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Tag: education

  • Rick Nolte, Polk County School Board member, dies

    POLK COUNTY, Fla. — Polk County Public Schools announced Wednesday that Rick Nolte, the board’s District 3 member, has died.

    Nolte was elected in 2022 and was serving his first term, which was to run through November 2026.

    He had been on medical leave, according to a statement from the district.

    “Mr. Nolte cared deeply about the mission of public education,” said Superintendent Fred Heid. “As a former educator, he had tremendous respect for teachers and staff, and he admired their daily commitment to preparing students for bright and successful futures. I am grateful for the time I had to work alongside him, and our prayers remain with his family during this difficult time.”

    Nolte taught in Orange, Polk and Hillsborough counties and was a small business owner in Lakeland. He graduated from Southern College in 1978 and received a master’s from Rollins College in 1980.

    Heid said filling his board position will be addressed in the future but for is asking the community to respect his family.

    Spectrum News Staff

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  • How to Be Interim Dean and Make an Impact (opinion)

    A little more than a year ago, I was appointed interim dean of my college. My predecessor had left us abruptly, and as a former school chair and senior associate dean, I was a predictable choice. Here are some recommendations based on this unexpected journey.

    Before You Even Begin

    Ask your provost to add the option of applying for the dean position to your appointment letter, just in case. I did but soon determined I would not be a candidate. I had become too much of an insider over the prior 13 years to be the improvement agent I thought my college needed. In my experience, external hires are better at bringing about critical change because they arrive without a set reputation and entrenched expectations. The fact that several colleagues encouraged me to apply for the position made clear to me that many people wanted things to stay the same. Many of them seemed to say, “We know you, and we know you won’t rock the boat.”

    Seek the Fellowship of Staff

    As an interim dean, more so than a full-term dean, you quickly need to earn the respect and goodwill of the college staff, associate deans, chairs and directors. I received buy-in by acknowledging that the continued success of the college didn’t depend on me as “decider in chief,” but on the hands-on collaboration from everyone. Send clear signals that “it’s the team, not the dean.”

    ‘Not All Those Who Wander Are Lost’

    I participated in a formal orientation for new administrators by the University System of Georgia about legal, organizational and leadership matters. Other than that, I was mostly left to my own devices, especially when it came to prioritizing among the numerous events and meetings to which a dean gets invited. I ended up wandering into events at which I was the only dean, but ironically this earned me much fortuitous appreciation. When requesting a meeting with a newly elected Faculty Senate leader, they told me my kind of outreach was unheard-of. We had a great convo over a double espresso, and I learned loads about faculty concerns and hopes.

    Seek the Fellowship of Other Deans

    Deans operate at the intersection between senior leadership and department chair, and being wedged in the middle makes for good collegial collaboration. My fellow deans communicated swiftly and reliably and shared draft documents, and we often managed to speak with a common voice on issues. I reciprocated their support by creating a fancy name (“Veritable Decanalia”) for our monthly social gatherings at a hotel bar.

    Don’t Be Interim

    Don’t think of yourself as a placeholder who just keeps the trains running. You are, in fact, the dean, and it’s OK to improve upon your predecessor’s strategies. While you should think twice about too many radical changes (for example, to your college’s reporting structure), feel free to add your own signature. In my case, the signature moves had to do with a focus on student success. For example, two months after taking charge, I adjusted existing budget priorities based on recent data and moved 40 percent of new funding to support graduate education. I also convinced the college advisory board members to become a “giving board” and help fund additional need-based dean’s scholarships for undergraduate students.

    Finally, I surprised everyone by organizing a Year of the Liberal Arts at my STEM-focused university. Such activities can amplify your college’s reputation, and more so when nobody expects this level of activity while an interim person is dean. And they signal to prospective dean candidates that your college is a vibrant place they might want to join.

    And: Be Interim

    Does that sound contradictory? Well, the temporary nature of your appointment can increase the success of your successor if you take care of essential housekeeping items before they arrive. Your successor should not, as one of their first actions, be obliged to impose a spending freeze on a department whose chair overspent by several hundred thousand dollars, and they should not have to press a unit into a memorandum of understanding to return to their contractually mandated (but clandestinely lowered) teaching load. It’s easier for you to repair such matters, and the new dean can begin their work without turning into Draco, the enforcer.

    Over all, heed Gandalf’s advice from The Lord of the Rings for your interim appointment: “All we have to decide is what to do with the time that is given to us.” If being constantly reminded of the limited nature of the position bothers you, don’t go for this kind of job. My appointment as interim dean was announced at the same time as the timeline and details for the search committee to replace me; the search process ran simultaneously with my daily work, and an eager staff member changed the nameplate outside my office door two weeks before I moved out. So it goes.

    If you enjoy, for a window of six months to one year, improving the conditions within which students, staff and faculty may thrive, jump at the chance. Your rewards include a steep learning curve and a better understanding of your own institution and higher education in general.

    Of course, while you are on this exhilarating journey of servant leadership, start planning early on for the time after your appointment ends. I admit to having a momentary feeling of relief about moving out of a position that included, especially since January 2025, more political and budgetary emergencies than I had bargained for. But I was just as swiftly persuaded to support my new dean by remaining part of the college leadership team, albeit in an appointment that honored what I had recently learned.

    Richard Utz is senior associate dean for strategic initiatives in the Ivan Allen College of Liberal Arts at Georgia Tech.

    Elizabeth Redden

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  • Moving to a new home or school can stress kids out. How to make it more manageable

    NEW YORK (AP) — Summer can be a time of big transitions for kids. It’s often the season for moving to a new home or preparing for a different school. And that brings worry and stress.

    Parents and families can help make things feel more manageable. If kids feel supported, they might even look forward to some of the changes and gain confidence, experts say.

    “When routines, familiar places and even knowing where things are in the house are suddenly gone, it forces youth to relearn their daily lives from scratch,” which can be stressful, says Victoria Kress, a professional counselor and president of the American Counseling Association.

    At the same time, “this can invite exciting opportunities for growth,” she says.

    Author Nadine Haruni’s book “Freeda the Frog is on the Move” aims to help school-age kids deal with moving. Haruni, who guided her own family through moves and changes, tells the story of a mother frog who helps her little tadpoles adjust as they leave their hometown and settle in a new one.

    “It’s really important to recognize that transitions take time and that is totally normal. It’s OK to feel nervous and sad and anxious and maybe all of those things all at once, and even adults feel that way sometimes,” says Haruni.

    “If you listen, you might be surprised. What matters to a child is not always what you might think it is,” she says.

    This article is part of AP’s Be Well coverage, focusing on wellness, fitness, diet and mental health. Read more Be Well.

    Moves can be especially difficult if accompanied by other significant changes, such as a death, divorce or loss of family income.

    Haruni’s book was inspired by her family’s big, multifaceted transition. She was moving from Manhattan to New Jersey with her then-5-year-old daughter and 8-year-old son, and getting married all in the same week, a big transition for her kids and three teenage stepdaughters. In addition, the kids were starting at a new school the following week.

    “The kids were very sad and worried at first. Life is about change, and it’s really hard to address that sometimes. Luckily, the kids discovered that they loved having more space and, like the tadpoles in the book, they happily adapted,” she says.

    Here are some tips to reduce the stress of a move or other big transition for kids:

    Talk it out

    “Communicating and listening can alleviate a lot of anxiety,” Haruni says. “Let kids share their feelings and know that they are being heard, so they know that they matter. That really helps them feel like they have some control.”

    Explain why a move is necessary, and preview what’s ahead. Discuss the destination ahead of time, especially its good points. Familiarity can help kids feel more confident, the experts say.

    Even sharing some photos or a map is helpful in easing jitters.

    “Can they meet a few kids in the new neighborhood ahead of time?” Haruni asks.

    Involve kids in the move itself

    “Involving children in age-appropriate moving tasks — such as packing their own belongings or helping to choose new room decorations — can give them a sense of control and security during an uncertain time,” says Kress.

    Kids can help plan meals, organize their space or continue family traditions.

    “Frame it as an adventure,” says Haruni. “Let them help choose things for their new room if they are moving, but also bring a few items that feel familiar and comforting.”

    Keep up daily routines

    Sticking to some daily routines creates structure when things feel new and scary.

    “The thing with moves is they disrupt everyone’s life. Too much change at once discombobulates everybody, so keeping meals at the same time and bedtime rituals the same can really help a lot,” says George M. Kapalka, a clinical psychologist and professor at the California School of Professional Psychology, part of Alliant International University.

    Arrange common areas similarly to how they were before the move, says Kress. Place favorite toys, blankets or pictures where your child expects to find them.

    Consider getting help from a professional

    Adapting to change takes time, and patience. Let kids know that’s normal, that they will get through it, and that they are being heard and have some control over things, says Haruni.

    And know when to seek help.

    “Some sadness, worry, or adjustment difficulties are normal after a move. But if symptoms persist for more than a few weeks, worsen over time, or disrupt daily life, then counseling is advisable,” says Kress.

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  • Polk County school district takes steps to move forward with tax referendum

    BARTOW, Fla. — Polk County Public Schools is joining the list of districts in the Tampa Bay area requesting a tax referendum.


    What You Need To Know

    • The Polk County School Board unanimously approved tentative ballot language to levy an additional $1 million in ad valorem property taxes for four years, which would be $1 in tax for every $1,000 of property value
    • Eighty percent of that money will be allocated to increase teachers’ salaries; 20% will go to school programming
    • Public input will be taken at the Sept. 9 School Board meeting, then the board will vote to take this to the county commission


    The district’s board unanimously approved tentative ballot language at their meeting last Tuesday that would levy an additional $1 million in ad valorem property taxes for four years, allocating 80% of that money to increase teachers’ salaries.

    The president of the Polk Education Association says this is a long time coming, and she thinks the tipping point for the school board was seeing Hillsborough County voters approve that school referendum last year.

    “As we continue to be defunded from Tallahassee from our own state government, districts have recognized that they’ve had to ask their communities to support strong, public schools,” said Stephanie Yocum, President of the PEA.

    As a former teacher and parent, she says she wants the best educators in Polk County schools but says that currently, they can’t compete.

    “Polk is so large,” Yocum said. “If you live anywhere on the perimeter of the county, we touch 10 other counties and most of the Bay area now — from Hernando, Pasco, Pinellas, all the way down to Sarasota — have a millage referendum, and yet we don’t.”

    The Polk County School Board is taking steps to change that. At Tuesday’s meeting, the board voted unanimously, approving ballot language for the tax referendum, devoting 80% to salaries and 20% to school programs.

    “I think that we’ve been working on this for a minute now, and so it’s finally nice to see it coming to fruition,” said Kay Fields, a Polk County School Board member.

    Yocum thinks the community will also recognize the need and show its support.

    “If we can pool our money together and decide what’s important to our community, and that we want strong public schools everybody kicking in a little bit to make that happen so that teachers and support staff can stay and live in their community, and teach in their communities, I think that is a good use of our taxpayer dollars,” she said.

    The next step is a public meeting to finalize the ballot language — that’s on Sept. 9. Then, the board will vote to move this on to the county commission.

    The goal is to get this on the ballot this November.

    Fallon Silcox

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  • Oak Park District 97 enacts leadership plan after abrupt resignation of superintendent Ushma Shah

    The Oak Park Elementary School District 97 Board of Education quickly turned to familiar faces to fill the superintendent’s role in the district after superintendent Ushma Shah suddenly resigned, effectively immediately, on Aug. 15.

    At a special meeting on Aug. 18 the School Board voted 6-0 to appoint current assistant superintendent Patrick Robinson to be acting superintendent until Sept. 15. At that time retired superintendents Griff Powell and Patricia Wernet will take over as co-interim superintendents for the remainder of the 2025-26 school while the board searches for a new leader.

    Powell and Wernet are familiar with District 97 having served as co-interim superintendents in District 97 in the 2021-2022 school year before Shah was hired in 2022.

    “We are excited to welcome back Dr. Powell and Dr. Wernet, who bring both deep experience and a strong connection to Oak Park,” said Cheree Moore, president of the District 97 Board of Education in a news release issued by the district after the special meeting. “Alongside our dedicated administrative team, they will help guide the district with stability and care. We are also grateful for Mr. Robinson’s steady leadership during this transition. With this team in place, we are confident District 97 will continue moving forward for our students, staff, and families.”

    Powell and Wernet have also worked together as interim superintendents in Glenview School District 34 and both have served as interim superintendents and superintendents in a number of school districts. Because they are both retired and receiving pensions from the Illinois Teacher Retirement System, they can only work a certain number of days to continue receiving their pension benefits so they will share the superintendent job in District 97 and neither will work full time. Their pay from District 97 was not disclosed because their contracts still must be negotiated.

    Powell, 79, has been a permanent superintendent in five school districts. This will be his 14th interim superintendent assignment since he retired from his last permanent superintendent position at Niles Township High School District 219 in 2002.

    I know I’m the most experienced interim (superintendent) in the state,” Powell told Pioneer Press. “I’m probably the most experienced superintendent in the state.”

    When a school district calls him and asks him to fill in, Powell can’t resist answering the call.

    “I love the work and I’m not a person that has a lot of hobbies,” Powell said. “I don’t play golf, I don’t fish, I don’t play a musical instrument and I really do love working and I love the field of education. I’ve spent my whole life dedicated to it.”

    Wernet has been superintendent in Berwyn South School District 100 and Lisle Community Unit School District 202 as well as serving as an interim superintendent in a number of districts.

    “Our job as co-interim superintendents is to provide the teaching staff, most importantly, and the support staff all the resources and support necessary to give maximum services to our students,” Powell said. “We want to allow the board to focus on hiring their new leader on a more permanent basis.”

    Robinson has been assistant superintendent for elementary schools in District 97 since 2023. Prior to that he was the principal of Whittier School in Oak Park for five years.

    At the Aug. 18 board meeting, members also, without any discussion, voted 6-0 to accept Shah’s resignation. After the meeting they shed little light on why Shah resigned, referring to a joint statement the school board and Shah released announcing Shah’s immediate resignation. That statement did not give a reason for Shah’s resignation and did not include a comment from Shah. In response to a specific question Moore did say that Shah was not asked to resign.

    Ushma Shah resigned Friday as superintendent of Oak Park Elementary School District 97. (School District 97)

    “She voluntarily resigned,” Moore said.

    Shah was at the Aug. 12 School Board meeting, just three days before she resigned, and gave no hint in open session that she was going to be resigning.

    Moore declined to say when she learned that Shah was resigning.

    Bob Skolnik is a freelance reporter for Pioneer Press. 

    Bob Skolnik

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  • How AI is changing the work of teachers in the classroom

    With the rise of artificial intelligence, advocates say it can be a helpful tool for kids and teachers — but others say it discourages students from critical thinking.

    Many educators have been teaching themselves how to use AI. For Jerome Ong, a 5th grade teacher in Ridgewood, New Jersey, AI has changed the way he approaches teaching. He now uses AI tools every week in his classroom.

    “You have to find what works for your students,” he said.

    Ong not only teaches his students what AI is — but also where it falls short.

    “If you keep at it and say, ‘no, you’re wrong. You’re wrong’ — eventually AI will say, ‘I’m sorry, I was wrong.’ Doing that with your class can show you that AI isn’t really as smart as you think it is,” Ong said.

    Training teachers to use AI

    This summer, Microsoft, OpenAI and Anthropic announced a first-of-its-kind plan to train hundreds of thousands of members of the American Federation of Teachers, the country’s second-largest teachers’ union.

    “I think if we’re going to make AI work for students, for kids, we need to listen to teachers,” said Microsoft president Brad Smith.

    The $23 million investment will go toward virtual and in-person training in New York City. 

    “AI holds tremendous promise but huge challenges—and it’s our job as educators to make sure AI serves our students and society, not the other way around,” said AFT President Randi Weingarten in the AFT’s announcement. “The direct connection between a teacher and their kids can never be replaced by new technologies, but if we learn how to harness it, set commonsense guardrails and put teachers in the driver’s seat, teaching and learning can be enhanced.”

    “It can, I think, change the way teachers work in ways that empower teachers, gives them more information, makes it easier in terms of preparing for classes, thinking about how to put together lesson plans,” Smith said.

    In a recent survey by Gallup and Walton Family Foundation, teachers reported saving an average of nearly six hours a week with the help of AI.

    Ong said if AI is already here, “let’s try to figure this out to help our kids continue to learn and grow.”

    However, critics cite cheating concerns and Microsoft’s own research, which showed a self-reported decline in critical thinking skills when AI was not used responsibly.

    “This is a way to get profits,” said former high school teacher and AFT member Lois Weiner.

    She thinks teachers would be better served by more support within schools than by an alliance with Silicon Valley.

    “There is so much drudgery in the job, but the answer to that is to improve the conditions of teachers’ work,” said Weiner, adding that AI does not accomplish improving work conditions for teachers.

    Smith said ultimately education should be left to teachers, “those of us in the tech sector need to provide the tools and empower the school boards and districts and teachers so they decide how to put those tools in practice.”

    Changes in policy

    CBS News analyzed shifts in AI policies in the country’s largest 20 school districts between 2023 and 2025.

    The analysis found that while some district policies were unclear in 2023 or did not initially block the use of AI, there is now guidance on how it can be utilized in the classroom.

    The data can be found below.

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  • Gov. DeSantis announces lawsuit against textbook companies for allegedly overcharging

    Gov. Ron DeSantis announced a lawsuit against textbook publishers on Tuesday. DeSantis said the lawsuit was filed against McGraw-Hill LLC and Savvas Learning Company LLC. They were accused of systematically overcharging Florida school districts for instructional materials in violation of state law. DeSantis was joined by Attorney General James Uthmeier and Anastasios Kamoutsas, Commissioner of the Florida Department of Education. >> The story will be updated.

    Gov. Ron DeSantis announced a lawsuit against textbook publishers on Tuesday.

    DeSantis said the lawsuit was filed against McGraw-Hill LLC and Savvas Learning Company LLC.

    They were accused of systematically overcharging Florida school districts for instructional materials in violation of state law.

    DeSantis was joined by Attorney General James Uthmeier and Anastasios Kamoutsas, Commissioner of the Florida Department of Education.

    >> The story will be updated.

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  • How AI is impacting teachers and students in the classroom



    How AI is impacting teachers and students in the classroom – CBS News










































    Watch CBS News



    Artificial intelligence advocates say it can be a helpful tool for both students and teachers, but others say it discourages critical thinking. CBS News’ Nancy Chen shows how AI is impacting classrooms and what’s next.

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  • Manatee Schools beef up security for new school year

    BRADENTON, Fla. — A Manatee County Schools security measure has expanded this school year.

    One year after introducing weapons detection technology at its high schools, all middle schools are now equipped with the same system. 


    Like any parent with two kids in school, Kristen Patton knows the first week back is an adjustment period.

    “I have a 7-year-old who’s in second grade and a seventh grader, getting ready to be a teenager, so that has been a challenge. It’s been very challenging in school, just with organization,” said Patton.

    Part of that includes safety.

    This year, Manatee County School District is adding another layer of protection. The Evolv weapons detection system is used every school day in the county’s middle and high schools.

    District rules require students to walk through the detection system when they arrive.

    The district says it’s quick and can screen ten times faster than a traditional metal detector.

    “It’s not the same today as it was when we were kids. They don’t fight the same. And I just feel much better knowing that my kid is going to go to school, and they’re going to check everybody before walking through the door,” said Patton. “These investments reflect our ongoing commitment to layered security and our mission to provide the safest learning environments in the nation.”

    Extracurricular activities look different this year, too.

    Guardians will now operate the Evolv system at athletic events, concerts, plays, musicals and other large after-school gatherings.

    “She’s starting softball this year,” said Patton.

    From the start of the school day to the final out on the softball field, Patton values the added safety measures Manatee County has put in place.

    The Manatee County School District issued the following statement:

    “Thanks to the community’s support of the referendum, we’ve been able to make important security upgrades this school year. One of the most significant additions is the installation of Evolv Weapons Detection Systems in all of our middle schools, which are staffed by two trained guardians at each campus. These systems provide an extra layer of protection for our students and staff every day. In addition, the District is also compensating guardians to operate these systems at athletic events, concerts, plays, musicals, and other large after-school gatherings. While law enforcement remains responsible for overall security at these events, this added layer helps ensure that weapons detection is consistently in place. These investments reflect our ongoing commitment to layered security and our mission to provide the safest learning environments in the nation.”

    Julia Hazel

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  • Why Revenue Sharing Is a Bad Deal (opinion)

    For many decades, the National Collegiate Athletic Association preserved student athletes’ amateur status by prohibiting their ability to profit off their name, image or likeness (NIL). As a former Division I compliance coordinator, I often felt the NCAA’s amateurism policies went too far—denying student athletes the right to earn money like other college students, such as by running their own sports camps.

    But now the courts have turned the NCAA’s concept of amateurism on its head with the approval in June of a $2.8 billion athlete compensation settlement, which will be shared by student athletes who previously missed out on the opportunity to make money from their NIL. This historic deal between Division I athletes, the NCAA and the Division I Power 5 conferences—the SEC, Big Ten, Big 12, Pac-12 and ACC—has also made revenue sharing with current student athletes a reality.

    Athletes at top football and basketball programs may be celebrating this financial victory, which allows institutions to share up to $20.5 million each year with student athletes—money generated from media, tickets, concessions and donations.

    But many coaches who recruit them—along with professors like me, who teach them—believe that paying college athletes for their athletic ability will hurt college sports. That’s because doing so professionalizes college athletes in a way that hurts other students and sports over all and compromises the institution’s academic mission.

    And while some student athletes stand to benefit from the new system, most won’t. Many universities will use the 75-15-5-5 model, meaning that 75 percent of the revenue would be distributed to football, 15 percent to men’s basketball, 5 percent to women’s basketball and 5 percent to all other sports.

    Paying players will also change the spirit of college sports. Although the concept of amateurism has been a joke in college athletics for a long time—particularly in revenue-generating sports—a pay-for-play system would further move the emphasis away from educational goals and toward commercial ones. As one big-time head football coach described it to me, “As soon as you start paying a player, they become in some ways their [university’s] employees. It’s not amateurism anymore.”

    On many campuses, a separation already exists between student athletes and nonathletes, which some believe is due to student athletes’ perceived privilege. According to one Division I women’s basketball coach I spoke to, implementing revenue sharing will only increase that divide. Student athletes receiving five- or six-figure salaries to play for their institutions will be incentivized to devote more time to their sport, leaving less time to engage in the campus community and further diluting the purpose of college as an incubator for personal and intellectual growth.

    There’s also a possibility, one coach told me, that colleges will shrink staff and “avoid facility upgrades in order to fund revenue share,” putting off improvements to gyms or playing fields, for instance. At some institutions, funding the revenue-sharing plan will undoubtedly lead to cuts in Olympic and nonrevenue sports like swimming and track.

    What’s more, it remains unclear how revenue-sharing plans will impact gender equity, because revenue distribution may not count as financial aid for Title IX purposes. Since 1972, Title IX has ensured equal opportunities for female student athletes that includes proportionate funding for their college athletic programs. If NIL payments from colleges are not subject to Title IX scrutiny, athletic departments will be allowed to direct all revenue generated from media rights, tickets and donations to their football and men’s basketball programs. As one Division I women’s basketball coach put it to me, “We are widening the gap between men and women athletes.”

    To be sure, the college sports system is problematic; as scholars have pointed out, it exploits student athletes for their athletic talent while coaches and athletic leaders reap the benefits. But creating professional athletes within educational institutions is not the answer.

    Instead, I propose that all student athletes participate in collective bargaining before being required to sign employment-type contracts that waive their NIL rights in exchange for a share of the revenue.

    Collective bargaining would ensure that student athletes are guaranteed specific commitments by their institutions to safeguard their academic success, holistic development and well-being. These could include approved time off from their sport to participate in beneficial, high-impact practices like internships and undergraduate research, and academic support to help them excel in a program of their choosing—not one effectively chosen for them to accommodate their athletic schedule.

    The graduation rates of student athletes—particularly Black male football and basketball players at the top Power 5 institutions—are dismal. A 2018 study by Shaun R. Harper found that, across the 65 institutions that then comprised the Power 5 conferences, only 55.2 percent of Black male athletes graduated in six years, a figure that was lower than for all student athletes (69.3 percent), all Black undergraduate men (60.1 percent) and all undergraduates (76.3 percent). Under collective bargaining, student athletes could retain their scholarships, regardless of injury or exhausted eligibility, to help finish their degrees. Such financial support would encourage athletes to stay in college after their athletic careers end.

    They could also negotiate better mental health support consistent with the NCAA’s best practices, including annual mental health screenings and access to culturally inclusive mental health providers trained to work with athletes. Coaches would learn to recognize mental health symptoms, which is crucial; as one former women’s basketball coach told me, she didn’t “have the right language” to help her athletes.

    Presently, the NCAA’s posteligibility injury insurance provides student athletes only two years of health care following injury. Collective bargaining could provide long-term health care and disability insurance for those sustaining injuries during college. This matters because football players risk their lives every day to make money for their institutions—doubling their chances to develop chronic traumatic encephalopathy with each 2.6 years they play and likely significantly increasing their chances of developing Parkinson’s disease relative to other nonfootball athletes.

    As one football coach mentioned to me, it may be too late to put the proverbial genie back in the bottle when it comes to pay for play, but it’s not too late for colleges to prioritize their academic mission in their athletic programs, care for students’ well-being and restore the spirit of college sports.

    Debbie Hogan works and teaches at Boston College. Her research focuses on holistic coaching, student athlete development and sense of belonging of Black student athletes.

    Elizabeth Redden

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  • Advice to Entering Law Students – 2025

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    Law students around the country will be starting classes over the next few weeks. Back in 2018, I wrote a post offering advice to entering students, which I updated in 2019, 2022, 2023, and last year. I tried to focus on points that I rarely, if ever, see made in other pieces of this type. I think my original suggestions remain relevant today. So I reprint my advice from earlier posts largely unaltered, with the addition of  incremental edits and updates:

    1. Think carefully about what kind of law you want to practice.

    Law is a profession with relatively high income and social status. Yet studies repeatedly show that many lawyers are deeply unhappy, a higher percentage than in most other professions. One reason for this is that many of them hate the work they do. It doesn’t necessarily have to be that way. There are lots of different types of legal careers out there, and it’s likely that one of them will be a good fit for you. A person who would be miserable working for a large “Biglaw” firm might be happy as a public interest lawyer or a family law practitioner, and so on. But to take advantage of this diversity, you need to start considering what type of legal career best fits your needs and interests.

    There are many ways to find out about potential options. But one place to start is to talk to the career services office at your school, which should have information about a range of possibilities. Many also often have databases of alumni working in various types of legal careers. Talking to these people can give you a sense of what life as a practitioner in Field X is really like.

    This advice applies not just to what you do in school, narrowly defined, but what you do in the summer, as well. Law students typically get summer jobs at firms or other potential future employers. Apply widely, and look for organizations that might be good employers, or at least introduce you to areas of law that might be crucial for your future career.

    The summer clerk job I took at the Institute for Justice after my first year in law school, was a key step towards becoming a property scholar, and helped lead me to write two books and numerous articles about takings.  Spending a summer at a public interest firm might change your life, too!

    Regardless, don’t just “go with the flow” in terms of choosing what kind of legal career you want to pursue. The jobs that many of your classmates want may be terrible for you (and vice versa). Keep in mind, also, that you likely have a wider range of options now than you will in five or ten years, when it may be much harder to switch to a very different field from the one you have been working in since graduation.

    2. Get to know as many of your classmates and professors as you reasonably can.

    Law is a “people” business. Connections are extremely important. No matter how brilliant a legal thinker you may be, it’s hard to get ahead as a lawyer purely by working alone at your desk – even with the help of AI and other modern tech. Many of your law school classmates could turn out to be useful connections down the road. This is obviously true at big-name national schools whose alumni routinely become judges, powerful government officials, and partners at major firms. But it’s also true at schools whose reputation is more regional or local in nature. If you plan to make a career in that area yourself, many of your classmates could turn out to be useful contacts.

    The same holds true for professors, many of whom have extensive connections in their respective fields. They are sometimes harder to get to know than students. But the effort is often worth it, anyway. And many of them are actually more than eager to talk about their work.

    This is one front on which I didn’t do very well when I was in law school, myself. Nonetheless, I still suggest you do as I say, not as I actually did. You will be better off if you learn from my mistakes than if you repeat them.

    3. Think about whether what you plan to do is right and just.

    Law presents more serious moral dilemmas than many other professions. What lawyers do can often cost innocent people their liberty, their property, or even their lives. It can also save all three. Lawyers have played key roles in almost every major advance for liberty and justice in American history, including the establishment of the Constitution, the antislavery movement, the civil rights movement and many others. But they have also been among the major perpetrators of most of the great injustices in our history, as well.

    Robert Cover’s classic book Justice Accused – a work that made a big impression on me when I was a law student – describes how some of the greatest judges and legal minds of antebellum America became complicit in the perpetuation of slavery. While we have made great progress since that time, the legal system is not as far removed from the days of the Fugitive Slave Acts as we might like to think. There are still grave injustices in the system, and lawyers whose work has the effect of perpetuating and exacerbating them. We even still have lawyers who do such things as come up with dubious rationales for deporting literal escaped slaves back to places where they are likely to face further oppression. The present administration is coming up with even more dubious rationales for doing things like using the Alien Enemies Act of 1798 (previously used only in wartime) to deport people who have not broken any laws to imprisonment, without any due process. The latter is just one of several dramatic examples of how we are now engaged in a struggle over the future of justice and the rule of law in this country.

    Law school is the right time to start working to ensure that the career you pursue is at least morally defensible. You don’t necessarily have a moral obligation to devote your career to doing good. But you should at least avoid exacerbating evil. And it’s easier to do that if you think carefully about the issues involved now (when you still have a wide range of options), than if you wait until you are already enmeshed in a job that involves perpetrating injustice. At that point, it may be too late – both for you and (even more importantly) for the people who may be harmed.

    4. Legal knowledge isn’t as different from other kinds of knowledge as you might think.

    Students often ask me how best to study for law school classes. My answer is that there isn’t one way that’s best for everyone. You probably know what works for you far better than I do.

    In law school, you are likely to be bombarded with all sorts of complex methods of studying and outlining cases. Advocates of each will often tell you theirs is the One True Path to law school success. Some students really do find these methods useful.

    But I would urge you to consider the possibility that you can study for law school classes by using…. much the same methods as you used to study other subjects in the past. If you were successful in social science and humanities classes as an undergraduate, the methods that worked there are likely to carry over.

    I know because that’s largely what I did as a law student myself. I did the reading, identified key points, and didn’t bother with complicated outlines or spend money on study guides. If I did badly in a class, it wasn’t for lack of more complex study methods (usually, I either got lazy or just had a bad day on the final exam). And I’ve seen plenty of other people succeed with similar approaches. You can save a lot of time and aggravation (and some money) that way. And that time, energy, and money can be better devoted to other purposes – including advancing your studies and your career in other ways!

    Ultimately, when reading a legal decision (or any assignment), you need to 1) identify the key issues, and 2) understand why they are important. With rare exceptions, the case in question was likely included in the reading because it highlights some rule, standard, or issue that has a broader significance. If you know what that is and why it matters, much of your work is done. The same goes for  most other kinds of assigned reading: they are probably there because the professor thinks they elucidate some broadly important point. Figure out what it is, and you will be in good shape.

    These days, there is much discussion about the extent to which students should rely on AI to help them study. I don’t have any definitive answer to that question. But, ideally, AI can augment your reading, writing, and analytical skills, but doesn’t fully replace them. You should also be wary of its tendencies to hallucinate information. Use its output, but verify for accuracy. And, as with other study aids, the use of AI to study law need not be much different than its proper use for other subjects.

    The experience of remote learning during the Covid-19 pandemic has highlighted the importance of Point 2 above. The loss of much in-person contact was a serious problem, one we would do well to avoid repeating.

    I don’t think I need to dwell on how recent events have reinforced the significance of Point 3. Suffice to say there are many recent examples of lawyers facilitating both good and evil. Even if you don’t maximize the former, you should at least avoid contributing to the latter.

    Ilya Somin

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  • DPS mom and former teacher Monica Hunter running to represent northeast Denver on school board

    Monica Hunter is running to represent northeast Denver’s District 4 on the school board.

    Courtesy of Monica Hunter

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

    By Melanie Asmar, Chalkbeat


    A former Denver Public Schools teacher who graduated from DPS and whose children are current students is running to represent northeast Denver on the school board.

    Monica Hunter is vying for the District 4 seat held by Michelle Quattlebaum, who is running for re-election. Hunter will face at least two other opponents as well.

    Hunter, 37, said she decided to run because it has been frustrating to watch important decisions about school funding, mental health, and other issues being made by board members who have never been a DPS student or taught in a DPS classroom.

    Hunter has been endorsed by the Denver Classroom Teachers Association.

    “I entered the race sort of late because for me, this is not a stepping stone,” Hunter said. “I’m doing this out of a need. … I was hoping for someone to run that was connected more to kids and to families and to teachers, and that did not happen.”

    Four seats on the seven-member Denver school board are up for grabs in the Nov. 4 election, which comes at a key time. Declining enrollment has led to more than a dozen school closures in the past two years, and a new policy for low-performing schools could lead to more closures.

    The district’s graduation rate is up, but some students are still recovering from pandemic-era learning loss. In recent months, DPS has found itself targeted by the Trump administration over an all-gender restroom and its support for immigrant students. And the board recently ordered an investigation of one of its members over allegations of racial discrimination.

    Born and raised in Denver, Hunter is a graduate of George Washington High School. She was a student teacher at Willow Elementary before getting a job as a first grade teacher at John H. Amesse Elementary. Hunter said the difference between the two DPS schools was glaring.

    Willow had a new building, iPads for every student, and parents who raised enough money for the school to hire additional teachers, Hunter said. Amesse had none of that, she said, and was facing a potential closure vote by the school board due to low test scores.

    “Closing a school and penalizing it for not having the same amount of resources, it just isn’t equitable,” Hunter said. “I cannot reduce any student or school to a test score. Does reading need to improve? Absolutely. … Do we need to close the achievement gap? Absolutely. Is shutting down their school really going to close it? No, it’s not.”

    Amesse avoided closure, and Hunter took a job at Green Valley Elementary, a nearby DPS school where she stayed until she left teaching in 2020. Hunter now works as a director of human and civil rights for the Colorado Education Association, the state’s largest teachers union. In that role, she said she helped launch a mental health hotline for educators and a fellowship for teachers of color.

    Hunter was active in her local union, the Denver Classroom Teachers Association, when she taught in Denver, helping to found DCTA’s Black Educator Caucus. The caucus advocated for teachers at semi-autonomous innovation schools to retain their union contract rights, a change the school board eventually adopted.

    Hunter has a blended family of six children, five of whom will attend DPS in the fall. Her kids range in age from preschool to fifth grade, and Hunter said they attend a mix of traditional district-run and innovation schools. Her oldest attends a private school. Hunter declined to name the schools to protect her children’s privacy.

    If elected, Hunter said she would prioritize keeping any budget cuts due to state or federal funding shortfalls from impacting DPS classrooms. She said she’d also prioritize providing mental health support to both students and educators.

    “We cannot afford any more cuts to education and to classrooms,” Hunter said. “I just want to start there because I think people can promise a lot of things.”

    Enrollment in DPS is expected to decline 8% by 2029, which could mean more school closures. Hunter said it would be “very hard” for her to vote to close a district-run school.

    “I’d truly want to look at other solutions,” she said.

    Hunter said she does not have a personal opinion on Superintendent Alex Marrero, but she questioned why the board renewed his contract in May before the district came to a tentative agreement with the union on a new teachers contract in June.

    “From a parent lens, I did not understand the rush,” Hunter said. “We want good board members, we want superintendents who want to do a good job … but we can’t have a school without students and teachers and support staff. Those are the essential heart and soul of schools.”

    Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at [email protected].

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  • Google AI Pioneer Employee Says to Stay Away From AI PhDs | Entrepreneur

    AI researchers are in high demand, with some offered billion-dollar compensation packages from Meta amid the ongoing AI talent wars.

    However, one AI pioneer, Jad Tarifi, who founded Google’s first generative AI team after obtaining a Ph.D. in AI, would not recommend higher study to break into the field.

    In a new interview with Business Insider, Tarifi, 42, predicted that within the five to seven years it takes to obtain a Ph.D., most of AI’s problems will be solved.

    “Even things like applying AI to robotics will be solved by then,” Tarifi told BI.

    Related: AI Is Going to ‘Replace Everybody’ in Several Fields, According to the ‘Godfather of AI.’ Here’s Who He Says Should Be ‘Terrified.’

    Tarifi explained that obtaining a Ph.D. was only for “weird people” who were “obsessed” with a certain field because higher education required “a lot of pain” and at least five years of their lives.

    He recommended staying away from the Ph.D. route altogether or choosing to specialize in a subfield of AI that is still in its early stages, like AI for biology.

    Tarifi received a Ph.D. in 2012 from the University of Florida, where he worked on an AI theory that combined principles from neuroscience, geometry, and machine learning, according to his LinkedIn. He then joined Google, where he became a tech lead and manager for nearly a decade, working on models for Google’s generative AI projects.

    Tarifi is now the founder and CEO of Integral AI, a startup that focuses on creating AI agents to act autonomously on behalf of users.

    Related: These 3 Professions Are Most Likely to Vanish in the Next 20 Years Due to AI, According to a New Report

    In the BI interview, Tarifi also warned prospective students from completing degrees in law and medicine, arguing that the information in these programs was “outdated” and memorization-based.

    Tarifi isn’t the first person to warn students away from higher degrees. Venture capitalist Victor Lazarte said earlier this year that AI is “fully replacing people” in the legal profession. He predicted that AI would take over entry-level legal positions usually filled by recent law school graduates within the next three years.

    Join top CEOs, founders and operators at the Level Up conference to unlock strategies for scaling your business, boosting revenue and building sustainable success.

    AI researchers are in high demand, with some offered billion-dollar compensation packages from Meta amid the ongoing AI talent wars.

    However, one AI pioneer, Jad Tarifi, who founded Google’s first generative AI team after obtaining a Ph.D. in AI, would not recommend higher study to break into the field.

    In a new interview with Business Insider, Tarifi, 42, predicted that within the five to seven years it takes to obtain a Ph.D., most of AI’s problems will be solved.

    The rest of this article is locked.

    Join Entrepreneur+ today for access.

    Sherin Shibu

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  • Top 2 candidates vie for spot as Manatee superintendent

    BRADENTON, Fla. — Interviews with the top two candidates for the next superintendent in Manatee County are taking place Monday, as school board members prepare to make their pick.

    This will be the School District of Manatee County’s fifth superintendent in a dozen years.

    Originally, the field was narrowed to four candidates. Now, school board members will pick between Dr. Laurie Breslin and Dr. Misty Mathis.

    Breslin is the internal candidate and currently works as the executive director of student support & family engagement for Manatee Schools. She worked her way up from a teacher and became assistant principal at Manatee High and Palmetto High before leaving to work as a principal in Sarasota County.

    She then returned to Manatee County to work in different leadership roles.

    Jill Harden used to work alongside Breslin at Manatee High.

    “I don’t think anybody would have something negative to say about her,” Harden said. “You can rarely say that about people, honestly.”

    She said Breslin was always easy to work with and has a positive attitude.

    “If you don’t understand the way the county works… you have may have a hard time dealing with the county,” Harden explained. “She is from here! So she is very aware of how the county works, and that’s why she had to go outside of the county for a little to do what they needed. She’s back – and I’m so glad she is.”

    Candidates for the superintendent position in Manatee County.

    Dr. Misty Mathis is the executive director of curriculum and instruction for Nassau County schools. She started her career as a teacher and then became principal of two separate elementary schools in Nassau County. She also worked for years as the director of exceptional student education.

    Mandy Conner, who has a daughter with special needs, says Mathis cares for people in such a deep way.

    “I’ve been in meetings with Misty and five other special needs families, and she sat on the phone with us for 4 hours to talk about each parent’s problem. That is incredible to take that kind of time after hours… to talk to your parents. Then to know she’s supporting her teachers too,” she said.

    Conner says she is very organized and has so much passion.

    “I think passion is what needs to drive anyone in an educational role, and passion is what she has,” Conner explained.

    The two candidates will take part in panel-style interviews on Monday. They will be live-streamed here.

    The candidates will also be at a meet & greet on Monday from 6:15 – 7:45 p.m. at Manatee Technical College located at 6305 State Road 70 E. Anyone in the community is invited to attend.

    Angie Angers

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  • Did Wisconsin Gov. Evers’ 400-year veto lock in property tax increases for centuries?

    While Democratic Gov. Tony Evers is retiring from political life, one policy will remain part of his legacy — and become a talking point in Democratic and Republican campaigns to succeed him.

    That’s the “400-year veto,” the colloquial name for Evers’ maneuver in the 2023-25 state budget that essentially changed the game for public school funding.

    In April, the state Supreme Court upheld it as an allowable use of the governor’s veto powers, which are considered the most expansive in the country. But it’s been a continued source of debate.

    “The (Evers) Era locked Wisconsin families into a 400‑year property tax increase,” Americans for Prosperity posted on X on July 28, 2025, four days after Evers announced he wouldn’t seek reelection.

    “His actions are now our problem,” said the conservative group, which advocates for policies such as income tax cuts and school choice.

    Sign up for PolitiFact texts

    The graphic includes Evers’ two lieutenant governors — Sara Rodriguez, who is now running for governor herself, and Mandela Barnes, who was out of the office by the time Evers made the veto in 2023.

    The 400-year veto has gotten plenty of attention, but not as much scrutiny into how school districts will use the funding increases — and what that means for your future property taxes. 

    We’ll take a closer look at a few key questions.

    Will school districts use the $325 per pupil increase each year?

    Let’s start with understanding what the veto actually did.

    School districts have state-imposed limits on how much money they can take in through two sources: State general aid and property taxes. The veto raises those limits by $325 per student, per year, until 2425. 

    So, an initial question is whether school districts will take advantage of those increases or forgo them.

    When we reached out to Americans for Prosperity’s Wisconsin chapter for backup, state director Megan Novak said “history and data point to the reasonable conclusion that Gov. Evers’ veto can and will raise property taxes.”

    The group pointed to a state Department of Public Instruction spreadsheet that showed only about 14% of the state’s 421 school districts taxed below their limits in the 2024-25 school year.

    Dan Rossmiller, executive director of the Wisconsin Association of School Boards, said it’s “theoretically possible” that a school district would not choose to levy the maximum amount.

    But “it’s unlikely that it would, given that inflation is running between 2 and 3% right now,” he said. 

    As school districts and the nonpartisan Legislative Fiscal Bureau pointed out in 2023, the $325 per year doesn’t actually keep pace with inflation.

    It’s safe to say school districts will take advantage of the increases. 

    Does that equate to higher property taxes, though?

    Will property taxes go up because of the 400-year veto?

    Let’s remember the second part of those revenue limits: State general aid.

    To the dismay of some Democrats, the new state budget — a compromise between Republicans and Evers — did not include increases to general school aid.

    And the Legislative Fiscal Bureau projected in 2023 that if lawmakers didn’t provide that aid in this budget, school districts could raise local taxes by around $260 million in 2025-26 and $520 million in 2026-27.

    A report from the nonpartisan Wisconsin Policy Forum found property tax levies for K-12 schools rose $327 million in 2024. That was driven by the $325 boost, but also funding referendums approved by voters.

    We’ll get a better picture of the 2025 numbers come fall, when school districts set their tax levies

    “In general, the larger the revenue limit increase, the larger the property tax increase — unless state lawmakers also significantly raise general school aids,” the report explained.

    Because there were no general aid increases in the 2025-27 budget, expect K-12 property taxes to go up.

    Are these funding increases ‘locked’ in for 400 years?

    Onto the final part of the claim: Are these property tax increases guaranteed for the next 400 years?

    Rossmiller argued it’s not necessarily the case that Evers “locked” Wisconsinites into a 400-year property tax increase, for a few reasons. 

    One, the Legislature could boost general school aids in future state budgets, or increase credits meant to reduce tax bills.

    Lawmakers “could provide enough money to negate any property tax increase, if they choose to,” Rossmiller said.

    Another reason this increase might not last for the full 400 years? 

    GOP lawmakers are trying to repeal the law, an effort that could succeed if a Republican replaces Evers as governor and Republicans maintain legislative control.

    Property taxpayers are “locked into it, until such time that the Legislature changes (the law),” Rossmiller said. 

    Republicans could repeal the law, Democrats could provide more general school aid, or either party could completely overhaul the way schools get funding, for example.

    Still, we can’t predict when the state government will switch partisan control. And at PolitiFact Wisconsin, we rate claims based on current law — even if it’s likely to change one day.

    Our ruling

    Americans for Prosperity, a conservative group, said “the (Evers) Era locked Wisconsin families into a 400‑year property tax increase.”

    There’s reason to believe school districts will keep using those $325 per student increases as they deal with inflation. 

    And, the new budget included no increases to general school aids, meaning districts are likely to raise property taxes as they did in 2024.

    While no one expects the law — and permanent increases in property taxes — to stay in place for all 400 years, we also can’t rate the claim based on what we don’t know about the future.

    Our definition of Mostly True is “the statement is accurate but needs clarification or additional information.”

    That fits here.


     

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  • Manatee family worries about school safety on U.S. 19 in Palmetto

    MANATEE COUNTY, Fla. — Now that school is back in session, some Manatee County parents are concerned about the dangers of their kids walking to and from school on busy roads.

    Florida law says students who live within a two-mile radius of their school are not eligible to ride the bus. A Bay area family says their only alternative is to drive their kids to and from school every day.


    What You Need To Know

    • U.S. 19 in north Palmetto is a heavily traveled highway
    • That’s why one Manatee County family is not comfortable letting their kids walk to and from school
    • A Florida statute states that students who live less than two miles away from their school are not eligible for district transportation

    “Give them a hug and a kiss, tell them I love them, and have a good day,” he said.

    That’s how Ryan Foster and his wife start every morning on the way to dropping off their two sons at Palm View Elementary School. They say driving their kids to school is their only safe option.

    “It’s so fast right here,” Ryan said.

    He’s talking about U.S.-19 in north Palmetto. And he’s right — it is a heavily traveled highway.

    That’s why Foster and his wife don’t feel comfortable letting their kids walk to and from school.

    “And it’s busy,” he explained.

    Spectrum News/Julia Hazel

    But they can’t take the bus either. A Florida statute states that students who live less than two miles away from their school are not eligible for district transportation.

    “Shocked, really. I didn’t know that. I thought being closer to the school, yeah, it wouldn’t be a problem like that. I thought people that are closer to the school are the ones that for sure are going to be able to get on the bus,” he said.

    The family’s drive to school is a smooth ride, and the drop-off is easy.

    It’s actually later in the day when Ryan said he is more concerned — pointing out that the worst traffic on this stretch of highway is when kids get out of school.

    “I don’t even want them walking or riding their bikes to school because it’s so fast — these cars are moving,” he said.

    The situation has affected the family’s business, too.

    “I like to work till 4 or 5 (p.m.). That cuts my job by two hours. I can’t go pick them up from school, drop them off, and then go back to work,” he said.

    While Ryan and his family navigate their way through the school year, they hope the district will add a bus stop by their house.

    Julia Hazel

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  • After years of preparation, this A+ Teacher has arrived

    PASCO COUNTY, Fla. — Julie Hoffman is ready to go for the school year. She spent days this week setting up her classroom, making sure everything is just right.

    Hoffman teaches at Wesley Chapel Elementary.     

    And if her classroom is an extension of her home, her students are an extension of her family.

    “I think watching them learn, see something new, it’s all about them,” said Hoffman. “So that’s what drives me. I absolutely love my job.”

     Her mom was also a teacher, and she always knew she would be one, too.

    “I used to take notes on my teachers,” she said. “Like things I liked that they did and things I didn’t like, so that I knew when I went to school what I would do, So there was never any doubt that I was going to be a teacher.” 

     

    Fallon Silcox

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  • Speed detection cameras now active in some Tampa Bay-area school districts

    TAMPA, Fla. — School is back in session all across the Tampa Bay area, and that means speed detection cameras are active in numerous school zones across the region.

    The School Speed Zone Camera Program, which was authorized under Florida House Bill 657, allows counties or municipalities to enforce speed limits in school zones by using a speed detection system.


    What You Need To Know

    • The School Speed Zone Camera Program, which was authorized under Florida House Bill 657, allows counties or municipalities to use cameras to enforce speed limits in school zones
    • Officials say the rules are different, depending on the municipality
    • Cameras are being used in Polk, Manatee and Hillsborough counties 

    Depending on which city or county a person is driving in, the rules can differ.

    POLK COUNTY

    The city of Lakeland is moving forward with putting speed detection cameras near at least eight schools.

    Kevin Cook, the city’s director of communications, said the cameras were approved earlier this year and will be installed between September and October. He said city officials expect the system to go live on Nov. 4, at which point only warning citations will be issued for the first 30 days. After the warning period, normal fined citations will start being issued on Dec. 3

    Lakeland’s move comes after the city of Lake Alfred decided to install school zone speed cameras last fall.

    Polk County reported that 25 students were involved in vehicle-vs-pedestrian crashes in the 2023-2024 school year, which prompted city leaders in Lakeland to approve the change.

    Polk County Superintendent Fred Heid said he supports the use of speed cameras in school zones.

    “It’s well known that we rank nationally in pedestrian accidents and fatalities,” Heid said. “So for me, anything we can do, or our municipalities can do to invest in promoting safety … I can’t say enough of it, I can’t support it enough. I think our sheriff agrees.”

    MANATEE COUNTY

    Manatee County and the city of Bradenton approved using school zone speed cameras for the 2024-2025 school year. Manatee County discontinued the program, but the city of Bradenton kept the speed zone camera enforcement in place for this school year.

    That means in Manatee County, only the 10 cameras located in Bradenton are active.

    That includes nine public schools, including Manatee High, and one private school.

    The cameras are active the entire school day, beginning 30 minutes before school starts and ending 30 minutes after school finishes. They enforce the posted speed limit.

    Violations of $100 are issued to the registered owners of vehicles that are traveling 10 mph or more over the posted speed limit. The violations are not the same as traffic tickets. If a violation isn’t paid or appealed within 30 days, however, the violation then becomes a formal traffic citation.

    All 10 of Bradenton’s cameras were active by the second semester of last school year, and between them, 12,300 violations were issued.

    HILLSBOROUGH COUNTY

    Last year, Hillsborough County launched “Operation Safe Passage,” which aims to enhance road safety. The county installed school zone speed cameras at a number of school campuses.

    While the Hillsborough County Sheriff’s Office did not provide a list of the schools participating in the program, a spokesperson confirmed signs near the school zone will indicate if a camera is at that location.

    The 30-day warning period has ended, and once all school zone signs are updated with the current times for this school year, the zones will be fully operational.

    Tickets will be issued if the speed limit is exceeded while lights on the sign are flashing.

    “When the school zone sign is flashing, the camera will issue violations for speeds exceeding 10 mph over the flashing school zone speed limit,” said HSCO Public Relations Coordinator Camille Gayle.

    The cameras in Hillsborough County are only active when school zone signs are flashing, unlike the city of Bradenton, where the cameras are active for the entirety of the school day.

    Angie Angers

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  • Can President Trump Run a Mile?

    Not to be fussy about it, but the Presidential Fitness Test, which Donald Trump plans to reinstate in schools, could use some shaping up of its own. The name promises so much. What is this, a fitness test for Presidents? We could do worse than election via athletic competition; that alone might alleviate the whole gerontocracy problem. And most of the good Presidents would’ve still won. George Washington was an accomplished collar-and-elbow wrestler. (Some wrestling scholars claim that, during the Revolutionary War, a forty-seven-year-old Washington took down seven Massachusetts militiamen in a row.) Nixon, meanwhile, was a football scrub—“cannon fodder,” a teammate called him. Most people think our most athletic President was Gerald Ford or Barack Obama, but they’re wrong. In his rail-splitting young-lawyer days, Lincoln is said to have gone 300–1 in free-for-all wrestling matches against tough guys across the Midwest. In 1992, he was inducted into the National Wrestling Hall of Fame; some credit him with inventing the choke slam. This would get more prominent billing in his biographies if the Presidential Fitness Test were what it sounds like, instead of what it actually is, which is a battery of physical assessments to evaluate the health of America’s schoolchildren. A better name would be the President’s Fitness Test, as in Lord Stanley’s Cup.

    The old test was phased out more than a decade ago. Trump hasn’t said what the new one will look like. Previously, it involved a mile-long race, a shuttle run, sixty seconds of sit-ups, pull-ups to exhaustion, and the sit-and-reach flexibility assessment. Participants who scored in the top fifteen per cent of all five tests got a Presidential commendation. Presumably, any changes would be up to the President’s Council on Sports, Fitness, and Nutrition (now, there’s a sound name), whose members Trump introduced, along with the revived test, at a White House press conference a couple of weeks ago. Trump stocked the council with his sports-world buddies—Bryson DeChambeau, Harrison Butker, Mariano Rivera, Jack Nicklaus, Paul (Triple H) Levesque, and Lawrence Taylor, among them—most of whom, in various ways, are ill-suited to oversee an athletic program for minors. None of them have a background in exercise science. Taylor, a former N.F.L. linebacker whom Trump has referred to as “an incredible guy” and “a friend of mine for a long time—too long,” pleaded guilty in 2011 to two misdemeanors after paying to have sex with a sixteen-year-old. After putting him on the council, Trump asked him to speak at the White House about the project. “I don’t know what we’re supposed to be doing,” Taylor said. “But I’m here to serve.”

    The new council probably can’t do worse than the original council. The fitness test has its origins in a 1954 study that found that American children failed a suite of physical benchmarks about fifty-eight per cent of the time, compared with just nine per cent for children in Italy, Switzerland, and Austria. President Eisenhower was alarmed about what this meant for the health of the nation and its military. He formed the council by executive order; it met at West Point and, in 1958, rolled out the test. The original looked similar to the most recent version, though it also included softball-throwing, which was a rough analogue for lobbing a grenade. (The White House says that the new test will also be, in part, about “military readiness.”) In addition to the test, the council issued a report warning that “the existence of press-button gadgets and other devices tending toward habits of inactivity” were fuelling a countrywide problem of “softness.” Softness was thought to be a grave national danger. In 1960, then President-elect John F. Kennedy published an article in Sports Illustrated called “The Soft American.” “Our struggles against aggressors throughout our history have been won on the playgrounds and corner lots and fields of America,” he wrote. “In a very real and immediate sense, our growing softness, our increasing lack of physical fitness, is a menace to our security.” He issued another public-fitness challenge, which required marching fifty miles in twenty hours. Boy Scouts marched, as did fraternities, high-school classes, postmen, and newspaper columnists. Robert Kennedy did it in oxfords. (The sixty-third annual march will be on November 22nd.) Subsequent Presidents, meanwhile, periodically updated the Presidential Fitness Test. Lyndon Johnson added a flexed-arm hang for girls; Ford swapped a straight-leg sit-up for a bent-knee sit-up.

    There were a few early critics of the test. One congressman from Missouri pointed out, in 1955, that the study that inspired the test purported that American kids were absurdly wimpy: it held that European kids were seven times more fit. “Simply on the mathematical surface, this is a ridiculous statement,” the congressman said. In fact, the study was investigating back pain among Americans, and was mostly a test of core strength and flexibility. It had little to do with over-all fitness. One exercise instructed participants to lie face down and lift their feet off the ground. Another had them reach down and touch their toes. European participants were drilled in exercises like these in school, which probably explained their superior performance. The council, anyway, showed little interest in finding out if the Presidential test was effective; they rarely collected any data to determine if kids were improving. There’s not much evidence to suggest that it promoted physical activity in the long term. Kids weren’t tripping over themselves to sit and reach in their free time. The Obama Administration gave this as a rationale for ending the program, in 2012. Few people complained.

    There was always something odd about a fitness test being set forth by the President, invariably an aging man who would lose miserably in his own competition if pitted against, for example, me. I hold a job that I perform mostly on the couch, and am otherwise a modestly skilled but enthusiastic recreational softball and tennis player, and yet I would destroy even the more youthful Presidents; I’ve seen Obama’s jump shot. Trump could beat me in golf, which is O.K. Golf—a sport you play only when age or incompetence prevents you from playing actual sports, and which few people, if they are being honest with themselves, actually enjoy—isn’t a proxy for how well someone might do on the test.

    Trump and the other modern Presidents would almost certainly fail their own fitness tests. The mile and the shuttle run would present problems, given their ages, but the real obstacle would be the pull-ups. Pull-ups are hard. At Michigan, Ford was the center on the football team, won two national championships, and was voted the team M.V.P., but he was sixty-one when he came into the White House and around two hundred pounds. Is he getting thirteen pull-ups, the threshold for seventeen-year-olds to qualify for the Presidential commendation? He is not. I’m not even convinced that he could’ve done so as a hundred-and-ninety-pound teen-age lineman. As for Trump, I would not bet on him running a mile in six minutes and six seconds at the moment, nor even in his physical prime, given his bone spurs.

    Fitness testing has been around almost as long as schools. One constant across societies is the belief, among the older generations, that the kids have gone soft. An early physical-education scholar noted that boys in Sparta went through similar assessments, including “what might be considered periodical tests of [the] capacity to endure, for at one of the annual festivals the flogging of youths was an essential feature, often carried to the drawing of blood.” Today, kids in Europe are tested in plate-tapping, hand-gripping, and something called the “flamingo balance test.” Some students in Australia are assessed on how far they can throw a basketball. No one needs an enumeration of all the positive effects of exercise, on health, on social connections, on self-esteem, or otherwise. Still, only a quarter of Americans get sufficient exercise, according to the C.D.C. Critics of the fitness test have pointed out that, by ritually humiliating a large portion of the kids involved, it probably discouraged exercise.

    Obama’s response was to eliminate the testing portion and to encourage activity in other ways. But testing has its virtues. We test in math or reading to make sure students have the minimum levels of proficiency necessary to thrive in society. We could do the same for physical activities. No one needs to be taught how to touch their toes, and everyone who can run knows how to. But why not allow students to pick a more technically difficult activity to be tested on, like swimming or skating? The idea is to leave school proficient in some activity that might make you happy. The ability to swim in the ocean or skate on a frozen lake is a gift, a license to partake in some of the joys of being alive. Kids could learn how to hit a baseball, or to fly a kite—or to fish or to play wheelchair basketball. For kids who like boredom and pain, Trump could even create a proficiency test for golf. This could be a bulwark of democracy, not, as Kennedy envisioned, as a defense against armies of ripped Italian teens but, rather, as fertilizer for areas of common interest. At least it might provide counterpoints to the phone, or a small source of contentment.

    This idea itself has actually been tested. Undergrads at Columbia have long had to swim seventy-five yards in order to graduate. A few years ago, Dartmouth replaced its swim test with a wellness requirement, which could be fulfilled through courses such as skiing, hiking, or kayaking. (There are also options for mini-courses on mindfulness, sleep, and reflective journaling.)

    Another, if lesser, idea would be to make the test finally live up to its name. Every year, Trump could perform each of the exercises in his own test. Kids could then compete to beat him. And why stop there? There are other types of fitness—mental, Darwinian—that present the opportunity for more tests. In his first term, Trump took a cognitive-fitness test, meant to assess signs of dementia. “It’s, like, you’ll go, ‘Person, woman, man, camera, TV,’ ” Trump explained. “They say, ‘Could you repeat that?’ So I said, ‘Yeah, it’s person, woman, man, camera, TV.’ ” He added, “It’s actually not that easy, but, for me, it was easy.”

    And then there’s fitness for office. The Constitution tried to define this with the Twenty-fifth Amendment—a President is unfit if he is “unable to discharge the powers and duties” of the Presidency. But that’s pretty vague. No one has developed a test for this yet, but apparently Lawrence Taylor is available. ♦

    Zach Helfand

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  • Incentives announced for Pasco County teachers at 8 ‘Opportunity Schools’

    PASCO COUNTY, Fla. — Paso County recently announced a package of incentives for teachers at eight designated opportunity schools this year.


    What You Need To Know

    • Teachers being incentivized to work at poorly performing Pasco County schools
    • Eligible teachers can earn up to $15,000 in incentives
    • New teachers explains why she decided to participate in incentive program

    The initiative was launched in July in hopes of filling any remaining vacancies before the start of the school year.

    The goal is to help kids succeed in school, but to do that, the district wants to bring in more strong teachers, especially at what the district calls “opportunity schools.” They are schools that have received a lower grade from the state, a D or lower.

    Shana Rafalski, assistant superintendent for Opportunity Schools, says this is a chance to help kids — and find incredible teachers. 

    “We know that the teachers of the Opportunity Schools are gonna be working really, really hard,” she said. “There’s a lot of extra scrutiny on them and so for their extra effort, we looked at the funding sources that we had that are earmarked specifically for this type of turnaround work and opted to provide all of the teachers that would qualify on some of this incentive money.”

    Teachers and schools are ranked on a state system, known as the “Value Added Model” — or VAM, for short.

    Teachers with a highly effective or effective rating on that system can receive up to $15,000 or $7,500, respectively — at a qualifying school.

    For teachers who don’t have a state score yet, there’s a different route to the benefits.

    Teachers with a district-level, three-year average rating of effective or highly effective can earn up to $4,500. And teachers with no rating can still get $2,000.

    One teacher participating in the program is Brittany Nelson, a new STEM curriculum specialist at Anclote Elementary school in Newport Richey. 

    She recently moved to the area from Illinois.

    “Having this new role as a curriculum specialist, that being able to coach the teachers and in the long run, we’re really looking for student achievement. So being able to be part of that teacher bond in that partnership with the teachers, really, pulled my attention towards that,” she said.

    Nelson says she was drawn to Pasco County school’s program not only because of the incentives, but because it recognizes the hard work and dedication that teachers pour into their jobs every day.      

    Additionally, all opportunity school teachers receive a 50% discount on several “before and after” school programs during the school year.

    There is no deadline to apply.

    Amber Gerard

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