Some people dream about retirement as heaven; I see it as hell. I do not wish to retire. I am only 80 and have been a college professor for a mere 56 years. I’m a workaholic and I have every reason to continue. My office is my Shangri-La. In a small space, it is a mini-museum of an entire career—2,000 books, plaques for well beyond a dozen teaching and scholarship awards, many photographs, travel mementos from around the world, and artifacts of every kind. All organized and I know where everything is. I look around and remember. And there is much to remember. Students from across the institution sometimes drop in just to marvel at what this office says about a career. I once wrote an article on one’s office as a teaching tool.
I’m a fairly ordinary guy. My degrees would not raise any eyebrows—undergraduate from a directional-named tertiary regional university, Ph.D. from my home-state Midwestern university. A tour in Vietnam and church-related travels all over the globe add some zest. I have had some successes in the academic world—books, lots of articles, some wider recognition and campus leadership roles. I’ve been department chair for 35 years; “it is a small place.” I’ve had some offers all the way up to a presidency inquiry. I’ve spurned them all.
I am a teacher, the highest calling in this human existence and at a place best suited for my practice. A colleague called our role “a slice of heaven breaking into this earthly realm.” He was right. It isn’t what I do; it is who I am. Back when I began graduate school, jobs in my discipline were plentiful. My early predecessors scrambled for prestigious appointments and got them. I declared from day one that what I wanted was a small liberal arts college where I could affect students’ lives. Some accused me of low aspirations. My adviser proclaimed, “You can do better than that.” However, things changed for historians dramatically in the mid-1970s, and the opportunities, prestigious and other, dried up. But I was fortunate; my desires came about.
Teaching is about mentoring students. And I have had my share. Of the majors, at least, I remember almost all of them, now in the upper hundreds. They have done well. I’m committed to that. I remember from my first year, my first high-profile student received a prestigious national Ph.D. award. I was ecstatic. She retired many years ago as a prominent scholar and provost. And I am just as enthusiastic about the several graduates from this past spring who went on to top graduate and professional schools and good career opportunities.
I am proud to hope that I have played a role in their becoming. If it is my fortune, they will join the ranks who check in periodically, send cards and letters, get married (and divorced), have kids, and come by to see me occasionally. Maybe it is just to confirm if the old man is still alive. I have several second-generation majors and a couple of third-generation ones—again, “it is that kind of place.” I have stories about their parents and grandparents, a bit disconcerting to their elders. I’m a storyteller and I have an almost inexhaustive supply. I’ve lived a lot of life, and this is a tool to employ in speaking to new generations of students. We travel quite a bit, and every place we go, every book read, movie watched, indeed every experience, I approach didactically. How does this become part of my classroom and student learning?
I’ve heard the cliché that we should teach learning to think, not what to think. Yes, but we also have a greater responsibility. I’m not tolerant enough to accept that genocide is OK, rape is just fine or that the world is flat and John F. Kennedy is alive in a hospital in Dallas. That is the antithesis of intellect. I have little patience for conspiracy theorists or patent immorality, even if there is a lot of both going around. Our goals must be higher, our expectations more worthy.
But it isn’t just about the students. I’ve hired several department members, selected to perpetuate the purposes we want to achieve. My job is to model the norms and culture that have made us successful and for my colleagues to achieve their best selves. The greatest tribute that I have received in my career was from a now-deceased member of the department who proclaimed, “His greatest strength as a leader is that he is so deeply committed to our success that he is just as pleased to see our work succeed as he is to see his own work succeed.” I hope that I have lived up to that high accolade.
I do not enjoy summer, because my colleagues and our students are not around much. No hanging out in the office talking about everything from books, politics, philosophy, culture, teaching and maybe a little gossip. I find it hard to come to grips with what a full year would be as an extended summer. I can only read and write so many hours a day, especially if I can’t see it manifest itself in the classroom. I’ve been at this long enough to know that no matter your stature, when you are gone, your shelf life is short. In four years, or three, in many cases today, you are just a name that the ever-cycling group of current students may or may not have heard about, but in any case, you aren’t impacting them directly.
Everything about this academic life hasn’t been idyllic. Pay may have been less than ideal, frustrations exist, challenges are around every corner and today the very existence of my discipline, type of institution and indeed the liberal arts are under threat from forces internal and external.
I know that someday my portion of the quest will come to an end. Health is precarious, the mind fragile, life full of the unsuspected. I’ve witnessed that from 50-plus years of colleagues. I know my vulnerabilities—back surgeries, hearing and creeping infirmities. Things can change in the blink of an eye. But as long as mind and body cooperate, I remain a teacher, the highest calling with which we mortals are graced. It is my slice of heaven, and, as for my students and my sacred department office space, I do not want to give up either prematurely.
Joe P. Dunn is the Charles A. Dana Professor of History and Politics at Converse University.
POLK COUNTY, Fla. — County commissioners have approved a tax referendum for the 2026 ballot.
The referendum will let voters decide on giving teachers and school staff a raise by paying an extra $1 in property tax for every $1,000 their property is worth.
The funds would generate an estimated $76-$82 million annually to boost teacher and staff pay and fund programs like school safety, arts, career/technical education and early learning.
A significant salary gap exists between Polk and neighboring counties, contributing to recruitment and retention issues. The additional funds would cost the average homeowner about $260 more per year.
If the referendum passes, the tax would go into effect July 1, 2027, and last until June 2031.
The U.S. Department of Education announced new steps Tuesday in President Donald Trump’s push to downsize the federal agency. Trump signed an executive order in March that called for eliminating the Education Department, but his administration has previously acknowledged that dissolving it entirely would require an act of Congress, which created the agency in 1979. For now, the department is moving forward with plans to shift key services to other parts of the federal government through six new interagency agreements. “The Trump Administration is taking bold action to break up the federal education bureaucracy and return education to the states,” U.S. Secretary of Education Linda McMahon said in a statement. “Cutting through layers of red tape in Washington is one essential piece of our final mission.”The announcement is already facing pushback. Critics fear that the Education Department shakeup will disrupt critical services that students rely on.The National Education Association called it an “illegal plan to further abandon students.”Minnetonka Public Schools Superintendent David Law, who serves as president of AASA, The School Superintendents Association, said the reorganization could prove counterproductive. “It talks about streamlining and efficiency, and yet it’s counterintuitive to me that multiple agencies having their hand on something is more efficient,” Law said.Under the plan, the Labor Department will co-manage the Office of Elementary and Secondary Education, which administers K-12 grant programs and Title 1 funding for low-income schools, as well as the Office of Postsecondary Education, which oversees grants for institutions of higher education.The Department of the Interior will take on a greater role in administering Indian Education programs. The Department of Health and Human Services will co-manage the Child Care Access Means Parents in School (CCAMPIS) program and Foreign Medical Accreditation. The State Department will help oversee international education and foreign language studies programs. In the past, the Trump administration has also talked about moving management of other Education Department services, like the student loan portfolio and civil rights enforcement. The administration is still “exploring options,” according to a senior department official who briefed reporters on Tuesday ahead of the official rollout. Tuesday’s announcement builds on a sweeping downsizing effort that started earlier this year. The Trump administration has already launched an interagency partnership with the Labor Department to manage adult education and career and technical education programs.In July, the Supreme Court paved the way for the Education Department to move forward with roughly 1,400 layoffs.The Education Department said in an email on Tuesday that no additional layoffs are expected at this time as a result of the new interagency agreements.
Trump signed an executive order in March that called for eliminating the Education Department, but his administration has previously acknowledged that dissolving it entirely would require an act of Congress, which created the agency in 1979.
For now, the department is moving forward with plans to shift key services to other parts of the federal government through six new interagency agreements.
“The Trump Administration is taking bold action to break up the federal education bureaucracy and return education to the states,” U.S. Secretary of Education Linda McMahon said in a statement. “Cutting through layers of red tape in Washington is one essential piece of our final mission.”
The announcement is already facing pushback. Critics fear that the Education Department shakeup will disrupt critical services that students rely on.
The National Education Association called it an “illegal plan to further abandon students.”
Minnetonka Public Schools Superintendent David Law, who serves as president of AASA, The School Superintendents Association, said the reorganization could prove counterproductive.
“It talks about streamlining and efficiency, and yet it’s counterintuitive to me that multiple agencies having their hand on something is more efficient,” Law said.
Under the plan, the Labor Department will co-manage the Office of Elementary and Secondary Education, which administers K-12 grant programs and Title 1 funding for low-income schools, as well as the Office of Postsecondary Education, which oversees grants for institutions of higher education.
The Department of the Interior will take on a greater role in administering Indian Education programs. The Department of Health and Human Services will co-manage the Child Care Access Means Parents in School (CCAMPIS) program and Foreign Medical Accreditation. The State Department will help oversee international education and foreign language studies programs.
In the past, the Trump administration has also talked about moving management of other Education Department services, like the student loan portfolio and civil rights enforcement. The administration is still “exploring options,” according to a senior department official who briefed reporters on Tuesday ahead of the official rollout.
Tuesday’s announcement builds on a sweeping downsizing effort that started earlier this year.
The Trump administration has already launched an interagency partnership with the Labor Department to manage adult education and career and technical education programs.
In July, the Supreme Court paved the way for the Education Department to move forward with roughly 1,400 layoffs.
The Education Department said in an email on Tuesday that no additional layoffs are expected at this time as a result of the new interagency agreements.
OHIO — Literacy continues to be a priority for Ohio Gov. Mike DeWine, R-Ohio, and first lady Fran DeWine.
On Monday, the two joined students at two Ohio schools showing major progress with reading as part of the Governor’s Literacy Leaders Tour. The tour is part of DeWine’s initiative to celebrate schools using the Science of Reading to improve literacy outcomes.
What You Need To Know
On Monday, the two joined students at two Ohio schools showing major progress with reading
They first visited Cherry Hill Primary in Washington Court House before going to Willowville Elementary School in Union Township, near Batavia
The Dewines participated in roundtable discussions at both schools
“We see time and again that as teachers and students become more comfortable using the Science of Reading in the classroom, it results in a very positive learning experience,” said DeWine in a news release. “Kids are excited to read and achieve their goals, and their schools are seeing amazing results. The schools we visited today are additional examples of how we’re setting up students for success in school and throughout life.”
They first visited Cherry Hill Primary in Washington Court House before going to Willowville Elementary School in Union Township, near Batavia.
At Cherry Hill Primary, preschool classes are offered within the building through a partnership between Washington Court House City Schools and Fayette County Early Learning Center. The school’s early learning program is gold-rated through the Ohio Department of Children and Youth’s Step Up to Quality program, meaning the preschool introduces students to instruction based on the Science of Reading.
The early introduction helps students transition smoothly using the instruction. Approximately 90.8% of kindergarten students score “on track” for their reading skills.
Senator Shane Wilkin and Rep. Bob Peterson joined the DeWines and Department of Children and Youth Director Kara Wente for a roundtable discussion with administrators and educators.
DeWine and his wife then went to Willowville Elementary School, an early adopter of the Science of Reading.
Since 2023, the school’s fourth grade English Language Arts proficiency has increased from 66.3% to 69.3% and fifth-grade proficiency has risen from 66.7% to 80.5%.
The two joined another roundtable discussion with West Clermont Superintendent Dr. David Fultz, Willowville Elementary Principal Trish Hiler, and several other school and district leaders. Rep. Jean Schmidt and Rep. Adam C. Bird from the Ohio House of Representatives were also in attendance.
When I first started experimenting with AI in my classroom, I saw the same thing repeatedly from students. They treated it like Google. Ask a question, get an answer, move on. It didn’t take long to realize that if my students only engage with AI this way, they miss the bigger opportunity to use AI as a partner in thinking. AI isn’t a magic answer machine. It’s a tool for creativity and problem-solving. The challenge for us as educators is to rethink how we prepare students for the world they’re entering and to use AI with curiosity and fidelity.
Moving from curiosity to fluency
In my district, I wear two hats: history teacher and instructional coach. That combination gives me the space to test ideas in the classroom and support colleagues as they try new tools. What I’ve learned is that AI fluency requires far more than knowing how to log into a platform. Students need to learn how to question outputs, verify information and use results as a springboard for deeper inquiry.
I often remind them, “You never trust your source. You always verify and compare.” If students accept every AI response at face value, they’re not building the critical habits they’ll need in college or in the workforce.
To make this concrete, I teach my students the RISEN framework: Role, Instructions, Steps, Examples, Narrowing. It helps them craft better prompts and think about the kind of response they want. Instead of typing “explain photosynthesis,” they might ask, “Act as a biologist explaining photosynthesis to a tenth grader. Use three steps with an analogy, then provide a short quiz at the end.” Suddenly, the interaction becomes purposeful, structured and reflective of real learning.
AI as a catalyst for equity and personalization
Growing up, I was lucky. My mom was college educated and sat with me to go over almost every paper I wrote. She gave me feedback that helped to sharpen my writing and build my confidence. Many of my students don’t have that luxury. For these learners, AI can be the academic coach they might not otherwise have.
That doesn’t mean AI replaces human connection. Nothing can. But it can provide feedback, ask guiding questions, and provide examples that give students a sounding board and thought partner. It’s one more way to move closer to providing personalized support for learners based on need.
Of course, equity cuts both ways. If only some students have access to AI or if we use it without considering its bias, we risk widening the very gaps we hope to close. That’s why it’s our job as educators to model ethical and critical use, not just the mechanics.
Shifting how we assess learning
One of the biggest shifts I’ve made is rethinking how I assess students. If I only grade the final product, I’m essentially inviting them to use AI as a shortcut. Instead, I focus on the process: How did they engage with the tool? How did they verify and cross-reference results? How did they revise their work based on what they learned? What framework guided their inquiry? In this way, AI becomes part of their learning journey rather than just an endpoint.
I’ve asked students to run the same question through multiple AI platforms and then compare the outputs. What were the differences? Which response feels most accurate or useful? What assumptions might be at play? These conversations push students to defend their thinking and use AI critically, not passively.
Navigating privacy and policy
Another responsibility we carry as educators is protecting our students. Data privacy is a serious concern. In my school, we use a “walled garden” version of AI so that student data doesn’t get used for training. Even with those safeguards in place, I remind colleagues never to enter identifiable student information into a tool.
Policies will continue to evolve, but for day-to-day activities and planning, teachers need to model caution and responsibility. Students are taking our lead.
Professional growth for a changing profession
The truth of the matter is most of us have not been professionally trained to do this. My teacher preparation program certainly did not include modules on prompt engineering or data ethics. That means professional development in this space is a must.
I’ve grown the most in my AI fluency by working alongside other educators who are experimenting, sharing stories, and comparing notes. AI is moving fast. No one has all the answers. But we can build confidence together by trying, reflecting, and adjusting through shared experience and lessons learned. That’s exactly what we’re doing in the Lead for Learners network. It’s a space where educators from across the country connect, learn and support one another in navigating change.
For educators who feel hesitant, I’d say this: You don’t need to be an expert to start. Pick one tool, test it in one lesson, and talk openly with your students about what you’re learning. They’ll respect your honesty and join you in the process.
Preparing students for what’s next
AI is not going away. Whether we’re ready or not, it’s going to shape how our students live and work. That gives us a responsibility not just to keep pace with technology but to prepare young people for what’s ahead. The latest futures forecast reminds us that imagining possibilities is just as important as responding to immediate shifts.
We need to understand both how AI is already reshaping education delivery and how new waves of change will remain on the horizon as tools grow more sophisticated and widespread.
I want my students to leave my classroom with the ability to question, create, and collaborate using AI. I want them to see it not as a shortcut but as a tool for thinking more deeply and expressing themselves more fully. And I want them to watch me modeling those same habits: curiosity, caution, creativity, and ethical decision-making. Because if we don’t show them what responsible use looks like, who will?
The future of education won’t be defined by whether we allow AI into our classrooms. It will be defined by how we teach with it, how we teach about it, and how we prepare our students to thrive in a world where it’s everywhere.
Ian McDougall, Yuma Union High School District
Ian McDougall is a history teacher and edtech coach at Yuma Union High School District in Arizona. He also facilitates the Lead for Learners Community, an online hub for learner-centered educators nationwide. With extensive experience in K–12 education and technology integration, Ian supports schools in adopting innovative practices through professional development and instructional coaching. He holds a master’s degree in United States history from Adams State University, further strengthening his expertise as both a teacher and coach.
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Students at 15 Wake County schools will move to a different school, in a proposal approved by the school board 7-0 Tuesday evening. Board Member Cheryl Caulfield was absent.
The changes — affecting just under 1,500 students — are primarily recommended to fill up one new elementary school in the county’s growing southern area and to reduce overcrowding at some schools. The new student assignment plan also includes changes to which schools a student can apply to for a different calendar, with some choices proposed for elimination.
Families can look up whether they are affected by the changes here. Anyone affected has until Dec. 12 to apply for a stability transfer to stay at their current school, rather than being forced to move, though they’d likely forfeit bus transportation to school. That date could change based on a board vote.
People can look up the stability transfer rules here. About three-quarters of families affected would be eligible for a stability transfer, a higher share than in most years, to address parent concerns.
The changes would go into effect for the 2026-27 school year.
Some people in the southwest corner of the county have opposed the changes because of the relationships they say they’ve built at their current schools. Feedback to the school system was largely concerned with stability — with calendar, with community, and with commute.
Many families in southern, western and eastern Wake will be moved to new schools next year, including schools that operate on other calendars. Some families may be eligible to stay at their current school, but would have to forfeit bus transportation.
During a public hearing last month, several Apex residents asked to be “grandfathered in” at White Oak Elementary or Mills Park Middle, saying they and their children had already established relationships with teachers and other students. Some said it wasn’t practical to apply for stability to transfer to stay at White Oak because they need to use busing to get to school.
The district held three virtual information sessions and an in-person one at the new Hilltop Needmore Elementary School in Fuquay-Varina — the district’s only new school opening next year.
Overall, the changes would affect 24 schools. A handful of those schools wouldn’t lose any students but would gain them from other schools.
The goal is to affect as few families as possible while also addressing crowding needs, school system officials and school board members said. Reassignments used to be much bigger, years ago.
“The process is vastly improved from the way it used to be,” Board Member Lynn Edmonds said, while also noting that it’s still tough for families who must switch schools.
The changes
Families will be reassigned out of Ballentine, Banks Road and West Lake elementary schools to fill Hilltop Needmore Elementary in Fuquay-Varina. Hilltop Needmore would open as a multi-track year-round school in July 2026, meaning it would have four groups of students track in and out of the school at different times of the year — a tactic that increases a school’s capacity and that is often used in the district’s fastest-growing areas.
The reassignment for Hilltop Needmore will also have a trickle-down effect on other schools. Some students would move from Vance Elementary to fill the open seats at Banks Road Elementary. Students from Middle Creek Elementary would be moved into Oak Grove and West Lake elementary schools.
Other changes will reduce crowding.
Some students from Hebert Akins Road Middle and Dillard Drive Middle will move to West Lake Middle, primarily to reduce crowding at Herbert Akins Road. Dillard Drive Middle isn’t overcrowded, officials said, but some of its students’ elementary school siblings are on different calendars that would be more compatible with Herbert Akins Road Middle.
Some students from crowded Willow Spring High will move to Middle Creek High.
Several more changes will come to Apex and other western Wake schools.
Some students from Lufkin Road Middle and Salem Middle will move to Apex Middle, and some students will move from Apex Friendship High to Apex High — both moves are an effort to make the feeder pattern to high schools consistent for Baucom Elementary families.
Some students will move from the overcrowded White Oak Elementary — which is currently capped to new students — to Turner Creek Elementary.
Some students from overcrowded Mills Park Elementary will move to Salem Elementary.
A few eastern Wake schools are also affected.
Some students from crowded and growing Zebulon Magnet Elementary will move to Carver Elementary.
Some students from Zebulon Magnet Middle will move to Wendell Magnet Middle, an effort to make feeder patterns more consistent for the schools’ elementary counterparts.
Changing calendar options
The school system once again dropped transfer options for people who want to switch to a different calendar. Those transfers are often offered for people whose base school has a year-round calendar but who want a traditional calendar, or vice versa. Students who switch can sometimes be eligible for busing to the new school. The school board, at the request of the district, has been decreasing those options, in part because of busing and capacity challenges.
The changes approved Tuesday cut three options at two elementary schools — Abbotts Creek and Hodge Magnet. At the middle school level, it gives some students who are proposed to be moved to their calendar application option school the choice to apply to go back to the base school, under the calendar transfer option. For students at Dillard Driver Magnet and Herbert Akins Road who are proposed to be moved to West Lake, they would no longer have a calendar application option.
The plan also includes one new calendar application school for the White Oak Elementary families who could be reassigned to Turner Creek, giving them a traditional calendar option at Baucom. Families proposed to be reassigned to five other elementary schools would not have a calendar application option under the proposal.
The Wake school board approved more than $13 million in adjustments to its more than $2.2 billion budget Tuesday night, 7-0. Board Member Cheryl Caulfield was absent.
The changes include money for higher-than-expected utility and academic costs, based on nearly equivalent savings so far this year.
It doesn’t include any new teacher raises because the state hasn’t passed a new budget that includes any.
It also didn’t include major investments in maintenance and operations, a department that’s struggling to address the smaller and more routine maintenance issues that are higher in number than the bigger issues that are prioritized.
“We’re spending only three-quarters of what the industry says we need to be spending… to maintain the facilities we manage,” Board Chairman Chris Heagarty said.
By once again not following the recommendations of its five-year maintenance plan, Heagarty said the plan will now be nine years.
The lack of a state budget has put on pause some of school districts’ plans for their budgets this year, but not all.
The Wake County school board already approved more than $18 million in budget cuts for this year in an interim budget passed this summer, including the elimination of 10 digital learning coordinators, some secretarial jobs, some unfilled social worker and counselor positions, and other expenses. It also included raising air conditioning set points by one degree and lowering heating set points by one degree — a measure undertaken during the tight budget of the Great Recession, as well.
Those moves were in part so the district could afford to open four new schools next year and pay for expected increases to salary and benefits from the state.
Little increase in maintenance funding
The years of deferred maintenance spending are because the school board has time and again rejected recommendations for maintenance funding in favor of other hiring and raises, Heagarty said.
“I don’t think anyone will fault us for money we put into he classrooms, money spent supporting teachers and students, but the working conditions in our buildings also support students,” Heagarty said.
Other board members on Tuesday urged the district to find ways to address the smaller maintenance issues that are visible every day to students and families but are waiting a month or longer to be addressed, according to district data.
The district has further prioritized bigger maintenance issues, leading to improvements in fix times for them, but worse fix times for smaller issues. Unlike in recent years, the district has only closed one school so far this year because of an air conditioning issue. That reflect the district’s work but also cooler temperatures putting less stress on HVAC equipment, Superintendent Robert Taylor said.
“We have to do something different, we have to be more aggressive toward it and change what we’re dealing with here, to keep recruitment up, to keep people coming to the schools,” Board Member Toshiba Rice said.
Planning without a state budget
This spring, Wake County Public School System officials estimated more than $60 million in new expenses next year, without increasing any programming, aside from opening the new schools. That was because they expected employee salaries and benefits to go up. When the state increases pay, benefit costs can increase, and individual school systems must raise pay for locally funded employees to match the pay of state-funded employees.
Wake County commissioners approved giving the school system more than $40 million in additional funding to help cover the expected costs, requiring the district to find things to cut to make up the difference.
Teachers and many other, but not all, school employees received step increases in a mini budget passed earlier this fall. Those are the pay increases that come with another year of service to state employment, typically totaling less than $1,000.
Teachers will also pay more come January for the state health plan, which for the first time introduced a system of premiums based on pay. In Wake County, 84% of employees’ premiums went up, and some, especially higher-experienced teachers who aren’t eligible for step increases — will see shrinking take-home pay in January.
The district wants to use about $13.2 million in unexpected savings so far this year to cover utilities and academic and literacy help for students that largely represents unexpected costs incurred for those programs. For example, a change to federal funding rules is prompting a plan to use $1.8 million for literacy coaches, and a drop in state funding is prompting a plan to use another $1.8 million for career and technical education programs.
The $13.6 million in unexpected savings could cover the unexpected losses, but it wouldn’t come close to covering the $34.7 million in increased compensation that the board had anticipated from the state. The board expected a 3% increase in base salary for staff from the state budget, but a mini-budget for the state authorized only a step increase for an additional year of experience, rather than changing base pay. The step increase represents a raise for each teacher of less than 1%.
The school board also planned this spring to increase the salary supplement for educators by 1.5%, which would cost about $2.8 million and amount to additional pay of between $110 and $210 for the entire year for a teacher.
NEW PORT RICHEY, Fla. — Kelly Rutherford has been a teacher for 35 years.
She helps her students grow academically and socially while instilling a love for learning.
What You Need To Know
Kelly Rutherford is a career teacher who has worked in Pasco for 35 years
Currently, she teaches kindergarten at Cotee River Elementary and she’s also the color guard instructor at Gulf High School
Would you like to nominate an A+ Teacher? Click here
“That to me is the best feeling in the world, that you’ve made a difference in a child’s life, that you’ve given them access to things they didn’t have access to before and now they can communicate in different ways,” said Rutherford.
She’s experiencing that in a district she loves. Rutherford and her family members have always attended Pasco County schools.
“Grew up here, went to school here, my father grew up here, my grandmother grew up here, my children have grown up here. We’ve all been in Pasco County schools our whole lives,” said Rutherford.
Rutherford teaches kindergarten at Cotee River Elementary. She’s also the color guard instructor at Gulf High School, which is her alma mater. She was also in the color guard when she was in high school.
“The kids motivate me to come here, to see a finished show, to see the growth every time we come to band practice and we fix something or something gets better,” said Rutherford.
Rutherford’s husband is the band director at Gulf High, and their children help out too. The Rutherford family is committed to helping students reach their full potential.
“Whether they’re 5-year-olds or they’re 16 or 17-year-olds, everybody has a chance to be involved in a group and to learn and to love to learn and be a part of something bigger,” said Rutherford.
The economy is uncertain, but eight in 10 undergraduates somewhat or strongly agree that their college is preparing them with the skills, credentials and experiences they need to succeed in today’s job market. At the same time, most students are stressed about the future. Their biggest stressors vary but include not being to afford life after graduation, not having enough internship or work experience to get a job, and feeling a general pressure to succeed. That’s all according to new data from Inside Higher Ed’s annual Student Voice survey of more than 5,000 two- and four-year students with Generation Lab.
What can colleges do to help? The No. 1 thing Student Voice respondents want their institution to prioritize when it comes to career readiness is help finding and accessing paid internships. No. 2 is building stronger connections with potential employers. Colleges and universities could also help students better understand outcomes for past graduates of their programs: Just 14 percent of students say their college or university makes this kind of information readily available.
Some 5,065 students from 260 two- and four-year institutions, public and private nonprofit, responded to this main annual survey about student success, conducted in August. Explore the data captured by our survey partner Generation Lab here and here. The margin of error is plus or minus one percentage point.
Shawn VanDerziel, president and CEO of the National Association of Colleges and Employers (NACE), said there’s “no doubt that the college experience equips students with a lifelong foundation for the general job market,” so it’s “heartening to hear” they have confidence that their academic programs are setting them up to succeed.
The challenge, however, “often becomes putting that learning and experience into the job market context—translating and articulating the experience that is meaningful to employers,” he added.
Beyond helping students frame what they’ve learned as competencies they can clearly communicate to prospective employers (who are increasingly interested in skills-based hiring), colleges also need to scale experiential learning opportunities. NACE has found that paid internships, in particular, give students a measurable advantage on the job market, and that Gen Z graduates who took part in internships or other experiential learning opportunities had a more favorable view of their college experience than those who didn’t. These graduates also describe their degree as more relevant to their eventual job than peers who didn’t participate in experiential learning.
While paid internships remain the gold standard for experience, student demand for them vastly outstrips supply: According to one 2024 study, for every high-quality internship available, more than three students are seeking one. Other students can’t afford to leave the jobs that fund their educations in order to take a temporary internship, paid or unpaid; still others have caring or other responsibilities that preclude this kind of experience. VanDerziel said all of this is why some institutions are prioritizing more work-based learning opportunities—including those embedded in the classroom.
Many institutions are “working toward giving more of their students access to experiential learning and skill-building activities—providing stipends for unpaid experiential experiences and ensuring that work-study jobs incorporate career-readiness skills, for example,” he said. “There is positive movement.”
One note of caution: Colleges adding these experiences must ensure that they have “concrete skill-building and job-aligned responsibilities in order to maximize the benefits of them for the students,” VanDerziel added.
Here are the career readiness findings from the annual Student Voice survey, in five charts—plus more on the experience gap.
Program outcomes data is unclear to students.
Across institution types and student demographics, a fraction of respondents (12 percent over all) say they know detailed outcomes data for their program of study. A plurality of students say they know some general information. Just 14 percent indicate this information is readily available.
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Students remain lukewarm on career services.
Similar to last year’s survey, students are more likely to describe career services at their institution as welcoming (31 percent) than effective (17 percent), knowledgeable about specific industries and job markets (15 percent), or forward-thinking (9 percent). Career centers across higher education are understaffed, which is part of the reason there’s a push to embed career-readiness initiatives into the curriculum. But those efforts may not be made plain enough, or come across as useful, to students: Just 8 percent of respondents this year indicate that career services are embedded in the curriculum at their institution. Double that, 16 percent, say that career services should be more embedded in the curriculum. Three in 10 indicate they haven’t interacted with career services, about the same as last year’s 30 percent.
Students still want more direct help finding work-based learning opportunities.
Also similar to last year, the top thing students want their institution to prioritize regarding career readiness is help finding and accessing paid internships. That’s followed by stronger connections with potential employers and courses that focus on job-relevant skills. A few differences emerge across the sample, however: Adult learners 25 and older are less likely to prioritize help finding internships (just 26 percent cite this as a top need versus 41 percent of those 18 to 24); their top want is stronger connections with potential employers. Two-year college students are also less likely to prioritize help finding internships than are their four-year peers (30 percent versus 41 percent).
Most students are worried about life after college, but specific stressors vary.
Just 11 percent of students say they’re not stressed about life postgraduation, though this increases to 22 percent for students 25 and older and to 17 percent among community college students. Top stressors vary, but a slight plurality of students (19 percent) are most concerned about affording life after college. Adult learners and community college students are less likely than their respective traditional-age and four-year counterparts to worry about not having enough internship or work experience.
Despite their anxiety, students have an underlying sense of preparation for what’s ahead.
Some 81 percent of all students agree, strongly or somewhat, that college is preparing them with the skills, credentials and experiences they need to succeed in today’s job market. This is relatively consistent across institution types and student groups, but the share decreases to 74 percent among students who have ever seriously considered stopping out of college (n=1,204).
The Widening Experience Gap
Students increasingly need all the help they can get preparing for the workforce. For the first time since 2021, the plurality of employers who contributed to NACE’s annual job outlook rated the hiring market “fair,” versus good or very good, on a five-point scale. Employers are projecting a 1.6 percent increase in hiring for the Class of 2026 when compared to the Class of 2025, comparable to the tight labor market employers reported at the end of the 2024–25 recruiting year, according to NACE.
Economic uncertainty is one factor. Artificial intelligence is another. VanDerziel said there isn’t meaningful evidence to date that early-talent, professional-level jobs are being replaced by AI, and that even adoption of AI as a tool to augment work remains slow. Yet the picture is still emerging. One August study found a 13 percent relative employment decline for young workers in the most AI-exposed occupations, such as software development and customer support. In NACE’s 2026 Job Outlook, employers focused on early-career hiring also reported that 13 percent of available entry-level jobs now require AI skills.
The August study, called “Canaries in the Coal Mine? Six Facts about the Recent Employment Effects of Artificial Intelligence,” frames experience as a differentiator in an AI-impacted job market. In this sense, AI may be widening what’s referred to as the experience gap, or when early-career candidates’ and employers’ expectations don’t align—a kind of catch-22 in which lack of experience can limit one from getting the entry-level job that would afford them such experience.
Ndeye Sarr, a 23-year-old engineering student at Perimeter College at Georgia State University who wants to study civil and environmental engineering at a four-year institution next fall, believes that her studies so far are setting her up for success. Earlier this year, she and several Perimeter peers made up one of just 12 teams in the country invited to the Community College Innovation Challenge Innovation Boot Camp, where they presented RoyaNest, the low-cost medical cooling device they designed to help babies born with birth asphyxia in low-resource areas. The team pitched the project to a panel of industry professionals and won second-place honors. They also recently initiated the patenting process for the device.
Ndeye Sarr
“This has helped me have a bigger vision of all the problems that are happening in the world that I might be able to help with when it comes to medical devices and things like that,” Sarr said, adding that faculty mentorship played a big role in the team’s success. “I think that’s what we’re most grateful for. Perimeter College is a pretty small college, so you get to be in direct contact with most of your mentors, your professors, which is very rare in most settings. We always get the support we need it anytime we’re working on something, which is pretty great.”
RoyaNest was born out of a class assignment requiring students to design something that did not require electricity. Sarr said she wishes most courses would require such hands-on learning, since it makes class content immediately relevant and has already helped put her in touch with the broader world of engineering in meaningful ways. This view echoes another set of findings from the main 2025 Student Voice survey: The top two things students say would boost their immediate academic success are fewer high-stakes exams and more relevant course content. And, of course, there are implications for the experience gap.
Sometimes you can even be in your senior year, and you will be like, ‘I don’t think I have all these skills!’ Even for an entry-level job, right?”
—Student Ndeye Sarr
“Mostly it’s like you go to class, and they will give you a lecture because you have to learn, and then you go do a test,” Sarr said of college so far. “But my thinking is that you can also do those hands-on experiences in the classroom that you might have to do once we start getting into jobs. Because when you look at the job descriptions, they expect you to do a lot of things. Sometimes you can even be in your senior year, and you will be like, ‘I don’t think I have all these skills!’ Even for an entry-level job, right?”
This challenge also has implications for pedagogy, which is already under pressure to evolve—in part due to the rise of generative AI. Student success administrators surveyed earlier this year by Inside Higher Ed with Hanover Research described a gap between the extent to which high-impact teaching practices—such as those endorsed by the American Association of Colleges and Universities—are highly encouraged at their institution and widely adopted (65 percent versus 36 percent, respectively). And while 87 percent of administrators agreed that students graduate from their institution ready to succeed in today’s job market, half (51 percent) said their college or university should focus more on helping students find paid internships and other experiential learning opportunities.
In addition to the national innovation challenge, Sarr attended the Society of Women Engineers’ annual conference this year, where she said the interviewing and other skills she’s learned from Perimeter’s career services proved helpful. Still, Sarr said she—like most Student Voice respondents—worries about life postgraduation. Top concerns for her are financial in nature. She also feels a related pressure to succeed. Originally from Senegal, she said her family and friends back home have high expectations for her.
“You pay a lot of money to go to college, so imagine you graduate and then there’s no way you can find a job. It’s very stressful, and I am from a country where everybody’s like, ‘OK, we expect her to do good,’” Sarr said. But the immediate challenge is paying four-year college expenses starting next year, and financing graduate school after that.
“I want to go as far as I can when it comes to my education. I really value it, so that’s something I am very scared about,” she said. “There’s a lot of possibilities. There are scholarships, but it’s not like everybody can get them.”
VanDerziel of NACE said that, ultimately, “Today’s labor market is tough, and students know it. So it doesn’t surprise me that they are feeling anxiety about obtaining a job that will allow them to afford their postgraduation life. Many students have to pay back loans, are uncertain of the job market they are going to be graduating into and are concerned about whether their salary will be enough.”
This independent editorial project is produced with the Generation Lab and supported by the Gates Foundation.
WESLEY CHAPEL, Fla. — The Pasco County School Board is expected to give final approval Tuesday for dedicated funding that will support Heroes in the Classroom, an incentive program designed to bring retired first responders and military veterans into Florida’s teaching workforce.
Launched in 2023, the state-backed initiative offers a $4,000 first-year bonus to eligible veterans and former first responders who transition into education.
What You Need To Know
Heroes in the Classroom was approved by Florida Legislators in 2023, and administered by the Florida Department of Education
Pasco Schools began the program in March of 2025
Teachers are required to show service records and hold a valid teaching certificate
Recipient teachers receive a $4,000 bonus in their first year on the job
District leaders say the incentive is already helping address teacher shortages while bringing uniquely skilled professionals into local classrooms.
One of the program’s early success stories is Taylor Liamero, a 28-year-old Air Force veteran who spent nearly six years on active duty.
Straight out of high school, Liamero served in the Middle East, Europe, and later at a base in Virginia — experiences she says shaped her desire to continue serving her community in new ways.
Now, instead of military missions, her daily assignments involve coaching and teaching students at Wiregrass Ranch High School in Wesley Chapel.
“It’s something I always wanted to do,” Liamero said. “I’ve always loved coaching and athletics — from my time in the military and even before that as a young athlete. It just felt like something I needed to take a shot at.”
District leaders say Heroes in the Classroom is part of a broader effort to strengthen teacher recruitment and retention.
Kelly Smith, program coordinator for Teacher Pathways with Pasco County Schools, said the district has made major progress in reducing vacancies.
“When I first came on as a recruiter many years ago, we were in the triple digits starting the school year,” Smith said. “We’ve been very low in our vacancy count, and year over year we continue to make improvements.”
Smith says incentives like the veterans program help set Pasco apart from other districts competing for new educators.
For Liamero, the initiative gave her the chance to begin a career she now says feels like the right long-term fit.
“Now that I’m doing it,” she said, “I can’t imagine doing anything else—ever.”
To participate in Heroes in the Classroom, applicants must provide proof of eligible military or first-responder service and hold a valid teaching certificate or meet certification requirements
From Miami to San Diego, schools around the U.S. are seeing big drops in enrollment of students from immigrant families.
In some cases, parents have been deported or voluntarily returned to their home countries, driven out by President Donald Trump’s sweeping immigration crackdown. Others have moved elsewhere inside the U.S.
In many school systems, the biggest factor is that far fewer families are coming from other countries. As fewer people cross the U.S. border, administrators in small towns and big cities alike are reporting fewer newcomer students than usual.
In Miami-Dade County Public Schools, about 2,550 students have entered the district from another country so far this school year — down from nearly 14,000 last year, and more than 20,000 the year before that. School board member Luisa Santos, who attended district schools herself as a young immigrant, said the trend is “a sad reality.”
“I was one of those arrivals when I was 8 years old,” Santos said. “And this country and our public schools — I’ll never get tired of saying it — gave me everything.”
Collectively, the enrollment declines in Miami-Dade erased about $70 million from the district’s annual budget, forcing administrators to scramble to cover the unexpected shortfall.
The drops in immigrant students add to strains on enrollment at many traditional public schools, which have seen overall numbers dip due to demographic changes and students opting for alternatives like private schools and homeschooling. Despite needs for English instruction and social supports, the newcomers in some districts have helped to buoy enrollment and bring critical per-pupil funding in recent years.
In northern Alabama, Albertville City Schools Superintendent Bart Reeves has seen the local economy grow along with its Hispanic population, which for decades has been drawn by the area’s poultry processing plants. Albertville soon will be getting its first Target store, a sign of the community’s growing prosperity.
Reeves’ district is home to one of Alabama’s largest Hispanic student populations, with about 60% identifying as Hispanic. But Reeves said the district’s newcomer academy at a local high school hasn’t been enrolling any new students.
“That’s just not happening this year with the closure of the border,” said Reeves, who expects the hit to his budget from enrollment declines will cost him about 12 teacher positions.
Some students are self-deporting with their families
One Sunday morning in August, Edna, a 63-year-old immigrant from El Salvador, got the call she had been dreading. Her friend, a mother from Guatemala with seven young children, had been detained in Lake Worth, Florida, on immigration charges while she was out grabbing a treat for her kids’ breakfast.
The family had prepared for this moment. There were legal documents in place granting temporary custody of the children to Edna, who asked to be identified only by her first name because she fears immigration enforcement.
“I’ll be here, and we’ll be OK,” she recalled telling the oldest child, a 12-year-old boy.
In the weeks that followed, Edna stayed home with two younger kids and got their five older siblings on the bus each day to attend Palm Beach County public schools, where enrollment has fallen by more than 6,000 students this year. One day in September, all seven children boarded a plane to Guatemala to be reunited with their mom, leaving behind neighborhood friends, band practices, and the only life they had ever known.
“My house feels like a garden without flowers,” Edna said. “They’re all gone.”
The family is now living in a rural part of Guatemala, out of reach of phone service. School there had already started for the year and the mother, who did not attend school herself as a child, was keeping them home and weighing whether to enroll them next year, Edna said.
Tens of thousands of students across the country stayed home on Monday to protest immigration enforcement action as part of “Day Without Immigrants” demonstrations, resulting in some collateral damage for schools. Damian Trujillo reports.
Schools accustomed to newcomers see far fewer this year
The declines in the numbers of immigrants coming to the U.S. were already becoming evident in school registration numbers this summer.
Denver Public Schools enrolled 400 new-to-country students this summer, compared to 1,500 during the previous summer. Outside Chicago, Waukegan Community Unified School District 60 signed up 100 fewer new immigrant students. And administrators in the Houston Independent School District shuttered the Las Americas Newcomer School, a program dedicated to children who are new to the U.S., after its enrollment fell to just 21 students from 111 last year.
The shift is visible in places like Chelsea, Massachusetts, a city outside Boston that has long been a destination for new immigrants. The 6,000-student Chelsea Public Schools system has attracted Central Americans looking for affordable housing, and more recently, the state housed newly-arrived Haitians in shelters there. This year, the usual influx of newcomers didn’t materialize.
“This year has been different. Much more quiet,” said Daniel Mojica, director of Chelsea’s parent information center.
Over the summer, 152 newcomers signed up for Chelsea Public Schools, compared to 592 new-to-country students the previous summer.
Some are also picking up and leaving. Since January, 844 students have withdrawn from the district, compared to 805 during the same period last year. Mojica said a greater share of students leaving – roughly a quarter – are returning to their native countries.
He attributes that partly to the presence of masked Immigration and Customs Enforcement officers walking the city’s streets.
“You can feel the fear in the air,” he said.
Educators worry students are missing out
In San Diego, Principal Fernando Hernandez has enrolled dozens of newcomer students from across Latin America over the past couple years. Many made the treacherous journey through the jungles of the Darien Gap before setting up camp in a park near Perkins K-8 school.
About a third of students at the school are homeless. Staff have become experts on supporting kids who are facing adversity. As more newcomers arrived, Hernandez watched as Mexican American students switched up their playground slang to be better understood by their new classmates from Venezuela, Colombia and Peru.
But so far this school year, he hasn’t enrolled a single newcomer student. Other families did not return when the new school year began.
Hernandez fears the toll of the disruption will extend far beyond students’ academic progress. He worries students are missing out on chances to learn how to show empathy, to share, to disagree, to understand each other.
“This is like a repeat of the pandemic where the kids are isolated, locked up, not socializing,” he said.
“These kids, they have to be in school,” he added.
Natacha, a parent who moved with her family to California after leaving Venezuela, said she tries to avoid going out in public, but continues sending her daughters to school. Natacha, who asked to only be identified by her first name because she fears immigration enforcement, said she braces herself as she drives the girls home each afternoon, scanning the road behind her in case another car is following hers.
“I entrust myself to God,” she said.
Kate Payne, Bianca Vazquez and Gisela Salomon | The Associated Press
LARGO, Fla. — Pinellas County community members got to hear from the school district Monday night at Largo High School.
This is one of the meetings they’re hosting to address declining enrollment.
What You Need To Know
Pinellas County saw enrollment decline by 3,651 students from last school year to the current school year
Attendees got the chance to leave feedback for the school district
The next meeting is on Dec. 2 in Dunedin
From shrinking enrollment to possible uses for empty school buildings, Jennifer Dull, the Chief Operations Officer for Pinellas County Schools, gave a presentation to address parents’ questions and provide them with an opportunity to weigh in.
“We’re trying to be really thoughtful about what is happening in our community and also taking into consideration and being thoughtful about what our community is really looking for as we go through a long-term planning process,” Dull said.
According to the school district, enrollment has gone from nearly 78,000 last school year to just over 74,000 this school year. The official decrease is 3,651.
Dull said with enrollment not expected to increase in future years, that’s why they’re hosting these meetings.
No questions were taken during the meeting, but the district wants to make sure they hear people’s concerns.
Boards were set up in the back, and attendees wrote dozens of posted notes, leaving suggestions for what they want to see.
“That feedback is important to our board and to our superintendent that our school community really comes forward and kind of helps us determine as we make recommendations for what Pinellas County Schools looks like in the future,” Dull said.
This is not the last of these meetings the school district is hosting.
While the presentation won’t change, there are still three meetings to give community members across Pinellas County a chance to listen.
WASHINGTON — Foreign students enrolled at U.S. colleges in strong numbers this fall despite fears that a Trump administration crackdown would trigger a nosedive, yet there are signs of turbulence as fewer new, first-time students arrived from other countries, according to a new report.
Overall, U.S. campuses saw a 1% decrease in international enrollment this fall compared with last year, according to a survey from the Institute of International Education. But that figure is propped up by large numbers of students who stayed in the U.S. for temporary work after graduating. The number of new students entering the United States for the first time fell by 17%, the sharpest decrease since the COVID-19 pandemic.
Some universities are seeing backslides that have punched big holes in tuition revenue, but overall the falloff is less severe than some industry groups had forecast. Researchers credit colleges for helping students navigate visa issues through the summer.
“I think colleges and universities did absolutely everything in their power to advocate to get these students to the United States,” said Mirka Martel, head of research, evaluation and learning for the institute.
At DePauw University, a Catholic university in Chicago, the number of international graduate students fell by almost 62% this fall, a driving factor in recent spending cuts. The university president blamed student visa troubles and declining interest to study in the U.S., calling it a “massive” disruption.
Overall, nearly 60% of colleges reported a decrease in new foreign students this fall, the survey found, while 30% saw increases and others held even. More than 800 schools responded to the survey, which offers an early look at trends before full data is released next year.
The Trump administration has sought to reduce America’s reliance on foreign students. The White House is pushing colleges to cap enrollment of foreign students and enroll more from the U.S. In June, the State Department began screening visa applications more closely after temporarily halting all interviews.
Visa processing has continued to lag in some countries, including India, the largest source of America’s foreign students. Education firms have reported that future college students are now showing decreased interest in the U.S. and more in Europe and Asia. While international enrollment remained relatively steady, there are concerns about its sustainability.
“There are warning signs for future years, and I’m really concerned about what this portends for fall ’26 and ’27,” said Clay Harmon, the executive director of AIRC: The Association of International Enrollment Management, which represents colleges and recruitment agencies.
Foreign students make up about 6% of America’s college students but they play an outsize role in campus budgets. Most pay higher tuition rates and don’t get financial aid, effectively subsidizing U.S. students. Their numbers are far higher at elite campuses, often making up a quarter or more of the student body.
International students at the graduate level saw the biggest backslide this fall, with a 12% drop. That was mostly offset by rising numbers of students participating in Optional Practical Training, which allows students to stay in the U.S. for temporary work after graduating. Undergraduate numbers ticked up slightly.
Graduate students make up the biggest share of foreign students in the U.S., often coming for science, math and business programs. Numbers had already started leveling off last year after a post-pandemic surge, but the recent turmoil appears to have accelerated the downturn. In the survey, colleges that saw decreases cite factors including visa issues and other travel restrictions.
Many smaller and regional colleges have reported downswings, especially among master’s and doctoral students.
In a recent campus address, the president of the University at Albany said a decrease in foreign graduate students was having a “disproportionate impact” on the school’s budget. At Kent State University in Ohio, falling international numbers required an additional $4 million in cuts to balance the budget, the president wrote in an October update.
Even the biggest public universities weren’t immune. The University of Illinois’ flagship campus saw its international numbers dip, fueled by a 6% drop in graduate students. At the University of Michigan, foreign graduate enrollment fell by a similar share. Arizona State University, which has more foreign students than any other public campus, saw its overall numbers fall by 3%.
Universities are offering wider flexibility to students who couldn’t make it to campus this fall, according to the survey. Almost three-quarters are allowing foreign students to defer their enrollment to the spring term, and more than half are allowing deferrals until fall 2026.
Colleges in other countries, meanwhile, have sought to capitalize on the disruption, said Joann Ng Hartmann, senior impact officer at NAFSA, an agency that promotes international education. In Germany, Canada and some other countries, colleges are ramping up efforts to recruit students who might be rethinking college in the U.S.
“They have friendlier policies, and students realize that,” she said. “They have friendlier messaging for students that welcomes them.”
___
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.
In many school systems, the biggest factor is that far fewer families are coming from other countries. As fewer people cross the U.S. border, administrators in small towns and big cities alike are reporting fewer newcomer students than usual.
In Miami-Dade County Public Schools, about 2,550 students have entered the district from another country so far this school year — down from nearly 14,000 last year, and more than 20,000 the year before that. School board member Luisa Santos, who attended district schools herself as a young immigrant, said the trend is “a sad reality.”
“I was one of those arrivals when I was 8 years old,” Santos said. “And this country and our public schools — I’ll never get tired of saying it — gave me everything.”
Collectively, the enrollment declines in Miami-Dade erased about $70 million from the district’s annual budget, forcing administrators to scramble to cover the unexpected shortfall.
In San Diego, Principal Fernando Hernandez has enrolled dozens of newcomer students from across Latin America over the past couple years. But so far this school year, he hasn’t enrolled a single newcomer student.
The drops in immigrant students add to strains on enrollment at many traditional public schools, which have seen overall numbers dip due to demographic changes and students opting for alternatives like private schools and homeschooling. Despite needs for English instruction and social supports, the newcomers in some districts have helped to buoy enrollment and bring critical per-pupil funding in recent years.
In northern Alabama, Albertville City Schools Superintendent Bart Reeves has seen the local economy grow along with its Hispanic population, which for decades has been drawn by the area’s poultry processing plants. Albertville soon will be getting its first Target store, a sign of the community’s growing prosperity.
Reeves’ district is home to one of Alabama’s largest Hispanic student populations, with about 60% identifying as Hispanic. But Reeves said the district’s newcomer academy at a local high school hasn’t been enrolling any new students.
“That’s just not happening this year with the closure of the border,” said Reeves, who expects the hit to his budget from enrollment declines will cost him about 12 teacher positions.
Some students are self-deporting with their families
One Sunday morning in August, Edna, a 63-year-old immigrant from El Salvador, got the call she had been dreading. Her friend, a mother from Guatemala with seven young children, had been detained in Lake Worth, Florida, on immigration charges while she was out grabbing a treat for her kids’ breakfast.
The family had prepared for this moment. There were legal documents in place granting temporary custody of the children to Edna, who asked to be identified only by her first name because she fears immigration enforcement.
“I’ll be here, and we’ll be OK,” she recalled telling the oldest child, a 12-year-old boy.
In the weeks that followed, Edna stayed home with two younger kids and got their five older siblings on the bus each day to attend Palm Beach County public schools, where enrollment has fallen by more than 6,000 students this year. One day in September, all seven children boarded a plane to Guatemala to be reunited with their mom, leaving behind neighborhood friends, band practices, and the only life they had ever known.
“My house feels like a garden without flowers,” Edna said. “They’re all gone.”
The family is now living in a rural part of Guatemala, out of reach of phone service. School there had already started for the year and the mother, who did not attend school herself as a child, was keeping them home and weighing whether to enroll them next year, Edna said.
Teachers look on as students play on the playground at Perkins K-8 School in San Diego. The schools principal said he worries students are missing out on chances to learn how to show empathy, to share, to disagree, to understand each other.
Schools accustomed to newcomers see far fewer this year
The declines in the numbers of immigrants coming to the U.S. were already becoming evident in school registration numbers this summer.
Denver Public Schools enrolled 400 new-to-country students this summer, compared to 1,500 during the previous summer. Outside Chicago, Waukegan Community Unified School District 60 signed up 100 fewer new immigrant students. And administrators in the Houston Independent School District shuttered the Las Americas Newcomer School, a program dedicated to children who are new to the U.S., after its enrollment fell to just 21 students from 111 last year.
The shift is visible in places like Chelsea, Massachusetts, a city outside Boston that has long been a destination for new immigrants. The 6,000-student Chelsea Public Schools system has attracted Central Americans looking for affordable housing, and more recently, the state housed newly-arrived Haitians in shelters there. This year, the usual influx of newcomers didn’t materialize.
“This year has been different. Much more quiet,” said Daniel Mojica, director of Chelsea’s parent information center.
Over the summer, 152 newcomers signed up for Chelsea Public Schools, compared to 592 new-to-country students the previous summer.
Some are also picking up and leaving. Since January, 844 students have withdrawn from the district, compared to 805 during the same period last year. Mojica said a greater share of students leaving – roughly a quarter – are returning to their native countries.
He attributes that partly to the presence of masked Immigration and Customs Enforcement officers walking the city’s streets.
“You can feel the fear in the air,” he said.
Educators worry students are missing out
In San Diego, Principal Fernando Hernandez has enrolled dozens of newcomer students from across Latin America over the past couple years. Many made the treacherous journey through the jungles of the Darien Gap before setting up camp in a park near Perkins K-8 school.
About a third of students at the school are homeless. Staff have become experts on supporting kids who are facing adversity. As more newcomers arrived, Hernandez watched as Mexican American students switched up their playground slang to be better understood by their new classmates from Venezuela, Colombia and Peru.
But so far this school year, he hasn’t enrolled a single newcomer student. Other families did not return when the new school year began.
Hernandez fears the toll of the disruption will extend far beyond students’ academic progress. He worries students are missing out on chances to learn how to show empathy, to share, to disagree, to understand each other.
“This is like a repeat of the pandemic where the kids are isolated, locked up, not socializing,” he said.
“These kids, they have to be in school,” he added.
Natacha, a parent who moved with her family to California after leaving Venezuela, said she tries to avoid going out in public, but continues sending her daughters to school. Natacha, who asked to only be identified by her first name because she fears immigration enforcement, said she braces herself as she drives the girls home each afternoon, scanning the road behind her in case another car is following hers.
“I entrust myself to God,” she said.
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.
Five students at U.S. military academies and three each from Yale University, Harvard University and the Massachusetts Institute of Technology are among the 32 American winners named Sunday as 2026 Rhodes scholars.
The group includes students focused on housing, health outcomes, sustainability and prison reentry programs. They include:
Alice L. Hall of Philadelphia, a varsity basketball player at MIT who also serves as student body president. Hall, has collaborated with a women’s collective in Ghana on sustainability tools, plans to study engineering.
Sydney E. Barta of Arlington, Virginia, a Paralympian and member of the track team at Stanford University, who studies bioengineering and sings in the Stanford acapella group “Counterpoint.” Barta plans to study musculoskeletal sciences.
Anirvin Puttur of Gilbert, Arizona, a senior at the U.S. Air Force Academy who serves as an instructor pilot and flight commander. Puttur, who is studying aeronautical engineering and applied mathematics, also has a deep interest in linguistics and is proficient in four languages.
The students will attend the University of Oxford as part of the Rhodes scholar program, which awards more than 100 scholarships worldwide each year for students to pursue two to three years of graduate studies.
Named after British imperialist and benefactor Cecil John Rhodes, the scholarship was established at Oxford in 1903. The program has more than 8,000 alumni, many of whom have pursued careers in government, education, the arts and social justice.
Copyright 2025 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
SANTA FE, N.M. — On a recent field trip to view historical markers in New Mexico’s capital city of Santa Fe, seventh grader Raffi Paglayan noted the range of careers and contributions made by the women featured on them.
Paglayan’s favorite was Katherine Stinson Otero, a skywriter who was one of the first women to obtain a pilot’s license in the U.S. After Stinson Otero contracted tuberculosis while driving ambulances in World War I, she moved to New Mexico and started a second career as a renowned architect.
“She seems pretty cool,” Paglayan said with a smile.
Introducing New Mexicans to women from the state’s history is the goal of a decades-long program that has put up nearly 100 roadside markers featuring the significant contributions of women from or with ties to New Mexico. Now the New Mexico Historic Women Marker Program is branching out to create a curriculum for schools based on its research.
“It’s just so essential that all students, not just female students, but every student has the ability to recognize and see the significance of the people that have done so much work to create what we have,” said Lisa Nordstrum, the education director and middle school teacher who took Paglayan and her classmates on the field trip.
The road marker efforts started decades ago. Pat French, a founding member of the International Women’s Forum – New Mexico, a leadership and networking group, noticed in the 1980s that there were hardly any women mentioned in any of the state’s historic roadside markers. In 2006, the group secured state funding to work with the New Mexico Department of Transportation to change that.
Over the years, the group visited individual counties and Native American communities, asking for stories about important women in their history. The research compiled biographies of dozens of women from precolonial times through the Spanish and Mexican territory periods, and into the time when New Mexico became a state.
Now those women’s stories are displayed on 6-foot signs across the state and in an online database. While some honor well-known historical figures such as American modernist painter Georgia O’Keeffe and New Mexico’s first female Secretary of State Soledad Chávez de Chacón, many others feature local women whose stories have not been widely told.
For example, Evelyn Vigil and Juanita Toledo are remembered for reviving the Pecos Pueblo style of pottery in the 1970s, after the indigenous Pecos Pueblo population was decimated by years of disease and war by the 1890s, and the pottery techniques were lost.
“There is just a sense of justice about it,” said program director Kris Pettersen. “These women put all this effort in and made all these contributions, and they were unrecognized, and that’s just wrong.”
Other markers are dedicated to groups of women, such as healers and the state’s female military veterans. The collection notes that the history of the state cannot be told without recognizing the conflict that came with colonialization and the wars fought over the territory.
“They are not, however, the first women to take up arms and defend their homes and society in our region,” the veterans’ online blurb notes. “New Mexico is a state of culturally diverse people who have protected themselves over many centuries.”
For now, the group has paused creating new markers, opting to maintain the current ones and focus on the educational mission.
Over 10 years ago, Nordstrum had a revelation similar to French’s: There was a lack of women in the standard state history curriculum. She stumbled upon online biographies from the marker program and started teaching their stories to her seventh graders.
In 2022, the New Mexico Historic Women Marker Program secured state funding to hire Nordstrum to develop a K-12 curriculum from women’s biographies.
“We have women that wouldn’t be in any textbook,” Nordstrum said.
The funding was renewed in 2024 with bipartisan support. One of the legislation’s co-sponsors, Republican state Rep. Gail Armstrong, believes it’s important for New Mexico residents, young and old, to understand how the world they live in was formed.
“History, good or bad, should not be changed. It needs to be remembered so that we don’t make the same mistakes again and so that we can celebrate the good things that have happened,” she said.
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The Associated Press’ women in the workforce and state government coverage receives financial support from Pivotal Ventures. 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.
SANTA FE, N.M. (AP) — On a recent field trip to view historical markers in New Mexico’s capital city of Santa Fe, seventh grader Raffi Paglayan noted the range of careers and contributions made by the women featured on them.
Paglayan’s favorite was Katherine Stinson Otero, a skywriter who was one of the first women to obtain a pilot’s license in the U.S. After Stinson Otero contracted tuberculosis while driving ambulances in World War I, she moved to New Mexico and started a second career as a renowned architect.
“She seems pretty cool,” Paglayan said with a smile.
Introducing New Mexicans to women from the state’s history is the goal of a decades-long program that has put up nearly 100 roadside markers featuring the significant contributions of women from or with ties to New Mexico. Now the New Mexico Historic Women Marker Program is branching out to create a curriculum for schools based on its research.
“It’s just so essential that all students, not just female students, but every student has the ability to recognize and see the significance of the people that have done so much work to create what we have,” said Lisa Nordstrum, the education director and middle school teacher who took Paglayan and her classmates on the field trip.
The road marker efforts started decades ago. Pat French, a founding member of the International Women’s Forum – New Mexico, a leadership and networking group, noticed in the 1980s that there were hardly any women mentioned in any of the state’s historic roadside markers. In 2006, the group secured state funding to work with the New Mexico Department of Transportation to change that.
Over the years, the group visited individual counties and Native American communities, asking for stories about important women in their history. The research compiled biographies of dozens of women from precolonial times through the Spanish and Mexican territory periods, and into the time when New Mexico became a state.
Now those women’s stories are displayed on 6-foot signs across the state and in an online database. While some honor well-known historical figures such as American modernist painter Georgia O’Keeffe and New Mexico’s first female Secretary of State Soledad Chávez de Chacón, many others feature local women whose stories have not been widely told.
For example, Evelyn Vigil and Juanita Toledo are remembered for reviving the Pecos Pueblo style of pottery in the 1970s, after the indigenous Pecos Pueblo population was decimated by years of disease and war by the 1890s, and the pottery techniques were lost.
“There is just a sense of justice about it,” said program director Kris Pettersen. “These women put all this effort in and made all these contributions, and they were unrecognized, and that’s just wrong.”
Other markers are dedicated to groups of women, such as healers and the state’s female military veterans. The collection notes that the history of the state cannot be told without recognizing the conflict that came with colonialization and the wars fought over the territory.
“They are not, however, the first women to take up arms and defend their homes and society in our region,” the veterans’ online blurb notes. “New Mexico is a state of culturally diverse people who have protected themselves over many centuries.”
For now, the group has paused creating new markers, opting to maintain the current ones and focus on the educational mission.
From roadsides into classrooms
Over 10 years ago, Nordstrum had a revelation similar to French’s: There was a lack of women in the standard state history curriculum. She stumbled upon online biographies from the marker program and started teaching their stories to her seventh graders.
In 2022, the New Mexico Historic Women Marker Program secured state funding to hire Nordstrum to develop a K-12 curriculum from women’s biographies.
“We have women that wouldn’t be in any textbook,” Nordstrum said.
The funding was renewed in 2024 with bipartisan support. One of the legislation’s co-sponsors, Republican state Rep. Gail Armstrong, believes it’s important for New Mexico residents, young and old, to understand how the world they live in was formed.
“History, good or bad, should not be changed. It needs to be remembered so that we don’t make the same mistakes again and so that we can celebrate the good things that have happened,” she said.
The Associated Press’ women in the workforce and state government coverage receives financial support from Pivotal Ventures. 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.
Volmert reported from Lansing, Michigan.
Copyright 2025 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
A judge ordered federal agencies Friday to end their “blanket policy of denying any future grants” to the University of California, Los Angeles, and further ruled that the Trump administration can’t seek payouts from any UC campus “in connection with any civil rights investigation” under Titles VI or IX of federal law.
The ruling also prohibits the Department of Justice and federal funding agencies from withholding funds, “or threatening to do so, to coerce the UC in violation of the First Amendment or Tenth Amendment.” In all, the order, if not overturned on appeal, stops the administration’s attempt to pressure UCLA to pay $1.2 billion and make multiple other concessions, including to stop enrolling “foreign students likely to engage in anti-Western, anti-American, or antisemitic disruptions or harassment” and stop “performing hormonal interventions and ‘transgender’ surgeries” on anyone under 18 at its medical school and affiliated hospitals.
The administration’s targeting of the UC system came to the fore on July 29. That’s when the DOJ said its months-long investigations across the system had so far concluded that UCLA violated the equal protection clause of the 14th Amendment and Title VI of the Civil Rights Act of 1964 in its response to alleged antisemitism at a spring 2024 pro-Palestinian protest encampment.
Federal agencies—including the National Institutes of Health, National Science Foundation and Department of Energy—quickly began freezing funding; UC estimated it lost $584 million. But UC researchers sued and, even before Friday’s ruling, U.S. District Court judge Rita F. Lin of the Northern District of California ordered the restoration of almost all of the frozen funding.
Friday’s ruling came in a case filed this fall by the American Association of University Professors, the affiliated American Federation of Teachers and other unions. Lin again was the judge.
“Defendants did not engage in the required notice and hearing processes under Title VI for cutting off funds for alleged discrimination,” she wrote.
“With every day that passes, UCLA continues to be denied the chance to win new grants, ratchetting [sic] up Defendants’ pressure campaign,” she wrote. “And numerous UC faculty and staff have submitted declarations describing how Defendants’ actions have already chilled speech throughout the UC system. They describe how they have stopped teaching or researching topics they are afraid are too ‘left’ or ‘woke,’ in order to avoid triggering further funding cancellations by Defendants. They also give examples of projects the UC has stopped due to fear of the same reprisals. These are classic, predictable First Amendment harms, and exactly what Defendants publicly said that they intended.”
ANCHORAGE, Alaska — Rayann Martin sat in a classroom hundreds of miles from her devastated Alaska Native village and held up 10 fingers when the teacher asked the pupils how old they were.
“Ten — how do you say 10 in Yup’ik?” the teacher asked.
“Qula!” the students answered in unison.
Martin and her family were among hundreds of people airlifted to Anchorage, the state’s largest city, after the remnants of Typhoon Halong inundated their small coastal villages along the Bering Sea last month, dislodging dozens of homes and floating them away — many with people inside. The floods left nearly 700 homes destroyed or heavily damaged. One person died, two remain missing.
As the residents grapple with uprooted lives very different from the traditional ones they left, some of the children are finding a measure of familiarity in a school-based immersion program that focuses on their Yup’ik language and culture — one of two such programs in the state.
“I’m learning more Yup’ik,” said Martin, who added that she’s using the language to communicate with her mother, teachers and classmates. “I usually speak more Yup’ik in villages, but mostly more English in cities.”
There are more than 100 languages spoken in the homes of Anchorage School District students. Yup’ik, which is spoken by about 10,000 people in the state, is the fifth most common. The district adopted its first language immersion program — Japanese — in 1989, and subsequently added Spanish, Mandarin Chinese, German, French and Russian.
After many requests from parents, the district obtained a federal grant and added a K-12 Yup’ik immersion program about nine years ago. The students in the first class are now eighth-graders. The program is based at College Gate Elementary and Wendler Middle School.
The principal at College Gate Elementary, Darrell Berntsen, is himself Alaska Native — Sugpiaq, from Kodiak Island, south of Anchorage. His mother was 12 years old in 1964 when the magnitude-9.2 Great Alaska Earthquake and an ensuing tsunami devastated her village of Old Harbor. He recalls her stories of joining other villagers at high ground and watching as the surge of water carried homes out to sea.
His mother and her family evacuated to a shelter in Anchorage, but returned to Kodiak Island when Old Harbor was rebuilt. Berntsen grew up living a subsistence life — “the greatest time of my life was being able to go out duck hunting, go out deer hunting,” he said — and he understands what the evacuees from Kipnuk, Kwigillingok and other damaged villages have left behind.
He has also long had an interest in preserving Alaska Native culture and languages. His ex-wife’s grandmother, Marie Smith Jones, was the last fluent speaker of Eyak, an indigenous language from south-central Alaska, when she died in 2008. His uncles had their hands slapped when they spoke their indigenous Alutiiq language at school.
As the evacuees arrived in Anchorage in the days after last month’s flooding, Berntsen greeted them at an arena where the Red Cross had set up a shelter. He invited families to enroll their children in the Yup’ik immersion program. Many of the parents showed him photos of the duck, goose, moose, seal or other traditional foods they had saved for the winter — stockpiles that washed away or spoiled in the flood.
“Listening is a big part of our culture — hearing their stories, letting them know that, ‘Hey, I live here in Anchorage, I’m running one of my schools, the Yup’ik immersion program, you guys are welcome at our school,’” Berntsen said. “Do everything we can to make them feel comfortable in the most uncomfortable situation that they’ve ever been through.”
Some 170 evacuated children have enrolled in the Anchorage School District — 71 of them in the Yup’ik immersion program. Once the smallest immersion program in the district, it’s now “booming,” said Brandon Locke, the district’s world language director.
At College Gate, pupils receive instruction in Yup’ik for half the day, including Yup’ik literacy and language as well as science and social studies. The other half is in English, which includes language arts and math classes.
Among the program’s new students is Ellyne Aliralria, a 10-year-old from Kipnuk. During the surge of floodwater the weekend of Oct. 11, she and her family were in a home that floated upriver. The high water also washed away her sister’s grave, she said.
Aliralria likes the immersion program and learning more phrases, even though the Yup’ik dialect being spoken is a bit different from the one she knows.
“I like to do all of them, but some of them are hard,” the fifth-grader said.
Also difficult is adjusting to living in a motel room in a city nearly 500 miles (800 km) from their village on the southwest coast.
“We’re homesick,” she said.
Lilly Loewen, 10, is one of many non-Yup’iks in the program. She said her parents wanted her to participate because “they thought it was really cool.”
“It is just really amazing to get to talk to people in another language other than just what I speak mostly at home,” Loewen said.
Berntsen is planning to help the new students acclimate by holding activities such as gym nights or Olympic-style events, featuring activities that mimic Alaska Native hunting and fishing techniques. One example: the seal hop, in which participants assume a plank position and shuffle across the floor to emulate how hunters sneak up on seals napping on the ice.
The Yup’ik immersion program is helping undo some of the damage Western culture did to Alaska Native language and traditions, he said. It’s also bridging the gap of two lost generations: In some cases, the children’s parents or grandparents never learned Yup’ik, but the students can now speak with their great-grandparents, Locke said.
“I took this as a great opportunity for us to give back some of what the trauma had taken from our Indigenous people,” Berntsen said.
Last month, Zenaida Perez, a Fairfax County Public Schools teacher, filed a lawsuit alleging that school and district officials defamed her character and retaliated against her for being a whistleblower.
