a handful of wealthy, often Republican-connected donors wield such power in a heavily Democratic city. He criticized both sides for a lack of transparency.

    He’d like both sides to publicly share lists of who sits on their boards or who is giving them money.

    Solutions for the future?

    Schoales, a longtime charter school proponent and frequent union critic, recently teamed up with former union-backed DPS board member Scott Baldermann to argue for structural reforms.

    In a Denver Post editorial, they proposed creating public matching funds for school board candidates – similar to the nine-to-one small-donor match that is available for Denver City Council candidates.

    They also called for expanding the Denver Public Schools board from five to 11 members to mirror the city of Denver’s district structure.

    “It’s easier to connect with your constituency if you have a smaller area of folks to represent,” Schoales said. They argue that with small districts, candidates might be able to run a campaign through community outreach rather than relying on big-money committees.

    Denver Families’ Burton said his organization hasn’t examined these ideas yet.

    The union’s Gould said he supports exploring the ideas but is skeptical they’ll fix the problem.

    “My fear is that these billionaires can just pour $4 million into a school board race. Is it going to help the problem or exacerbate the problem?” he asked.

    Ballots are due Tuesday, Nov. 4, by 7 p.m. (Our voter guide is available here.)

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  • Steal Citigroup’s AI Training Rule to Ensure Successful Adoption at Your Company

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    As AI capabilities evolve swiftly and continuously, some big corporate names are weaving the technology deeply into their day-to-day operations. Salesforce is a leading example, with the sales software company already claiming it’s saving it $100 million a year. But report after report suggests that few of these AI integration efforts include one final, critical step like the one the global bank Citigroup is taking. It’s now mandating that most of its workers learn how to properly prompt AI systems.

    The decision was announced last week in a LinkedIn posting from the bank’s head of technology and business enablement, Tim Ryan, HRDive reports. AI prompt training is now required for all workers who can access the bank’s AI tools — about 180,000 people. Apparently, if you’re already well versed in AI prompts, the training will last only about 10 minutes, and beginners should expect it to take about 30 minutes. That’s not much time, but the training is clearly not intended to be comprehensive or a deep dive, which would waste hundreds of thousands of hours of workers’ time. Citi’s approach is to give everyone a light introduction that boosts the average employee’s ability to use AI.

    The bank reportedly doesn’t require its staff to use AI, in contrast to other AI integration efforts — in April 2024, for example, Moderna’s CEO hit the headlines when he told staff he expected them to use AI at least 20 times a day. Citi’s intention is to make the most of AI’s promise to tackle basic mundane tasks and free workers up to work on more productive parts of their jobs. The system has been prompted over 6.5 million times during 2024, Ryan said. That would equate to about 36 prompts for every employee.

    Prompt engineering is at heart a simple idea: it’s learning how to choose and then reshape the questions you ask of an AI chatbot in order to steer it toward producing exactly the responses you need. Think of it as being like tasking an intern to build, say, a template Powerpoint presentation for you — give them a general idea, then look at their first effort and refine your instructions so they ultimately include all the elements you’d like. AI tools require a similar process, and sometimes requires the user to provide very carefully chosen language. 

    For some experts, prompt engineering could morph into a whole career, and prompting may become as much a part of the average workday as sending emails or Slacking your coworkers. Earlier this year, Slack’s chief marketing officer predicted that staff would soon be talking with AIs in the office more than they talk to their colleagues.

    This may seem like a bleak future, but it’s undeniable that learning to properly use an AI system is one way to ensure your company sees a return on its new, buzzy tech investment. But many reports suggest that when companies roll out AI they simply aren’t informing their staff how and when to use it, nor offering appropriate training. At best this means leaders may be missing out on some of the worker efficiency and productivity boosts that the tech can offer, and at worst it could lead to a one of their employees leaking sensitive company information out by say, entering secret fiscal data into a third-party AI system.

    What’s the lesson here for you and your AI-using workforce?

    It’s simple. If you haven’t already invested in some training time, you should. AI is already powerful enough to simplify certain tasks, and as AI agent technology improves it can even take on typical time-munching office tasks like automatically filling in digital timesheets or helping workers file expenses claims — necessary, but unproductive uses of their precious work hours. 

    The other thing to remember is that AI training shouldn’t be a one-shot affair. The tools are advancing so quickly that you should plan a regular schedule to refresh your workers on the latest tools that are on offer.

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    Kit Eaton

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  • With No Takers Yet, White House Sets Meeting With Colleges Still Weighing Trump’s ‘Compact’

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    WASHINGTON (AP) — The five universities that are still weighing President Donald Trump’s higher-education compact have been asked to join a White House call Friday to discuss the proposed deal, according to two people familiar with the matter.

    The people spoke on condition of anonymity to discuss details of the private call.

    It follows a flurry of rejections from four of the nine universities invited to be “initial signatories” of the agreement. The White House asked university leaders to provide initial feedback by Oct. 20, yet as the deadline approaches, none have signed on to the document.

    Those that have not yet announced a decision are Dartmouth College, the University of Arizona, the University of Texas, the University of Virginia and Vanderbilt University. They did not immediately respond to questions about Friday’s call.

    Leaders of the University of Texas system said they were honored to be included, but other universities have not indicated how they’re leaning.

    Officials at the University of Virginia invited campus feedback as they weighed the offer. Dartmouth President Sian Beilock acknowledged the need for reforms but said she would “never compromise our academic freedom and our ability to govern ourselves.”

    The Massachusetts Institute of Technology was the first to decline the deal last week, saying it would limit free speech and campus independence. Similar concerns were cited in rejections from Brown University, the University of Pennsylvania and the University of Southern California.

    The compact — which aims to reshape higher education through negotiation rather than legislation — has stirred a wave of pushback from academia and beyond. It has been protested by students, condemned by faculty and drawn the ire of Democrats at all levels. Gov. Gavin Newsom in California and Democrats in Virginia have threatened to cut state funding to any university that signs on.

    It’s unclear exactly what universities have to gain by agreeing to the deal — or what they stand to lose if they don’t. In a letter sent alongside the compact, Trump officials said it provided “multiple positive benefits” including favorable access to federal funding. In exchange, colleges were asked to adopt 10 pages of commitments aligned with Trump’s political priorities.

    It asked for commitments to eliminate race and sex from admissions decisions, to accept the government’s binary definition of “man” and “woman,” to promote conservative views on campus and to ensure “institutional neutrality” on current events, among other provisions.

    “Institutions of higher education are free to develop models and values other than those below, if the institution elects to forego federal benefits,” the compact said.

    Many of the terms align with recent deals the White House struck with Brown and Columbia universities to close investigations into alleged discrimination and to restore research funding. But while those agreements included terms affirming the campuses’ academic freedom, the compact offers no such protection — one of the roadblocks cited in Brown’s rejection.

    White House officials described the offer as a proactive approach to shape policy at U.S. campuses even as the administration takes enforcement action against colleges it accuses of antisemitism and liberal bias. The White House has cut billions of dollars at Harvard and other prestigious schools, and then entered negotiations to restore it if colleges agree to wide-ranging settlements in line with the administration’s views.

    Trump on Sunday said colleges that sign on will help bring about “the Golden Age of Academic Excellence in Higher Education.” Speaking on his Truth Social platform, he said it would reform universities that are “now corrupting our Youth and Society with WOKE, SOCIALIST, and ANTI-AMERICAN Ideology.”

    The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

    Copyright 2025 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

    Photos You Should See – Oct. 2025

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  • White House Meets With Universities Regarding Compact

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    After four universities rejected the Trump administration’s compact for higher education, the White House met Friday with a number of universities about the proposal. 

    A White House official confirmed plans of the meeting to Inside Higher Ed but didn’t say what the purpose of the gathering was or which universities would attend. Nine universities were asked to give feedback on the wide-ranging proposal by Oct. 20.

    The virtual meeting planned to include May Mailman, a White House adviser, and Vincent Haley, director of the White House’s Domestic Policy Council, according to a source with knowledge of the White House’s plans. Mailman, Haley and Education Secretary Linda McMahon signed the letter sent to the initial nine about the compact.

    So far, the Massachusetts Institute of Technology, Brown University, the University of Pennsylvania and the University of Southern California have publicly rejected the deal. Dartmouth College, the University of Arizona, the University of Texas at Austin, and Vanderbilt University haven’t said whether they’ll agree to the compact. UVA said late Friday afternoon that it wouldn’t agree to the proposal.

    The Wall Street Journal reported that Arizona State University, the University of Kansas and Washington University in St. Louis were also invited. According to the Journal, the goal of the meeting was to answer questions about the proposal and to find common ground with the institutions.

    Inside Higher Ed reached out to the universities, and only Washington University confirmed its attendance. A White House official said all eight that were invited attended.

    Education Secretary Linda McMahon wrote in a social media post that she was grateful to the presidents who joined the White House “for a positive and wide-ranging conversation” about the compact.

    “With continued federal investment and strong institutional leadership, the higher education sector can do more to enhance American leadership in the world and build tomorrow’s workforce,” she wrote. “A renewed commitment to the time-honored principles that helped make American universities great will strengthen the country and deepen public confidence in higher education.”

    The nine-page document would require universities to make a number of far-reaching changes, from abolishing academic departments or programs that “purposefully punish, belittle, and even spark violence against conservative ideas” to capping international undergraduate enrollment at 15 percent. Institutions also would have to agree to freeze their tuition and require standardized tests for admissions, among other provisions.

    Trump officials have said that the signatories could get access to more grant funding and threatened the funding of those that don’t agree. The Justice Department would enforce the terms of the agreement, which are vague and not all defined.

    After USC released its letter rejecting the proposal, Liz Huston, a White House spokesperson, told the Los Angeles Times that “as long as they are not begging for federal funding, universities are free to implement any lawful policies they would like.”

    Following the first rejection from MIT last Friday, President Trump posted on Truth Social that all colleges could now sign on. The White House has said that some institutions have already reached out to do so.

    The source with knowledge of the White House’s plans said that the meeting “appears to be an effort to regain momentum by threatening institutions to sign even though it’s obviously not in the schools’ interest to do so.”

    Former senator Lamar Alexander, a Tennessee Republican and trustee at Vanderbilt, wrote in a Journal op-ed that the compact was an example of federal overreach akin to previous efforts to impose uniform national standards on K–12 schools.

    “Mr. Trump’s proposed higher education compact may provoke some useful dialogue around reform,” he wrote. “But the federal government shouldn’t try to manage the nation’s 6,000 colleges and universities.”

    A Joint Warning

    The American Council on Education and 35 other organizations warned in a joint statement released Friday that “the compact’s prescriptions threaten to undermine the very qualities that make our system exceptional.”

    The organizations that signed requested the administration withdraw the compact and noted that “higher education has room for improvement.” 

    But “the compact is a step in the wrong direction,” the letter states. “The dictates set by it are harmful for higher education and our entire nation, no matter your politics.”

    The letter is just the latest sign of a growing resistance in higher ed to the compact. Faculty and students at the initial group of universities rallied Friday to urge their administrators to reject the compact. According to the American Association of University Professors, which organized the national day of action, more than 1,000 people attended the UVA event. 

    And earlier this month, the American Association of Colleges and Universities released a statement that sharply criticized the compact. The statement said in part that college and university presidents “cannot trade academic freedom for federal funding” and that institutions shouldn’t be subject “to the changing priorities of successive administrations.” Nearly 150 college presidents and associations have endorsed that statement.

    The joint statement from ACE and others, including AAC&U, was a way to show that the associations, which the letter says “span the breadth of the American higher education community and the full spectrum of colleges and universities nationwide,” are united in their opposition.

    “The compact offers nothing less than government control of a university’s basic and necessary freedoms—the freedoms to decide who we teach, what we teach, and who teaches,” the statement reads. “Now more than ever, we must unite to protect the values and principles that have made American higher education the global standard.” 

    But not everyone in the sector signed on. 

    Key groups that were absent from the list of signatories include the Association of Public and Land-grant Universities, the Association of American Universities, the American Association of State Colleges and Universities, the National Association of Independent Colleges and Universities, Career Education Colleges and Universities, and the American Association of Community Colleges.

    Inside Higher Ed reached out to each of those groups, asking whether they were invited to sign and, if so, why they chose not to do so. Responses varied.

    AAU noted that it had already issued its own statement Oct. 10. AASCU said it was also invited to sign on and had “significant concerns” about the compact but decided to choose other ways to speak out.  

    “We are communicating in multiple ways with our member institutions and policymakers about the administration’s request and any impact it might have on regional public universities,” Charles Welch, the association’s president, said in an email.

    Other organizations had not responded by the time this story was published.

    Jessica Blake contributed to this article.

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    Katherine Knott

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  • White House Meets With Universities Regarding Compact

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    After four universities rejected the Trump administration’s compact for higher education, the White House met Friday with some universities about the proposal. 

    A White House official confirmed plans of the meeting to Inside Higher Ed but didn’t say what the purpose of the gathering was or which universities would attend. Nine universities were asked to give feedback on the wide-ranging proposal by Oct. 20.

    The virtual meeting planned to include May Mailman, a White House adviser, and Vincent Haley, director of the White House’s Domestic Policy Council, according to a source with knowledge of the White House’s plans. Mailman, Haley and Education Secretary Linda McMahon signed the letter sent to the initial nine about the compact.

    So far, the Massachusetts Institute of Technology, Brown University, the University of Pennsylvania and the University of Southern California have publicly rejected the deal. Dartmouth College, the University of Arizona, the University of Texas at Austin, and Vanderbilt University haven’t said whether they’ll agree to the compact. UVA said late Friday afternoon that it wouldn’t agree to the proposal.

    The Wall Street Journal reported that Arizona State University, the University of Kansas and Washington University in St. Louis were also invited. According to the Journal, the goal of the meeting was to answer questions about the proposal and to find common ground with the institutions.

    Inside Higher Ed reached out to the universities, but none confirmed whether they attended the meeting.

    The nine-page document would require universities to make a number of far-reaching changes from abolishing academic departments or programs that “purposefully punish, belittle, and even spark violence against conservative ideas” to capping international undergraduate enrollment at 15 percent. Institutions also would have to agree to freeze their tuition and require standardized tests for admissions, among other provisions.

    Trump officials have said that the signatories could get access to more grant funding and threatened the funding of those that don’t agree. The Justice Department would enforce the terms of the agreement, which are vague and not all defined.

    After USC released its letter rejecting the proposal, Liz Huston, a White House spokesperson, told the Los Angeles Times that “as long as they are not begging for federal funding, universities are free to implement any lawful policies they would like.”

    Following the first rejection from MIT last Friday, President Trump posted on Truth Social that all colleges could now sign on. The White House has said that some institutions have already reached out to do so.

    The source with knowledge of the White House’s plans said that the meeting “appears to be an effort to regain momentum by threatening institutions to sign even though it’s obviously not in the schools’ interest to do so.”

    Former senator Lamar Alexander, a Tennessee Republican and trustee at Vanderbilt, wrote in a Journal op-ed that the compact was an example of federal overreach akin to previous efforts to impose uniform national standards on K–12 schools.

    “Mr. Trump’s proposed higher education compact may provoke some useful dialogue around reform,” he wrote. “But the federal government shouldn’t try to manage the nation’s 6,000 colleges and universities.”

    A Joint Warning

    The American Council on Education and 35 other organizations warned in a joint statement released Friday that “the compact’s prescriptions threaten to undermine the very qualities that make our system exceptional.”

    The organizations that signed requested the administration withdraw the compact and noted that “higher education has room for improvement.” 

    But “the compact is a step in the wrong direction,” the letter states. “The dictates set by it are harmful for higher education and our entire nation, no matter your politics.”

    The letter is just the latest sign of a growing resistance in higher ed to the compact. Faculty and students at the initial group of universities rallied Friday to urge their administrators to reject the compact. According to the American Association of University Professors, which organized the national day of action, more than 1,000 people attended the UVA event. 

    And earlier this month, the American Association of Colleges and Universities released a statement that sharply criticized the compact. The statement said in part that college and university presidents “cannot trade academic freedom for federal funding” and that institutions shouldn’t be subject “to the changing priorities of successive administrations.” Nearly 150 college presidents and associations have endorsed that statement.

    The joint statement from ACE and others, including AAC&U, was a way to show that the associations, which the letter says “span the breadth of the American higher education community and the full spectrum of colleges and universities nationwide,” are united in their opposition.

    “The compact offers nothing less than government control of a university’s basic and necessary freedoms—the freedoms to decide who we teach, what we teach, and who teaches,” the statement reads. “Now more than ever, we must unite to protect the values and principles that have made American higher education the global standard.” 

    But not everyone in the sector signed on. 

    Key groups that were absent from the list of signatories include the Association of Public and Land-grant Universities, the Association of American Universities, the American Association of State Colleges and Universities, the National Association of Independent Colleges and Universities, Career Education Colleges and Universities, and the American Association of Community Colleges.

    Inside Higher Ed reached out to each of those groups, asking whether they were invited to sign and, if so, why they chose not to do so. Responses varied.

    AAU noted that it had already issued its own statement Oct. 10. AASCU said it was also invited to sign on and had “significant concerns” about the compact but decided to choose other ways to speak out.  

    “We are communicating in multiple ways with our member institutions and policymakers about the administration’s request and any impact it might have on regional public universities,” Charles Welch, the association’s president, said in an email.

    Other organizations had not responded by the time this story was published.

    Jessica Blake contributed to this article.

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    Katherine Knott

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  • Judge set to weigh in on district-filed injunction to close Walton Academy

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    HILLSBOROUGH COUNTY, Fla. — A judge may rule at a Friday afternoon hearing on the future of Walton Academy.

    The county district said Thursday that it has filed an emergency motion to close a school that remained open this week despite the school board terminating its charter.

    Officials said the injunction was filed “to stop Walton Academy from putting children at risk by continuing to operate in defiance of the Board’s action. We have requested an emergency hearing before a judge.”

    The injunction, if granted by a judge, would prevent the school from being in session.

    The school board, at the recommendation of Superintendent Van Ayres, cited safety concerns Tuesday night as the reason for terminating Walton Academy’s charter.

    However, the school opened its doors Wednesday and Thursday, saying Wednesday that, “All alleged safety violations of the School were cured before the School Board’s decision to terminate the School, and there is no danger to students.”

    Walton Academy’s attorneys say the school’s closure wasn’t as cut and dry as the district tried to make it seem after Tuesday’s meetings. They say they plan to comply with the injunction if it is granted but say that this is far from over. 

    District officials say they have reached out to parents about options for other schools, including their neighborhood school or using school choice to enroll in others nearby, including Muller and Shore Elementary Magnet Schools that focus on performing arts.

    PARENTS REACT TO THIS WEEK’S DEVELOPMENTS

    For parents like Mario Dunkin, Walton Academy for the Performing Arts is the best place for his first-grade twin boys. He believes any closure would only be temporary.

    “If the doors close, we will home school until the school opens back up,” Dunkin said.

    Stephanie Hicks said she is going to do the same, while helping her children understand what’s happening. 

    “My children are kind of like trying to process everything, especially my two older ones who were here since kindergarten, and they’re now eighth grade and ninth grade,” she said.

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    Spectrum News Staff, Jason Lanning

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  • Parc preps to open new children’s center and help more kids with disabilities

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    ST. PETERSBURG, Fla. — The Parc Center for Disabilities will soon be able to accommodate more young kids of varying abilities in its new Children’s Services Center.

    Parc has a set of programs that help young kids ages 2 months to 5 years old reach their milestones. One of the services is its early intervention preschool which has a mix of students with disabilities as well as typically developing children.

    Chief Operations Officer Marion White says they’ve had to exclude children who could benefit from their preschool program just because of the age and accessibility of their facility. The building that houses the preschool program was built in 1970 and does not meet modern-day ADA standards.


    What You Need To Know

    • New Children’s Services Center located on the Parc campus facing Tyrone Blvd
    • Construction is about 85% complete, and new center expected to open early 2026
    • Parc seeking roughly $2.5 million to finish construction 
    • GET INVOLVED: Parc Center for Disabilities 


    “Right now the building we’re in limits us,” White said. “The classroom sizes are very small, and mobility for wheelchairs and walkers is very difficult.”

    The new Children’s Services Center is 14,000-square-feet with large, open rooms that are entirely ADA accessible. It contains large doorways and state-of-the-art security, as well as a playground full of adaptive equipment for students of all abilities. The center also has on-site therapy rooms for physical, occupational, and speech therapy to take place during the school day.

    “That’s why we’re here,” White said. “To help this population that often goes unseen and make a difference in their life.”

    VPK teacher Avis Reyes Sullivan says she can’t wait to move into the new facility and be able to have more space and more resources to serve her class.

    “I’m excited to be able to reach a whole new spectrum of children that can come in and be welcome and feel like they can belong into a classroom…  even with those different accessibilities,” she said.

    The facility is roughly 85% done and White hopes it will be complete early next year. The project cost about $10 million.

    Philanthropists Tom and Mary James gave Parc $2 million toward construction earlier this year. Parc still needs about $2.5 million to finish the project.

    “People say what I can do isn’t enough, and I want to tell them that it matters … it matters if you come and read to the children or if you come to our adult programs and play games,” White said. “It all matters to every person you meet at Parc and to our community.”

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    Angie Angers

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  • The 2026-27 FAFSA application is live. Here’s what to know

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    NEW YORK (AP) — The Free Application for Federal Student Aid for the 2026-27 school year has officially opened.

    Despite the U.S. government shutdown, the Education Department will continue to process the FAFSA.

    If you plan to attend college next year, Jill Desjean, director of policy analysis at The National Association of Student Financial Aid Administrators, recommends that you fill it out as soon as you can.

    If it’s your first time applying, here’s what you need to know:

    How does the FAFSA work?

    The FAFSA is a free government application that uses students’ and their families’ financial information to determine whether they can get financial aid from the federal government to pay for college.

    The application will send a student’s financial information to the schools they are interested in attending. The amount of financial aid a student receives depends on each institution.

    The application is also used to determine eligibility for other federal student aid programs, like work-study and loans, as well as state and school aid. Sometimes, private, merit-based scholarships also require FAFSA information to determine if a student qualifies.

    What is the deadline to fill out the FAFSA?

    The FAFSA application for the 2026-2027 must be submitted by June 30, 2027. However, each state has different deadlines for financial aid. For example, California has a March 2, 2026, deadline and Kansas has an April 15, 2026, deadline for state financial aid programs.

    You can check your state’s deadline here.

    This year’s application rolled out Sept. 24, a week ahead of the anticipated Oct. 1 launch.

    “This is a really welcomed change and hopefully it will be a turning point where we can expect to see a FAFSA every year by or even before October 1st,” Desjean said.

    How can I prepare to fill out the FAFSA form?

    The first step in the process is to create a studentaid.gov account and gather the following documents:

    — Social Security number

    — Driver’s license number

    — Alien registration number, if you are not a U.S. citizen

    — Federal income tax returns, W-2s and other records of money earned

    — Bank statements and records of investments

    — Records of untaxed income

    Who should fill out the FAFSA?

    Anyone planning to attend college next year should fill out the form. Both first-time college students and returning students can apply.

    “Even if you think you won’t qualify, the worst thing that can happen is that you might get finance aid you didn’t know you qualified for,” Desjean said.

    Students and parents can use the federal student aid estimator to get an early approximation of their financial package.

    What information do I need from my parents?

    If you are filing as a dependent student, you’ll need to provide the financial information of at least one parent. Parents need to create their own FSA IDs. When your parents fill out the application, they can manually input their tax return information or use the IRS Data Retrieval Tool.

    ——

    The Associated Press receives support from Charles Schwab Foundation for educational and explanatory reporting to improve financial literacy. The independent foundation is separate from Charles Schwab and Co. Inc. The AP is solely responsible for its journalism.

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  • High Point school closes after state revokes its charter

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    HIGH POINT, N.C. — What once was a place to learn is now quiet. The Triad International Studies Academy in High Point closed this week after losing its charter. 


    What You Need To Know

    • The North Carolina Charter School Review Board revoked the Triad International Studies Academy’s on Oct. 6 for failure to meet minimum enrollment standards
    • State law requires charter schools to have a minimum of 80 students 
    • TISA, which had only 45 students, closed this week



    “I wish we were given the opportunity to save the school before it was too late,” said Breanne Kraft, whose daughter attended TISA.

    The North Carolina Charter School Review Board during its meeting Oct. 6 revoked the school’s charter after it failed to meet enrollment standards. State law requires charter schools to have at least 80 students. TISA had only 45. 

    Kraft’s daughter, who is autistic, was a kindergarten student at TISA. Kraft says her daughter enjoyed the immersive language program offered at the school.

    “My daughter speaks a little bit of Spanish at home, but being here in this environment helped her Spanish improve and get better,” Kraft said. “Her favorite subject was Chinese.”

    Kraft was surprised when she received the message about the school’s closure. 

    “They just suddenly said, hey, the charter review board voted to close our school,” Kraft said. “They said they’re going to give us until maybe Dec. 30, but it could be sooner than that. We may have to help you transfer your kids out of the school. It was very like, where did this come from?”

    The TISA board has since released a statement thanking students, families and the TISA team for their support. “Our team remains committed to serving and supporting our community in other capacities,” it says. 

    “I haven’t been given time to really do as much research as I did before school started,” Kraft said. “For me, I don’t know what I’m going to do. I don’t know. I’ve had other parents and people saying, ‘Oh, we’ll help you find another school,’ but for me, it’s like, I feel like I’m throwing my kid who developed bonds with their teachers and their fellow students into a school that I don’t know if it’s right for her.”

    In response to a question about whether TISA could reopen in the future, the North Carolina Department of Public Instruction said: “The board for TISA could decide to reapply in future application cycles. There is no prohibition against that.” 

    “I wish that they would actually come by the school and see how great my kid and other kids are doing in the school, rather than most kids do in other schools,” Kraft said. “I wanted them to see for themselves that they’re making a mistake.”

    TISA is still planning on holding a free medical clinic Nov. 8.

    Data from the Department of Public Instruction shows there are 220 active charter schools in North Carolina, which supported almost 150,000 students during the 2024-25 school year. Fourteen charter applications were submitted this year for schools that would open in 2026 or 2027.

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    Zach Tucker

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  • Local teacher supplement increase to be discussed after contentious letter

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    MONROE, N.C. — Union County Public Schools are expected to discuss a local supplement increase for teachers at a meeting next week. 


    What You Need To Know

    • The Union County Board of Commissioners released a letter questioning a delay in the local supplement increase for teachers
    • The board chair said commissioners weren’t aware of the delay until recently 
    • The Union County Public Schools Board of Education says the delay came from uncertainty with state budget
    • The Board of Education Finance Committee plans to meet next week to propose a local supplement increase for teachers


    The local supplement is an amount the county provides in addition to the state salary to make teacher pay more competitive. 

    The upcoming meeting comes after the Union Board of County Commissioners released a letter calling on the school board to release these funds for teachers. 

    The school system requested the more than $14.6 million over the current budget, which would provide a higher teacher supplement raise. 

    Ultimately, board of commissioners approved $8.8 million extra in funding for UCPS.

    “We understood that UCPS could not give a $2,000 supplement with the proposed funding amount. Based on numerous discussions and sufficient funding provided, we anticipated that teachers would receive a $1,000 supplement increase,” the letter states. 

    Board of commissioners Chair Melissa Merrell said in early October, she learned the supplement increase had not been provided and said the county was unfairly blamed for it. 

    “We funded it, we approved it. We sent them the money into law and until this, we did not know. We had not been informed that the schools and the superintendent and the Board of Education, they made a decision to hold on to it,” Merrell said. 

    According to UCPS, the delay for the local supplement increase came from uncertainty with the state budget. 

    UCPS Board of Education Chairman the Rev. Jimmy H. Bention Sr. said the school board never said the commissioners didn’t fund them. 

    “They did fund us, but the funding level that they funded us at, we were not able to then provide that $2,000, so we’re waiting for our state funds to come in and at that point, our finance team would be able to determine what amount of a supplement they can receive,” Bention said. “The issue is that people locked in on amounts, whether $2,000 or $1,000, when in fact, we have to look at the total budget package and see what we can give.”

    Merrell said she’s excited there will be discussions next week regarding the local supplement increase for teachers, but she questions the motives behind it. 

    “I expect them to issue a $1,000 settlement increase to all classroom teachers immediately, and they need to clarify that they were the ones holding the money,” Merrell said. 

    Regarding the letter, Bention said he would’ve preferred a phone call to clarify the situation instead of the letter.

    “I want people know that this is not an issue, but between board, the board, it was a miscommunication that blew up,” Bention said. 

    Both agree giving teachers more incentives to remain in the classroom is a must. 

    “It’s also very important to me that to continue increasing the teacher supplement so that if you teach in Union County Public Schools, that the county supplement is not falling behind,” Merrell said. 

    Bention said the Board of Education Finance Committee will issue a recommendation for the supplement increase amount, and the full board will vote on it in November. 

    “I just want to say to our teachers out there, that team UCPS, as we have always been, stands 100% behind you because you are an essential part of what makes team UCPS us,” Bention said. 

    The Board of Education Finance Committee will meet Oct. 21 at 8 a.m. 

    The North Carolina General Assembly has not passed a state budget yet, which means the proposed raises for teachers have not taken effect.

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    Estephany Escobar

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  • As Russia Pounds Ukraine’s Power Supply, One Nursery Battles to Provide Food and Warmth

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    CHERNIHIV, Ukraine (Reuters) -Ukrainian cook Natalia Meshok leaves home at 2 a.m. for the nursery where she works, using night-time hours when power supply is more or less stable to prepare food for dozens of children.

    Meshok, 59, lives and works in the northern city of Chernihiv, which has been hammered by repeated Russian drone and missile attacks on its power infrastructure in recent weeks, causing regular blackouts and disrupting daily life.

    “Completely empty and dark. It’s a bit scary, but you realise you have to go because there are children here,” she said, standing in a dark kitchen where pots of food rested on the stove ready to be served when the kindergarten opened.

    Chernihiv was one of the first cities to feel the brunt of intensifying Russian strikes on electricity and gas facilities across Ukraine, including in the capital Kyiv where hundreds of thousands of households lost power after an Oct. 10 attack.

    RUSSIA TAKES AIM AT POWER SECTOR, HEATING

    Officials say the frequency and accuracy of such attacks have increased during the last two months, leading some to predict a particularly hard 2025/26 winter as the war approaches its fourth anniversary.

    “We are preparing for various scenarios, including the worst-case ones,” energy minister Svitlana Hrynchuk said just before the Oct. 10 attack.

    President Volodymyr Zelenskiy said Russia launched 3,100 drones and 92 missiles at Ukraine in just one week starting on Oct. 6.

    Russia denies targeting civilians, saying that its objective is to degrade Ukraine’s military capabilities.

    Meshok was glad the electricity lasted longer than the usual couple of hours that night, meaning that she and her fellow cooks managed to prepare lunch for the children – aged from 2 years and up – as well as breakfast.

    “Do you know why children are in the nursery? Because their parents are working. No one has cancelled that. They need to go to work,” said Yevheniia Savchenko, director of the nursery, a municipal facility.

    It had been raining in Chernihiv for almost a week when Reuters visited in early October, and the temperature in the nursery was 14 degrees Celsius (57 F). The basement, which doubles as an air raid shelter, was slightly warmer.

    Savchenko said she did not know when the heating would be turned on.

    In peacetime, Ukraine provided heating to state facilities in time for the so-called “heating season” that starts in mid-October when temperatures typically begin to drop.

    MANY CHILDREN KEPT AT HOME FOR WARMTH

    Frequent air raid sirens mean the children at Chernihiv’s kindergarten No. 72 spend much of their days in the basement, playing, singing and eating.

    At one point the brightly lit space was plunged into darkness, prompting excited shouts from some of the toddlers, before a generator kicked in and the lights came back on to cheers. The generator can provide light, but not heating.

    Savchenko said only about 65 children were attending the kindergarten out of a total of 170 registered there.

    “As long as there is no lighting and no heat, they (some parents) try to keep the child at home, because there they can heat the room a little with gas,” she said.

    HITS TO POWER GENERATION, ELECTRICITY TRANSMISSION, GAS

    Russia has been targeting Ukraine’s energy system throughout the war, and this autumn it has hit both power generation and electricity transmission systems, as well as gas production facilities.

    Earlier this month, Russian forces struck Ukraine’s main gas fields, and the energy minister, Hrynchuk, said “significant” damage could force Kyiv to increase its gas imports by a third.

    Ukraine, which says it does not attack civilian infrastructure, has in turn stepped up attacks on Russian oil refineries, causing a drop in oil processing and creating fuel shortages in many regions.

    During the heating season, Ukraine uses gas mainly for the centralised urban heating system that is left over from Soviet times, without which millions would be living in cold homes as temperatures outside frequently drop below freezing.

    If that system is unable to function fully, the electricity supply will not be able to compensate.

    Some politicians are urging city dwellers to find winter accommodation in villages where they can use direct natural gas supplies to households or wood for heating.

    There have been such warnings in previous years. But this year the energy minister announced for the first time since the war began in February 2022 that the government is prepared to restrict gas supplies to the population if needed, not just electricity.

    “They want to break us, but just as Ukraine is not broken, neither are Ukrainians,” Meshok said of the Russians.

    “We will endure … and we will prevail, without fail. Faith in the future is essential. Because if there is no faith in the future, then what is the point of our endeavours?”

    (Reporting by Pavel PolityukEditing by Mike Collett-White and Frances Kerry)

    Copyright 2025 Thomson Reuters.

    Photos You Should See – Oct. 2025

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    Reuters

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  • Big Tech is paying millions to train teachers on AI

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    SAN ANTONIO — SAN ANTONIO (AP) — On a scorching hot Saturday in San Antonio, dozens of teachers traded a day off for a glimpse of the future. The topic of the day’s workshop: enhancing instruction with artificial intelligence.

    After marveling as AI graded classwork instantly and turned lesson plans into podcasts or online storybooks, one high school English teacher raised a concern that was on the minds of many: “Are we going to be replaced with AI?”

    That remains to be seen. But for the nation’s 4 million teachers to stay relevant and help students use the technology wisely, teachers unions have forged an unlikely partnership with the world’s largest technology companies. The two groups don’t always see eye to eye but say they share a common goal: training the future workforce of America.

    Microsoft, OpenAI and Anthropic are providing millions of dollars for AI training to the American Federation of Teachers, the country’s second-largest teachers union. In exchange, the tech companies have an opportunity to make inroads into schools and win over students in the race for AI dominance.

    AFT President Randi Weingarten said skepticism guided her negotiations, but the tech industry has something schools lack: deep pockets.

    “There is no one else who is helping us with this. That’s why we felt we needed to work with the largest corporations in the world,” Weingarten said. “We went to them — they didn’t come to us.”

    Weingarten first met with Microsoft CEO Brad Smith in 2023 to discuss a partnership. She later reached out to OpenAI to pursue an “agnostic” approach that means any company’s AI tools could be used in a training session.

    Under the arrangement announced in July, Microsoft is contributing $12.5 million to AFT over five years. OpenAI is providing $8 million in funding and $2 million in technical resources, and Anthropic has offered $500,000.

    With the money, AFT is planning to build an AI training hub in New York City that will offer virtual and in-person workshops for teachers. The goal is to open at least two more hubs and train 400,000 teachers over the next five years.

    The National Education Association, the country’s largest teachers union, announced its own partnership with Microsoft last month. The company has provided a $325,000 grant to help the NEA develop AI trainings in the form of “microcredentials” — online trainings open to the union’s 3 million members, said Daaiyah Bilal, NEA’s senior director of education policy. The goal is to train at least 10,000 members this school year.

    “We tailored our partnership very surgically,” Bilal said. “We are very mindful of what a technology company stands to gain by spreading information about the products they develop.”

    Both unions set similar terms: Educators, not the private funders, would design and lead trainings that include AI tools from multiple companies. The unions own the intellectual property for the trainings, which cover safety and privacy concerns alongside AI skills.

    The Trump administration has encouraged the private investment, recently creating an AI Education Task Force as part of an effort to achieve “global dominance in artificial intelligence.” The federal government urged tech companies and other organizations to foot the bill. So far, more than 100 companies have signed up.

    Tech companies see opportunities in education beyond training teachers. Microsoft unveiled a $4 billion initiative for AI training, research and the gifting of its AI tools to teachers and students. It includes the AFT grant and a program that will give all school districts and community colleges in Washington, Microsoft’s home state, free access to Microsoft CoPilot tools. Google says it will commit $1 billion for AI education and job training programs, including free access to its Gemini for Education platform for U.S. high schools.

    Several recent studies have found that AI use in schools is rapidly increasing but training and guidance are lagging.

    The industry offers resources that can help scale AI literacy efforts quickly. But educators should ensure any partnership focuses on what’s best for teachers and students, said Robin Lake, director of the Center on Reinventing Public Education.

    “These are private initiatives, and they are run by companies that have a stake,” Lake said.

    Microsoft CEO Brad Smith agrees that teachers should have a “healthy dose of skepticism” about the role of tech companies.

    “While it’s easy to see the benefits right now, we should always be mindful of the potential for unintended consequences,” Smith said in an interview, pointing to concerns such as AI’s possible impact on critical thinking. “We have to be careful. It’s early days.”

    At the San Antonio AFT training, about 50 educators turned up for the three-hour workshop for teachers in the Northside Independent School District. It is the city’s largest, employing about 7,000 teachers.

    The day started with a pep talk.

    “We all know, when we talk about AI, teachers say, ‘Nah, I’m not doing that,’” trainer Kathleen Torregrossa told the room. “But we are preparing kids for the future. That is our primary job. And AI, like it or not, is part of our world.”

    Attendees generated lesson plans using ChatGPT, Google’s Gemini, Microsoft CoPilot and two AI tools designed for schools, Khanmingo and Colorín Colorado.

    Gabriela Aguirre, a 1st grade dual language teacher, repeatedly used the word “amazing” to describe what she saw.

    “It can save you so much time,” she said, and add visual flair to lessons. She walked away with a plan to use AI tools to make illustrated flashcards in English and Spanish to teach vocabulary.

    “With all the video games, the cellphones you have to compete against, the kids are always saying, ‘I’m bored.’ Everything is boring,” Aguirre said. “If you can find ways to engage them with new technology, you’ve just got to do that.”

    Middle school teacher Celeste Simone said there is no turning back to how she taught before.

    As a teacher for English language learners, Simone can now ask AI tools to generate pictures alongside vocabulary words and create illustrated storybooks that use students’ names as characters. She can take a difficult reading passage and ask a chatbot to translate it into Spanish, Pashto or other languages. And she can ask AI to rewrite difficult passages at any grade level to match her students’ reading levels. All in a matter of seconds.

    “I can give my students access to things that never existed before,” Simone said. “As a teacher, once you’ve used it and see how helpful it is, I don’t think I could go back to the way I did things before.”

    ____

    The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

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  • Big Tech is paying millions to train teachers on AI, in a push to bring chatbots into classrooms

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    SAN ANTONIO — SAN ANTONIO (AP) — On a scorching hot Saturday in San Antonio, dozens of teachers traded a day off for a glimpse of the future. The topic of the day’s workshop: enhancing instruction with artificial intelligence.

    After marveling as AI graded classwork instantly and turned lesson plans into podcasts or online storybooks, one high school English teacher raised a concern that was on the minds of many: “Are we going to be replaced with AI?”

    That remains to be seen. But for the nation’s 4 million teachers to stay relevant and help students use the technology wisely, teachers unions have forged an unlikely partnership with the world’s largest technology companies. The two groups don’t always see eye to eye but say they share a common goal: training the future workforce of America.

    Microsoft, OpenAI and Anthropic are providing millions of dollars for AI training to the American Federation of Teachers, the country’s second-largest teachers union. In exchange, the tech companies have an opportunity to make inroads into schools and win over students in the race for AI dominance.

    AFT President Randi Weingarten said skepticism guided her negotiations, but the tech industry has something schools lack: deep pockets.

    “There is no one else who is helping us with this. That’s why we felt we needed to work with the largest corporations in the world,” Weingarten said. “We went to them — they didn’t come to us.”

    Weingarten first met with Microsoft CEO Brad Smith in 2023 to discuss a partnership. She later reached out to OpenAI to pursue an “agnostic” approach that means any company’s AI tools could be used in a training session.

    Under the arrangement announced in July, Microsoft is contributing $12.5 million to AFT over five years. OpenAI is providing $8 million in funding and $2 million in technical resources, and Anthropic has offered $500,000.

    With the money, AFT is planning to build an AI training hub in New York City that will offer virtual and in-person workshops for teachers. The goal is to open at least two more hubs and train 400,000 teachers over the next five years.

    The National Education Association, the country’s largest teachers union, announced its own partnership with Microsoft last month. The company has provided a $325,000 grant to help the NEA develop AI trainings in the form of “microcredentials” — online trainings open to the union’s 3 million members, said Daaiyah Bilal, NEA’s senior director of education policy. The goal is to train at least 10,000 members this school year.

    “We tailored our partnership very surgically,” Bilal said. “We are very mindful of what a technology company stands to gain by spreading information about the products they develop.”

    Both unions set similar terms: Educators, not the private funders, would design and lead trainings that include AI tools from multiple companies. The unions own the intellectual property for the trainings, which cover safety and privacy concerns alongside AI skills.

    The Trump administration has encouraged the private investment, recently creating an AI Education Task Force as part of an effort to achieve “global dominance in artificial intelligence.” The federal government urged tech companies and other organizations to foot the bill. So far, more than 100 companies have signed up.

    Tech companies see opportunities in education beyond training teachers. Microsoft unveiled a $4 billion initiative for AI training, research and the gifting of its AI tools to teachers and students. It includes the AFT grant and a program that will give all school districts and community colleges in Washington, Microsoft’s home state, free access to Microsoft CoPilot tools. Google says it will commit $1 billion for AI education and job training programs, including free access to its Gemini for Education platform for U.S. high schools.

    Several recent studies have found that AI use in schools is rapidly increasing but training and guidance are lagging.

    The industry offers resources that can help scale AI literacy efforts quickly. But educators should ensure any partnership focuses on what’s best for teachers and students, said Robin Lake, director of the Center on Reinventing Public Education.

    “These are private initiatives, and they are run by companies that have a stake,” Lake said.

    Microsoft CEO Brad Smith agrees that teachers should have a “healthy dose of skepticism” about the role of tech companies.

    “While it’s easy to see the benefits right now, we should always be mindful of the potential for unintended consequences,” Smith said in an interview, pointing to concerns such as AI’s possible impact on critical thinking. “We have to be careful. It’s early days.”

    At the San Antonio AFT training, about 50 educators turned up for the three-hour workshop for teachers in the Northside Independent School District. It is the city’s largest, employing about 7,000 teachers.

    The day started with a pep talk.

    “We all know, when we talk about AI, teachers say, ‘Nah, I’m not doing that,’” trainer Kathleen Torregrossa told the room. “But we are preparing kids for the future. That is our primary job. And AI, like it or not, is part of our world.”

    Attendees generated lesson plans using ChatGPT, Google’s Gemini, Microsoft CoPilot and two AI tools designed for schools, Khanmingo and Colorín Colorado.

    Gabriela Aguirre, a 1st grade dual language teacher, repeatedly used the word “amazing” to describe what she saw.

    “It can save you so much time,” she said, and add visual flair to lessons. She walked away with a plan to use AI tools to make illustrated flashcards in English and Spanish to teach vocabulary.

    “With all the video games, the cellphones you have to compete against, the kids are always saying, ‘I’m bored.’ Everything is boring,” Aguirre said. “If you can find ways to engage them with new technology, you’ve just got to do that.”

    Middle school teacher Celeste Simone said there is no turning back to how she taught before.

    As a teacher for English language learners, Simone can now ask AI tools to generate pictures alongside vocabulary words and create illustrated storybooks that use students’ names as characters. She can take a difficult reading passage and ask a chatbot to translate it into Spanish, Pashto or other languages. And she can ask AI to rewrite difficult passages at any grade level to match her students’ reading levels. All in a matter of seconds.

    “I can give my students access to things that never existed before,” Simone said. “As a teacher, once you’ve used it and see how helpful it is, I don’t think I could go back to the way I did things before.”

    ____

    The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

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