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Tag: High School

  • Sister advocates for safety improvements after tragic accident in Marion County

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    Shanta Norton is pushing to support safety in her community and other rural areas after the death of her younger sister Shannon Rush earlier this week. She’s dubbed the petition “Shannon’s Law,” which has already gained 2,000 signatures in a matter of days. Rush was a senior at Forest High School and her family said she wanted to someday become a school teacher. On Monday, around 6:20 in the morning, while walking to the bus stop on Blitchton Road, Rush was hit by an SUV. “She was just a bright, goofy person and made us laugh constantly,” she said. “She was a light to our family.”Now, Norton is pushing to have sidewalks, adequate street lighting and signage along the roadway where her sister died and neighboring streets.”I just want something to happen that you can see along the roadway in different parts of the town, not just this neighborhood. The street lights are very dim, and it’s very dark walking in these places,” said Norton.The SUV driver claimed Rush was walking in the roadway and not on the grassy part of the road when they collided. Family members no longer believe Rushing was wearing headphones during the accident. Norton is also concerned about speeding on that stretch of road. “Since this happened, I’ve been standing in my driveway every morning at 6 a.m. Trailers and SUVs are doing at least 50, 60 (mph) coming off of 10th street,” said Norton. Norton knows the changes she’s pushing for won’t bring her sister back, but she hopes it will do something to improve safety in her community and prevent others from enduring the same pain. Click here to learn more about the petition for Shannon’s Law.

    Shanta Norton is pushing to support safety in her community and other rural areas after the death of her younger sister Shannon Rush earlier this week. She’s dubbed the petition “Shannon’s Law,” which has already gained 2,000 signatures in a matter of days.

    Rush was a senior at Forest High School and her family said she wanted to someday become a school teacher.

    On Monday, around 6:20 in the morning, while walking to the bus stop on Blitchton Road, Rush was hit by an SUV.

    “She was just a bright, goofy person and made us laugh constantly,” she said. “She was a light to our family.”

    Now, Norton is pushing to have sidewalks, adequate street lighting and signage along the roadway where her sister died and neighboring streets.

    “I just want something to happen that you can see along the roadway in different parts of the town, not just this neighborhood. The street lights are very dim, and it’s very dark walking in these places,” said Norton.

    The SUV driver claimed Rush was walking in the roadway and not on the grassy part of the road when they collided.

    Family members no longer believe Rushing was wearing headphones during the accident.

    Norton is also concerned about speeding on that stretch of road.

    “Since this happened, I’ve been standing in my driveway every morning at 6 a.m. Trailers and SUVs are doing at least 50, 60 (mph) coming off of 10th street,” said Norton.

    Norton knows the changes she’s pushing for won’t bring her sister back, but she hopes it will do something to improve safety in her community and prevent others from enduring the same pain.

    Click here to learn more about the petition for Shannon’s Law.

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  • Principal didn’t report teen’s abuse of 4-year-old at school day care, FL cops say

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    A high school principal is accused of not reporting a child abuse incident involving a 16-year-old, according to the Hillsborough County Sheriff’s Office in Florida.

    A high school principal is accused of not reporting a child abuse incident involving a 16-year-old, according to the Hillsborough County Sheriff’s Office in Florida.

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    A high school principal was aware of a 16-year-old inappropriately touching a 4-year-old at a school-run day care but did not alert law enforcement, Florida deputies said.

    The abuse was reported to Jazrick Haggins, 42, the then-principal of Spoto High School in Riverview, in April, according to an Oct. 25 news release from the Hillsborough County Sheriff’s Office.

    It “went unreported to the Department of Children and Families and law enforcement for 14 days,” the sheriff’s office said.

    Now, Haggins is charged with failure to report child abuse, according to authorities. He was arrested Oct. 24.

    Information on Haggins’ legal representation was not immediately available.

    A Hillsborough County Public Schools spokesperson told WTSP-TV that Haggins is no longer the principal of Spoto High School. He was on leave while under investigation in connection with allegedly not reporting the abuse in the spring.

    Haggins told authorities that he knew the 16-year-old was accused of inappropriately touching a child and that he was working on “his own investigation,” deputies said.

    Following his arrest, Haggins was booked in the Polk County Jail, the office said.

    Riverview is about a 15-mile drive southeast from Tampa.

    If you suspect a child has experienced, is currently experiencing, or is at risk of experiencing abuse or neglect, your first step should be to contact the appropriate agency. The Child Welfare Information Gateway has a list of state agencies you can contact. Find help specific to your area here.

    For additional help, the Childhelp National Child Abuse Hotline has professional crisis counselors available 24 hours a day, 7 days a week, in over 170 languages. All calls are confidential. The hotline offers crisis intervention, information, and referrals to thousands of emergency, social service, and support resources. You can call or text 1-800-422-4453.

    If you believe a child is in immediate danger, please call 911 for help.


    Julia Marnin

    McClatchy DC

    Julia Marnin covers courts for McClatchy News, writing about criminal and civil affairs, including cases involving policing, corrections, civil liberties, fraud, and abuses of power. As a reporter on McClatchy’s National Real-Time Team, she’s also covered the COVID-19 pandemic and a variety of other topics since joining in 2021, following a fellowship with Newsweek. Born in Biloxi, Mississippi, she was raised in South Jersey and is now based in New York State.

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  • Decomposed body found Monday near Decatur High School, police say

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    Police lights at night.

    Police lights at night.

    Getty Images/iStockphoto

    A decomposed body was found near Decatur High School on Monday morning, according to multiple news outlets.

    The unidentified body, which is believed to be a female, was found by a rancher searching for livestock that had wandered off, officials told WFAA. It was some distance from the school and officials do not believe the body is connected to the high school.

    The Wise County Messenger reported that the body was found at 10:20 a.m. Monday on an adjacent property northwest of the high school.

    With the investigation ongoing, the body was transported to the Southwest Institute of Forensic Science in Dallas for further examination.

    The Star-Telegram reached out to the Decatur Police Department for updated information, but no one from the communications office was available for comment.

    Related Stories from Fort Worth Star-Telegram

    Rachel Royster

    Fort Worth Star-Telegram

    Rachel Royster is a news and government reporter for the Fort Worth Star-Telegram, specifically focused on Tarrant County. She joined the newsroom after interning at the Austin American-Statesman, the Waco Tribune-Herald and Capital Community News in DC. A Houston native and Baylor grad, Rachel enjoys traveling, reading and being outside. She welcomes any and all news tips to her email.

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  • Teens turning to AI for love and comfort

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    Artificial intelligence (AI) is no longer just helping students with homework. A new survey from the Center for Democracy and Technology found that nearly one in five high school students in the United States say they or someone they know has used AI to have a romantic relationship. The results shocked researchers and raised big questions about how deeply AI tools are affecting young minds. The report, which surveyed 1,000 students, 1,000 parents and 800 teachers, reveals how AI has quietly become a companion in students’ personal lives.

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    TEENS INCREASINGLY TURNING TO AI FOR FRIENDSHIP AS NATIONAL LONELINESS CRISIS DEEPENS

    Teens say they feel safer opening up to chatbots than real people, a growing emotional shift researchers didn’t expect. (Kurt “CyberGuy” Knutsson)

    When AI becomes a “friend”

    Nearly half of the students said they use AI to talk about emotions, friendships or mental health. Many admit they feel more comfortable opening up to a chatbot than to a parent or friend. Even more alarming, two-thirds of parents said they have no idea how their kids are using AI. Experts warn that while AI can simulate empathy, it has no real understanding or care. According to researchers, students need to remember that they are not actually talking to a person. They are interacting with a programmed tool that has clear limitations and cannot truly understand human emotions.

    AI in schools: Help or harm?

    AI tools are everywhere in schools. About 85% of teachers and students said they used AI during the last school year. While schools introduce AI to boost learning, this exposure may have a downside. Students who use AI more often in class are also more likely to turn to it for emotional or personal reasons. Teachers and parents are worried that regular chatbot use could weaken important skills such as communication, empathy and critical thinking.

    OPENAI LIMITS CHATGPT’S ROLE IN MENTAL HEALTH HELP

    Teens sitting next to each other on their phones

    Students using AI for classwork are now turning to it for advice on emotions, relationships, and mental health. (Kurt “CyberGuy” Knutsson)

    When chatbots cross the line

    Some AI systems meant to help can actually cause harm. Therapists have warned that chatbots sometimes break their own safety rules and give dangerous advice to teens in distress. Some have been caught encouraging self-harm, giving diet tips for eating disorders or pretending to be romantic partners. The CDT survey also revealed that 36% of students heard about AI-created deepfakes of classmates. Some involved fake explicit photos used for bullying or revenge. This new wave of harassment shows how fast technology can spiral out of control.

    Tips for parents to keep their kids safe

    It’s hard to keep up with AI, but there are ways to stay informed and protect your child.

    Start the conversation early

    Ask your teen how they use AI. Keep it calm and curious, not confrontational.

    Set clear boundaries

    Talk about what’s appropriate to share online and explain that AI chatbots cannot keep secrets or replace human relationships.

    Use parental tools wisely

    Many devices and apps now include AI activity tracking and chat history settings. Learn how to use them.

    Encourage real connections

    Promote offline activities, social events and family time to help teens build stronger emotional ties in the real world.

    Stay informed

    Follow trusted sources like CyberGuy.com or your local school district’s tech guidelines to understand how AI is being used in classrooms.

    ai companion 1

    Some AI tools meant to help teens have been caught offering harmful advice or creating fake images that fuel bullying. (Kurt “CyberGuy” Knutsson)

    What this means for you

    If you’re a parent or teacher, awareness is key. AI literacy should go beyond typing prompts. Kids need to learn emotional awareness and online safety too. Encourage honest discussions about how these tools work and where they fall short. Remind students that while AI can sound friendly, it’s not a real companion. It’s a programmed system that mirrors what people type into it.

    Take my quiz: How safe is your online security?

    Think your devices and data are truly protected? Take this quick quiz to see where your digital habits stand. From passwords to Wi-Fi settings, you’ll get a personalized breakdown of what you’re doing right and what needs improvement. Take my Quiz here: Cyberguy.com

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    Kurt’s key takeaways

    AI is transforming how teens learn, talk and even form relationships. What started as a study tool has turned into an emotional outlet for many. The lesson here is balance. Technology can teach and entertain, but human connection still matters most. Parents, educators and tech companies all share the responsibility of helping kids see AI for what it is: a tool, not a friend.

    Would you feel comfortable if your teen turned to an AI chatbot for emotional support or even love? Let us know by writing to us at Cyberguy.com

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    The teachers union is on the other side

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

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

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

    Teachers’ union says reform era did damage

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

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

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

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

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

    Charter supporters say it’s about good schools

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

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

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

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

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

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

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

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

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

    How does money influence the board?

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

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

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

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

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

    The downsides of dark money

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

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

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

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

    Solutions for the future?

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

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

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

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

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

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

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

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

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  • Big Oil should help foot the bill for lost school time, students say

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    This story originally appeared in Hechinger’s climate and education newsletter. Sign up for it here.

    Last January, Diego Sandoval’s high school in San Diego County closed abruptly one Friday because of wildfires menacing the Southern California area. Classmates evacuated their homes as the fire spread. Frida Vergara, whose school was among the few in the area that didn’t close, recalls that friends with asthma were coughing and wheezing from the smoke.   

    It wasn’t the first time the students — both 17-year-old seniors in the Sweetwater Union High School District — saw how extreme weather disrupted learning. A year earlier, floods swamped parts of the county, damaging school buildings and closing one for more than a month. The problem is global: At least 242 million students in 85 countries or territories, or 1 in 7 students, lost education time in 2024 because of heat waves, fires, floods and other disasters, according to UNICEF

    Sandoval and Vergara say the connection between events like these and climate change is clear, and scientists agree: Greenhouse gases are trapping heat in the atmosphere and making disruptive and deadly weather events more common. And the two high schoolers say it’s also apparent who should pay for the damage: fossil fuel companies producing the materials that emit those gases.   

    That’s why, on Oct. 24, they and hundreds of other students across California plan to lead walkouts at their schools in support of state legislation that would put oil companies on the hook financially for infrastructure damage and other costs associated with the climate crisis. Young people at more than 50 high schools have signed on so far. 

    Known as the Polluters Pay Climate Superfund Act, the legislation is modeled on a 1980 law, passed in response to the infamous Love Canal disaster, that compels companies to pay to clean up hazardous waste they’ve created. Since 2024, two states — New York and Vermont — have adopted laws similar to the California bill that take the superfund concept and apply it to the climate crisis. 

    “Youth are now seeing that the ones responsible for this are the ones that are profiting billions of dollars off of climate change,” said Sandoval, who attends Eastlake High School, in Chula Vista. 

    Related: Want to read more about how climate change is shaping education? Subscribe to our free newsletter.

    The California climate bill, introduced in February, lists climate-resilient schools, electric buses, green workforce development and job training as investments that could be covered by the superfund.  

    But after fierce opposition from the oil and gas industry and the California’s State Building and Construction Trades Council, a union that has often allied with the industry, the bill stalled. Esther Portillo, western environmental health director for the nonprofit Natural Resources Defense Council, which supports the bill, said concerns about a major oil refinery closing and about gas prices rising also deterred legislators, including some Democrats. 

    Dawn Addis, a Democratic assembly member and one of the bill’s authors, said the legislation will continue to be negotiated when the legislative session resumes in January. Supporters have made progress in responding to legislators’ questions about the bill’s details, she said, adding that she was optimistic about its passage. Addis, a former public school teacher, also commended the students and their activism. 

    “We want obviously students in the classroom learning but this is an extreme situation,” she said. “The effects of the climate crisis are incredibly, incredibly real for kids.”   

    The Trump administration and a coalition of conservative states led by West Virginia have filed separate lawsuits to block the New York and Vermont laws. The administration’s lawsuits call the state laws a “brazen attempt to grab power from the federal government and force citizens of other States and nations to foot the bill for its infrastructure wish list.” Since taking office in January, President Donald Trump has canceled billions in clean energy projects, proposed rescinding rules that underpin regulation of greenhouse gases, and backed legislation that cut funding for schools to reduce their climate toll.    

    Like the California bill, the Vermont and New York laws single out the education system. Vermont’s, for example, talks about the fund paying for energy-efficient cooling systems and building upgrades in schools, among other types of buildings.    

    “This bill is an incredibly important way to provide states with the ability to pay for necessary projects they should be implementing to save lives,” said Kimberly Ong, senior attorney and senior director at the Natural Resources Defense Council, which is representing New York and Vermont in some of the lawsuits. 

    In California, perhaps more than any other state, the costs to schoolchildren of climate change are mounting quickly. Kids there have already missed more than 54,000 hours of school time so far this year because of extreme weather events, according to an analysis by the nonprofit UndauntedK12, which helps schools green their operations. The Los Angeles Unified School District, which sustained damage in the Palisades Fire in January, says it was forced to set aside $2.2 billion to help pay for repairs. 

    “Polluter pay bills are interesting and innovative ways to create new revenue for climate adaptation and mitigation without raising taxes on everyone or approving another state bond,” said Jonathan Klein, co-founder of UndauntedK12. “Fossil fuel companies have profited billions of dollars, essentially creating this crisis,” he added, “and they knew what they were doing for decades.”  

    He noted that it will be important for education groups and students to help ensure that schools are a priority for any revenue that does materialize from such legislation. 

    Related: Fires, floods and other disasters are multiplying. Schools are adding training for workers to combat them 

    Juan Alanis, a Republican state assembly member who voted against the bill when it was before the Standing Committee on Natural Resources, wrote in an email that he was concerned that it unfairly penalized companies that have already contributed money through California’s cap-and-trade program to reduce emissions. “While we all share a bipartisan commitment to combating climate change and protecting Californians from its devastating impacts, AB 1243 takes us down a troubling path of retroactive punishment that creates unnecessary uncertainty for businesses,” he wrote. 

    His colleague on the committee, assembly member Josh Hoover, called the bill “just another attempt by Sacramento politicians to virtue signal.” 

    Sandoval and Vergara, the San Diego County students, say they see the influence of Big Oil. Fossil fuel companies spent more than $38 million on lobbying and related activities in California last year, nearly $12 million more than the previous high set in 2017, according to an analysis by Last Chance Alliance, a coalition of environmental, health, climate and labor groups. 

    Sandoval said that growing up, his schools taught him about the impact of climate change on the environment but little about what he and other students might do to stop it. Getting involved in climate activism has made him see there are steps young people can take beyond, say, using less plastic. 

    “When I dedicate time to doing this, I know it’s more impactful than, say, my math homework,” he said. “We’re really seeing youth advocate for something that should be so common sense, yet we’re seeing incredible opposition on the other side.” 

    Contact editor Caroline Preston at 212-870-8965, via Signal at CarolineP.83 or on email at preston@hechingerreport.org.

    This story about the impact of climate change was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter on climate and education.

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

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  • Red school boards in a blue state asked for Trump’s help — and got it

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    MEAD, Wash. — A few weeks after President Donald Trump took office, the conservative school board leaders in this town near the Idaho border made a bet. 

    They would pit one Washington against the other and see what happened.

    For years, Democrats in control of the state had required every school district to have policies on the books that protect transgender students from bullying and prohibit discrimination on the basis of gender identity. The Mead school board unanimously approved a policy in 2019 to comply with the state guidelines, with little comment. Board members at the time asked only about potential cost and whether the student dress code also needed to change.

    In 2023, lingering frustration with Covid restrictions and a growing backlash to transgender rights helped propel conservatives onto the town’s school board, a dynamic similar to one that had played out in communities across the country. Then, last year, the state education department checked how many school district policies actually complied with Washington’s nondiscrimination laws. State officials found Mead’s needed updating on a few counts, such as staff training and when to use a student’s preferred pronouns.

    The board had 30 days to correct its policy, according to a Feb. 21 notice from the state. Trump by then had already signed a pair of executive orders proclaiming there are only two genders and banning transgender athletes from women’s sports.

    Taking their cue from a clear shift in White House policy, the Mead school board pleaded in a March 11 letter for help from the U.S. secretaries for education and justice.

    “We find ourselves caught between conflicting directives that threaten not only our federal funding but also the rights and values of the families we serve,” the board wrote. “Refusal to comply could prompt state retaliation in the form of withheld state funding, further threatening our ability to serve students in need.”

    It didn’t take long for the board’s gamble to pay off.

    Related: Become a lifelong learner. Subscribe to our free weekly newsletter featuring the most important stories in education. 

    The Mead school board’s letter — sent alongside complaints from several other Washington school districts — arrived just as the U.S. departments of Education and Justice prepared to launch a special investigations team to look into complaints of Title IX violations in colleges and schools.

    Title IX, a federal civil rights law from 1972, prohibits sex-based discrimination in education, and some on the right argue that allowing transgender girls to compete in school sports improperly disadvantages and discriminates against cisgender females. (Research to suggest transgender athletes have an advantage in sports is limited and inconclusive.) The joint team would fast-track resolutions and include civil rights attorneys from both departments.

    Their first target: the Office for Superintendent of Public Instruction, which oversees education for Washington state.

    “OSPI has threatened to withhold funding to school districts that refuse to comply with the OSPI policies that violate Title IX and its implementing regulations,” the U.S. Department of Education said in an April 30 letter announcing the investigation. The letter cited complaints from Mead and a half dozen other districts.

    The Hechinger Report, through open records requests, obtained thousands of pages of emails from the accounts of the Mead school board, its superintendent and other Washington school boards involved in the Title IX investigation. Their emails and interviews with conservative activists, elected officials, parents and educators across the state reveal a significant victory for school boards like Mead, which quietly strategized with a statewide network of parents and state Republican officials waiting for a shift in federal power before challenging Washington’s protections for transgender students. 

    The federal probe also underscores the second Trump administration’s intent to leverage federal authority to undermine progressive policies in blue states, even as experts expect the courts to ultimately determine the legality of the administration’s interpretation of Title IX. Already, the administration has launched similar probes into education agencies in California and Maine.

    In Mead, the federal involvement into local school policy alarmed some residents.

    “It is irresponsible and dangerous,” said Alaura Miller, a recent graduate of the Mead School District, which serves a former railway town turned bedroom community of Spokane. She came out as transgender in her late teens. Now she’s in college with plans to become a mental health counselor for LGBTQ+ youth in eastern Washington.

    “The school board’s emboldening the worst in people,” Miller said. “It’s not teaching community.”

    Alaura Miller, a graduate of the Mead school district, has advocated for its school board to support LGBTQ+ youth in her hometown. She plans to work as a mental health counselor in eastern Washington state. Credit: Margaret Albaugh for The Hechinger Report

    Related: Knitting, cheerleading, fishing: This is what a cellphone ban looks like in one school district 

    The escalation of this conflict to Washington, D.C., follows years of simmering tension between local conservatives and the overwhelming number of progressives who run the Evergreen State.

    In 2007, it was the first state to adopt rules that allowed transgender students to participate in school sports and competitions that aligned with their gender identity. Lawmakers three years later explicitly included students in nondiscrimination laws, which count gender identity as a protected class. And in 2012, the state issued formal guidelines that protected locker and restroom access for transgender students.

    Conservatives grumbled along the way. But they focused political attention elsewhere, including some early victories to block mandatory sex education in every grade and every school. Voters eventually established that mandate in a 2020 ballot measure.

    The true firestorm arrived in 2023, with passage of a bill that would allow housing shelters to notify state authorities, not parents, when runaway youth seek refuge and gender-affirming care.

    “That’s what started it all. That put parents’ rights on everyone’s radar, as under attack,” said David Spring, executive director of the Washington Parents Network, a statewide coalition that formed during the pandemic to protest school closures and mask mandates. 

    By then, allies of Trump started to pay attention to Washington state.

    The America First Legal Foundation, started by longtime Trump adviser Stephen Miller, represented a group of parents who sued in 2023 to fight the new protections for transgender youth in crisis. Courts dismissed their lawsuit, but Spring’s coalition — and $16 million in political contributions — built momentum behind a 2024 ballot measure to create a “parents’ bill of rights.” The initiative, among other provisions, required schools to inform parents in advance of any medical services offered to their children. Proponents of the measure argue Democrats gutted it with a pair of student safety bills passed earlier this year.

    A parents’ rights-focused slate of candidates, meanwhile, secured a 4-1 conservative majority in 2023 on the school board in Mead, where student enrollment hovers just above 10,000 students. About 2 in 5 students qualify as low income and nearly 4 in 5 identify as white.

    The new board wasted little time before setting a clear agenda. “Voters made it clear tonight that they want a strong school board that represents parents,” Board President Michael Cannon, who won reelection, told local media at the time.

    The Trump administration launched an investigation into Washington state after the Mead school board and several other communities asked for federal intervention. Credit: Margaret Albaugh for The Hechinger Report

    In February 2024, the board adopted a resolution opposing a state policy that would require curriculum inclusive of “the histories, contributions, and perspectives of historically marginalized groups,” including LGBTQ+ people, saying it subverted local control over education. The board also joined with its counterparts from two dozen other districts in a campaign to prohibit transgender athletes from playing on female sports teams.

    The effort failed, but some residents took notice of a change in their community. One mother with students in Mead schools wrote to the board in December, sharing a statement from the Washington State LGBTQ Commission that condemned the board’s campaign.

    “It sends a very clear message to our children that Mead does NOT support and include all students,” her email reads. Writing from her work email account, she identified herself as a state employee active with the LGBTQ+ resources group for public workers.

    Alan Nolan, one of the new conservatives on the board, responded by notifying the mother’s employer that she may have broken laws against using government resources for personal matters.

    “Are you aware of her activities?” Nolan wrote to her supervisors. Nolan declined interview requests for this story, instead referring The Hechinger Report to the board’s previous statements on the Title IX investigation.

    Alan Nolan, one of the newer conservative members of the Mead school board, speaks during a Sept. 8 board meeting. In 2023, voters elected a parents rights-focused slate of candidates to secure a 4-1 conservative majority on the board. Credit: Margaret Albaugh for The Hechinger Report

    Cannon, the board president, defended Nolan’s decision to contact the parent’s employer: “He was saying, ‘Quit trying to push us around by using your state title.’”

    Cannon also disputed whether the board’s actions made any students or families feel unwelcome at Mead schools.

    “That certainly is not the intention at all,” he said. “We want to make every student feel like they belong as much as any other student.”

    Related: Trump’s actions to dismantle the Department of Education, and more

    By then, Trump had reclaimed the White House — after his campaign and Republicans spent $215 million on anti-transgender advertising, according to tracking firm AdImpact. In the presidential election, Democratic candidate Kamala Harris commanded a nearly 20 percentage point lead in the overall Washington vote; in Spokane County, a slim majority of voters supported Trump.

    Adrien Leavitt, staff attorney with the ACLU of Washington, said the GOP’s focus on transgender issues in the campaign trickled into local politics in places like Mead.

    “When vitriol toward trans people became a nationwide talking point for the right to win the presidency, that invigorated a lot of people to invoke the same harmful rhetoric in their local communities,” Leavitt said. “We think of Washington as a liberal state. Nonetheless, it’s a very diverse state.”

    OSPI, in its statewide civil rights review, required 59 out of 295 school districts in Washington to make corrections to their nondiscrimination policy, and 52 of them did so, according to agency data. Another 93 districts received notices to correct their gender-inclusive schools policy, but only 55 districts had as of earlier this year. 

    After the November election, Spring’s statewide network of parents worked with school boards to prepare for a shift in “the other Washington.” Nearly two dozen boards started a campaign to reverse the state’s policy on transgender athletes, and a growing clash over student pronouns in one district accelerated their efforts. The network’s members met weekly on Zoom, and Spring in early February filed a federal complaint over Title IX before boards like Mead — roughly 30 in total, Spring estimated — soon followed.

    “That’s a tenth of school districts doing this kind of revolt. School boards just want to run their schools,” he said.

    Michael Cannon, president of the Mead school board, was first elected in 2019. The school board was one of many that challenged Washington state’s Covid protocols. Credit: Margaret Albaugh for The Hechinger Report

    In Mead, after the board learned it had 30 days to correct its transgender policy, Nolan shared details of the state’s findings with county and state GOP leaders and the Silent Majority Foundation, a conservative legal nonprofit in eastern Washington. In response to a mother with students in nearby Central Valley schools who asked the board for advice on how to join the fight, Nolan painted an ominous picture of the stakes: “OSPI and the legislature intend to threaten all districts to adopt policies well in excess of what state law requires or face loss of funding.”

    Mead schools collect nearly $9 million in federal funding, or about 5 percent of its total budget; another 80 percent comes from the state. State code grants OSPI the authority to order the termination of funding to districts that violate nondiscrimination laws, but the agency has never withheld funding for noncompliance, according to spokeswoman Katy Payne. Still, the Mead school board cited the risk of losing funding — both state and federal — in its plea for help to the federal Education Department.

    “It shouldn’t be a choice of which funding to lose,” Cannon told The Hechinger Report. “We just don’t want to risk any funding. That just can’t be on the table for us.”

    Superintendent Travis Hanson, who declined several interview requests, said in an email that “culture-war conflicts” — specifically, the political shifts that lead to dramatic changes in local, state and federal education policy — have placed district leaders in an impossible position.

    “The increasingly acrimonious debates on these issues are generally split along partisan lines and represent a complex situation for district leaders: navigating socio-political conflict we did not create but are nonetheless responsible for managing,” wrote Hanson, who joined the district in July 2023, just months before the election of the new slate of board members.

    Related: School clubs for gay students move underground after Kentucky’s anti-LGBTQ law goes into effect

    Superintendent Travis Hanson listens during a Sept. 8 meeting of the Mead school board. He took over as superintendent in July 2023. Credit: Margaret Albaugh for The Hechinger Report

    In late March, the board took another step that further increased tensions: It proposed changes to the transgender policy — but not to comply with the state. Rather, the board would require students to get permission before using their preferred locker room or restroom and would not allow transgender students to room on overnight trips based on their preferred gender. School staff, under the changes, would not need a student’s permission before telling their parents about their gender identity.

    A transgender student at Mead High School wrote to the board urging members considering the issue to be sensitive to students “who may rely on school to be their one safe space.”

    Nolan replied first by stating his appreciation for the student’s willingness to engage in a civil discussion, but then he issued a vague warning to the teenager.

    “I don’t know the source of your gender confusion nor will I pretend I can provide a solution to resolve it,” Nolan told the student. “Fooling yourself to believe you can become that sex is a dangerous lie and those who have bought into it often pay a heavy price.”

    The student’s mother responded within hours.

    She balked at Nolan’s allusion to a “heavy price” and called him presumptuous and patronizing for commenting on her child’s gender identity.

    “We deliberately chose to live within the Mead school district upon recommendation from other family members — a decision I am increasingly questioning,” the mother wrote. “You can’t just wish away kids who are different, and deliberately isolating or driving away families like mine will come with its own heavy price.”

    Nolan shared the emails with Cannon, and later sent the mother an apology.

    “While we may hold different views on the matter, my response should have been more thoughtful in its tone as it is understandably a topic of significant personal importance,” he wrote. 

    Related: A principal lost her job after she came out. Her conservative community rallied around her

    Other residents praised the board, casting it as their ally in a fight against encroaching state mandates.

    One couple with a young daughter wrote: “They have exceeded government outreach for far too long and it is time to take back local control, as the system was designed.”

    In the interview with Hechinger, Cannon agreed. And he argued conservatives in Washington state have only acted on the defense.

    “The irony is that we’re responding to what they’re doing,” he said of Democrats. “They’ve used the Legislature to force school districts to adhere to their political ideology. None of this originated with these conservative school boards that they like to vilify.”

    Trump has continued to wield federal authority over states on Title IX and other issues, even while he has pledged to return control of education to individual states and communities and signed an executive order in March to do so. Later that month, newly confirmed Education Secretary Linda McMahon previewed the investigations to come.

    In a Dear Colleague letter to superintendents, McMahon raised concerns about the Family Educational Rights and Privacy Act (FERPA), a law that protects the personal records of students, and the Protection of Pupil Rights Amendment (PPRA), which gives parents the right to review instructional materials. The letter argued that some states and districts had turned “the concept of privacy on its head” and used the laws to prevent parents from knowing if their child started transitioning at school.

    The investigation into Washington state hinges on allowing transgender students to compete in female sports but also potential violations of those student privacy laws. Elizabeth Laird, director of equity in civic technology at the nonprofit Center for Democracy and Technology, described the administration’s legal reasoning as going beyond what Congress intended.

    “This investigation looks like the latest instance of the Trump administration weaponizing its ability to withhold federal funds to enforce its ideological agenda,” Laird said.

    In an email, an Education Department spokesperson said only that the investigation into Washington state was ongoing. The Justice Department declined to comment.

    Related: Which schools and colleges are being investigated by the Trump administration?  

    Chris Reykdal, the Washington state schools chief, described the federal government’s use of the privacy provisions as an attempt to mandate discrimination.

    “My office will enforce our current laws as we are required to do until Congress changes the law and/or federal courts invalidate Washington state’s laws,” Reykdal said in a statement. “Unless, and until that happens, we will be following Washington state’s laws, not a president’s political leanings expressed through unlawful orders.”

    Some states and districts have already faced consequences from similar investigations. In Maine, the U.S. Department of Agriculture — in a related Title IX investigation — froze federal money meant to feed children in schools, daycares and after-school programs. The state sued, and won a court-approved settlement to stop the freezing of funds. The Trump administration has initiated similar investigations and funding fights in California and in 10 school districts, in Colorado, Kansas and Virginia.

    Spring, with the statewide parents network in Washington, did not exactly celebrate the federal intervention in so many school districts. He’s a conservative who prefers local control, especially of education, but said state laws and rights can’t supersede federal law at the schoolhouse.

    “We right now have a state ordering school districts around, to break federal law,” Spring said.

    Related: At Moms for Liberty national summit, a singular focus on anti-trans issues 

    Ultimately, courts are likely to continue weighing in on whether these federal actions can be enforced. Conflicting rulings in the federal judiciary, however, make it difficult to predict the outcome. 

    Last year, the U.S. Court of Appeals for the 9th Circuit, which includes Washington state, barred Idaho from enforcing a ban — the first in the nation — on transgender athletes participating in girls’ and women’s sports teams. The 4th Circuit, also last year, ruled that a similar ban in West Virginia violated Title IX. 

    Then, this year, the Supreme Court dealt a significant blow to the transgender rights movement, deciding in a 6-3 split that states can prohibit gender-affirming medical care for minors. A Trump-appointed judge in Tennessee also scrapped a set of Title IX rules that former President Joe Biden’s administration proposed to strengthen protections for LGBTQ+ students. And on its upcoming docket, the Supreme Court will hear two cases on whether bans on transgender women in sports violate the Constitution. 

    “Trump and the alt-right folks want to suggest that civil rights are a zero-sum game,” said Hunter Iannucci, counsel with the National Women’s Law Center, a nonprofit legal group. “They’re trying to position this so Title IX operates only for those students, or only these students can have rights, and that’s just not accurate.”

    Back in Mead, the school board in April paused consideration of its contested updates to the transgender policy. Board members continued to hear from both angry and approving members of the public until deciding, in May, to indefinitely postpone any formal action until the federal departments finish their Title IX investigation. The board meetings and especially portions for public comment have been largely quiet since then.

    But Miller, the recent Mead graduate, still attends the meetings to speak on behalf of transgender students who remain in the district.

    “There are people in the community willing to stand up,” she said. “Even though we’re scared of violence and discrimination, we still have a voice. We still exist.”

    Contact staff writer Neal Morton at 212-678-8247, on Signal at nealmorton.99, or via email at morton@hechingerreport.org.

    This story about Title IX was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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

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  • Some social emotional lessons improve how kids do at school, Yale study finds

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    Social emotional learning — lessons in soft skills like listening to people you disagree with or calming yourself down before a test — has become a flashpoint in the culture wars. 

    The conservative political group Moms for Liberty opposes SEL, as it is often abbreviated, telling parents that its “goal is to psychologically manipulate students to accept the progressive ideology that supports gender fluidity, sexual preference exploration, and systemic oppression.” Critics say that parents should discuss social and emotional matters at home and that schools should stick to academics. Meanwhile, some advocates on the left say standard SEL classes don’t go far enough and should include such topics as social justice and anti-racism training. 

    While the political battle rages on, academic researchers are marshalling evidence for what high-quality SEL programs actually deliver for students. The latest study, by researchers at Yale University, summarizes 12 years of evidence, from 2008 to 2020, and it finds that 30 different SEL programs, which put themselves through 40 rigorous evaluations involving almost 34,000 students, tended to produce “moderate” academic benefits.

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    The meta-analysis, published online Oct. 8 in the peer-reviewed journal Review of Educational Research, calculated that the grades and test scores of students in SEL classes improved by about 4 percentile points, on average, compared with students who didn’t receive soft-skill instruction. That’s the equivalent of moving from the 50th percentile (in the middle) to the 54th percentile (slightly above average). Reading gains were larger (more than 6 percentile points) than math gains (fewer than 4 percentile points). Longer-duration SEL programs, extending more than four months, produced double the academic gains — more than 8 percentile points. 

    “Social emotional learning interventions are not designed, most of the time, to explicitly improve academic achievement,” said Christina Cipriano, one of the study’s four authors and an associate professor at Yale Medical School’s Child Study Center. “And yet we demonstrated, through our meta-analytic report, that explicit social emotional learning improved academic achievement and it improved both GPA and test scores.”

    Cipriano also directs the Education Collaboratory at Yale, whose mission is to “advance the science of learning and social and emotional development.”

    The academic boost from SEL in this 2025 paper is much smaller than the 11 percentile points documented in an earlier 2011 meta-analysis that summarized research through 2007, when SEL had not yet gained widespread popularity in schools. That has since changed. More than 80 percent of principals of K-12 schools said their schools used an SEL curriculum during the 2023-24 school year, according to a survey by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the RAND Corporation. 

    Related: A research update on social-emotional learning in schools

    The Yale researchers only studied a small subset of the SEL market, programs that subjected themselves to a rigorous evaluation and included academic outcomes. Three-quarters of the 40 studies were randomized-controlled trials, similar to pharmaceutical trials, where schools or teachers were randomly assigned to teach an SEL curriculum. The remaining studies, in which schools or teachers volunteered to participate, still had control groups of students so that researchers could compare the academic gains of students who did not receive SEL instruction. 

    The SEL programs in the Yale study taught a wide range of soft skills, from mindfulness and anger management to resolving conflicts and setting goals. It is unclear which soft skills are driving the academic gains. That’s an area for future research.

    “Developmentally, when we think about what we know about how kids learn, emotional regulation is really the driver,” said Cipriano. “No matter how good that curriculum or that math program or reading curriculum is, if a child is feeling unsafe or anxious or stressed out or frustrated or embarrassed, they’re not available to receive the instruction, however great that teacher might be.”

    Cipriano said that effective programs give students tools to cope with stressful situations. She offered the example of a pop quiz, from the perspective of a student. “You can recognize, I’m feeling nervous, my blood is rushing to my hands or my face, and I can use my strategies of counting to 10, thinking about what I know, and use positive self talk to be able to regulate, to be able to take my test,” she said.

    Related: A cheaper, quicker approach to social-emotional learning?

    The strongest evidence for SEL is in elementary school, where the majority of evaluations have been conducted (two-thirds of the 40 studies). For young students, SEL lessons tend to be short but frequent, for example, 10 minutes a day. There’s less evidence for middle and high school SEL programs because they haven’t been studied as much. Typically, preteens and teens have less frequent but longer sessions, a half hour or even 90 minutes, weekly or monthly. 

    Cipriano said that schools don’t need to spend “hours and hours” on social and emotional instruction in order to see academic benefits. A current trend is to incorporate or embed social and emotional learning within academic instruction, as part of math class, for example. But none of the underlying studies in this paper evaluated whether this was a more effective way to deliver SEL. All of the programs in this study were separate stand-alone SEL lessons. 

    Advice to schools

    Schools are inundated by sales pitches from SEL vendors. Estimates of the market size range wildly, but a half dozen market research firms put it above $2 billion annually. Not all SEL programs are necessarily effective or can be expected to produce the academic gains that the Yale team calculated. 

    Cipriano advises schools not to be taken in by slick marketing. Many of the effective programs have no marketing at all and some are free. Unfortunately, some of these programs have been discontinued or have transformed through ownership changes. But she says school leaders can ask questions about which specific skills the SEL program claims to foster, whether those skills will help the district achieve its goals, such as improving school climate, and whether the program has been externally evaluated. 

    “Districts invest in things all the time that are flashy and pretty, across content areas, not just SEL,” said Cipriano. “It may never have had an external evaluation, but has a really great social media presence and really great marketing.” 

    Cipriano has also built a new website, improvingstudentoutcomes.org, to track the latest research on SEL effectiveness and to help schools identify proven programs.

    Cipriano says parents should be asking questions too. “Parents should be partners in learning,” said Cipriano. “I have four kids, and I want to know what they’re learning about in school.”

    This meta-analysis probably won’t stop the SEL critics who say that these programs force educators to be therapists. Groups like Moms for Liberty, which holds its national summit this week, say teachers should stick to academics. This paper rejects that dichotomy because it suggests that emotions, social interaction and academics are all interlinked. 

    Before criticizing all SEL programs, educators and parents need to consider the evidence.

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or barshay@hechingerreport.org.

    This story about SEL benefits was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

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

    Join us today.

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  • Teens hack school cell phone bans with creative workarounds

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    NEWYou can now listen to Fox News articles!

    Across the country, schools are cracking down on cell phone use. At least 18 states have rolled out bell-to-bell bans, with New York calling phones “distraction devices.” Teachers are praising the shift, saying classes feel more focused. But teens? They’re not giving up so easily.

    Students are sidestepping bans in the most millennial-inspired way possible, turning Google Docs into digital chat rooms. With laptops open, it looks like they’re working on assignments. In reality, they’re typing messages back and forth in real time, just like an old-school AOL chat room.

    SCHOOLS’ SAFETY TOOLS ARE SPYING ON KIDS — EVEN AT HOME

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    Students secretly turn Google Docs into real-time chatrooms. (Kurt “CyberGuy” Knutsson)

    A creative workaround for school cell phone bans

    Parents and teachers admit the workaround is clever. One teacher said she respects her students’ determination to stay connected and even acknowledged that the phone ban has improved behavior and focus in class. Still, she worries that turning Google Docs into chat rooms could open the door to bullying or cheating. Parents are also weighing in. One parent told CyberGuy that some kids in their district are buying MacBooks just so they can text each other through iMessage. Others, the parent added, are leaning on email threads or even old-school Post-It notes to keep the conversation alive.

    A girl writes at a table in front of an open laptop.

    Teens share their classroom hacks on TikTok with pride. (Kurt “CyberGuy” Knutsson)

    Social media reaction

    On TikTok, students proudly show off their “secret” Docs conversations. Captions range from playful, “Your cell phone rule was never going to stop me,” to defiant: “Can’t ever silence us, queens.” The creativity is earning laughs from older generations who remember the days before smartphones. But the trend is also stirring debate. Some parents see it as a harmless way for kids to adapt, while others worry it undermines the entire point of the ban. Educators are split too, amused by the ingenuity, yet frustrated that students are still finding ways to drift off task during lessons. The viral clips prove one thing for sure: when it comes to tech, today’s teens will always find a workaround.

    A girl uses the trackpad on a MacBook.

    Some kids buy MacBooks to keep texting through iMessage. (Kurt “CyberGuy” Knutsson)

    Parent tips for navigating school cell phone bans

    If your child’s school has adopted a phone ban, there are a few ways you can help them adjust while keeping communication open and safe:

    • Talk about the rules at home: Explain why schools are putting these bans in place and set expectations for how your child should behave with laptops and other devices.
    • Offer safe communication plans: Work with your child and the school to establish how you’ll contact each other in case of an emergency. Some districts allow phones in lockers or require them to stay powered off in backpacks.
    • Encourage balance: Remind your child that downtime from screens can actually help them focus better in class and relax during the school day.
    • Monitor alternatives: Keep an eye on how your child uses tools like Google Docs, email or messaging apps. What starts as chatting with friends can sometimes veer into bullying or cheating.
    • Be open to feedback: Ask your child how the ban is affecting their school day. Their perspective can help you understand where the real challenges and benefits are showing up.

    TEENS AND PHONE USE WHILE DRIVING: WHY THIS DEADLY HABIT PERSISTS

    What this means for you

    If you’re a parent, this shows just how inventive kids can be when rules are put in place. Cell phone bans may cut down on scrolling, but students are quickly shifting to other tools. They’re chatting through shared Google Docs, buying MacBooks so they can iMessage during class, swapping notes over email, and even sticking to old-school Post-Its to stay in touch. While some of these workarounds seem harmless, they also carry risks, from distractions that take focus away from learning to new opportunities for bullying or even cheating. For teachers, it’s a reminder that managing distractions in the classroom goes beyond phone policies. Laptops, messaging apps, and even simple sticky notes can become back doors for the same behaviors schools are trying to limit. 

    Take my quiz: How safe is your online security?

    Think your devices and data are truly protected? Take this quick quiz to see where your digital habits stand. From passwords to Wi-Fi settings, you’ll get a personalized breakdown of what you’re doing right and what needs improvement. Take my Quiz here: CyberGuy.com/Quiz

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    Kurt’s key takeaways

    Phone bans are reshaping the school day, and educators are already seeing benefits. Yet students are proving they’ll always find ways to connect, whether through phones, laptops or even retro workarounds that echo the early internet era.

    What do you think? Are these bans helping kids learn better, or are they simply pushing students to get sneakier with tech? Let us know by writing to us at CyberGuy.com/Contact

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    Copyright 2025 CyberGuy.com.  All rights reserved.

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  • Tony Danza and Adam Saunders Go Back to Class in Re-Election – Houston Press

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    Okay, take a second and think back to high school. Was there one single moment that, if it had gone differently, might’ve changed everything? Maybe you said the wrong thing, didn’t take a chance, or missed an opportunity that could’ve altered the whole trajectory of your life. It’s the kind of “what if” question that makes your brain spin — the same kind of butterfly effect that’s powered everything from Back to the Future to our own late-night regrets.

    That’s the premise of Re-Election, a new film written, directed by, and starring Adam Saunders, alongside the ever-charming Tony Danza, and a lively ensemble that makes this Texas-set story feel both absurd and heartfelt.

    The film follows a man in his forties living in Richardson, Texas, who traces all his life’s disappointments back to one event — losing the race for senior class president to a classmate who went on to become the governor of Texas. Convinced that single moment cursed his life, he decides to return to high school (under the guise of finishing missing credits) and run for re-election, determined to rewrite history.

    What sounds like a broad comedy is actually something deeper — a story about personal agency and the lies we tell ourselves about fate. Saunders, who also grew up in Texas and attended Richardson High, said that mix of humor and introspection was intentional. “I think it’s both of those things,” he told me. “It’s that personal idea of looking at, oh my gosh — the sort of prison of self. Just looking at other people, being jealous of other people, feeling like, ‘If I’d only done this, if I’d only said that, if I’d only talked to this person at that party,’ you start spinning in that cycle. That was definitely part of it.”

    But Saunders also saw an opportunity to use that personal reflection as a mirror for the times. “I wanted to tell a story on a larger level too,” he said. “I grew up in Texas, went to Richardson High School, just had my 30th reunion this past weekend. I literally flew from Dallas to here to do this. And having lived 20 years in L.A. and New York, it’s so different politically. I wanted to tell a story about politics that both my friends in Texas and my friends on the coasts could relate to — something they could even watch and disagree about, but still watch together.”

    That tension — between personal regret and collective identity — makes Re-Election more than just a clever premise. Saunders uses the nostalgia of high school politics to explore what happens when we blame one moment for the course of our entire lives. It’s sharp, funny, and full of heart.

    The cast around him brings that emotional realism to life, especially Bex Taylor-Klaus, who plays one of the film’s most grounded characters and provides its emotional center, and Rizwan Manji, who steals scenes as the current Texas governor with an over-the-top accent and perfectly satirical swagger. Their interplay with Saunders keeps the movie from ever feeling self-indulgent; it’s satirical but deeply sincere at the same time.

    And then there’s Tony Danza, who plays Saunders’ father — the film’s moral compass, whose résumé spans everything from Taxi to Who’s the Boss?, finds the quiet soul inside the chaos. For him, the film’s theme of self-reflection struck a personal chord. “I think it’s relatable because there’s a lot of people who, as you say, don’t live up to their expectations,” Danza said. “You do have that one moment that maybe… if it had gone differently, who knows? It makes you think about it. It makes you think back and go, when was my tipping point?”

    Beneath the laughs and the satirical jabs at politics, there’s a universal truth about growing up — and growing older. It reminds us that the past doesn’t define us unless we let it. The film is part redemption story, part coming-of-middle-age comedy, and part love letter to the moments that make us who we are.

    In the end, Re-Election asks a simple but profound question: if you could go back and fix one thing, would you — or would you finally learn to move forward?

    It’s one of the year’s most surprisingly heartfelt comedies and a strong recommendation for anyone who believes in second chances, self-awareness, and not letting life’s “what ifs” define your story.

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    Brad Gilmore

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  • AI, CTE are key to preparing students for future careers

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    This press release originally appeared online.

    Key points:

    Educators are embracing AI and career and technical education (CTE) as keys to preparing students for their future after high school, according to the 2025 Savvas Educator Index from K-12 learning solutions provider Savvas Learning Company.

    The annual national survey of K-12 teachers and administrators offers a pulse check on what educators see as the most pressing challenges and promising solutions in U.S. education this coming school year and beyond.

    “Educators are embracing new possibilities for student success and are eager for innovative tools that empower more effective, relevant learning experiences,” said Bethlam Forsa, CEO of Savvas Learning Company. “This year’s Savvas Educator Index highlights a collective demand for solutions that meet the moment, including AI and CTE, without compromising durable, essential skills like critical thinking, communication, and collaboration.”

    AI in classrooms? Only if it builds real-world skills

    Educators are cautiously optimistic about AI, with 66 percent planning to increase AI use in the 2025-26 school year–up from 57 percent last year. Of those who teach or oversee high school, more than half (56 percent) believe understanding AI is “very” or “extremely” important for students’ future success.

    But that optimism is tempered by concern.

    • Only 5 percent of educators are confident that their students know how to use AI responsibly and critically.
    • The majority (70 percent) of educators say they have received no professional development to support students in learning to use AI for schoolwork.
    • Nearly half (43 percent) of all educators believe current AI use is negatively impacting students’ development of durable skills like communication and critical thinking. This increases to 51 percent among grade 6-8 teachers and 68 percent among high school teachers.

    The disparity between educators’ optimism around implementation and concern around students’ durable skills sends a clear signal: educators want AI tools that come with guardrails, guidance for implementation, and controls meant to develop those skills, not create shortcuts.

    CTE Is the leading model for future workforce readiness

    While traditional academic routes like Advanced Placement (AP) courses have fallen behind in educator favor, CTE is the clear frontrunner when it comes to preparing students for life beyond high school, according to the survey.

    • More than double the number of educators selected CTE (63 percent) as the top program to best prepare students for success after high school compared to those who selected AP courses (26 percent).
    • Among educators who believe CTE programs help students be successful after high school, 87 percent identified job-ready skills and technical training and 79 percent identified early exposure to career pathways and interests as the key benefits students gain from participating in CTE programs while in high school.
    • Among teachers who believe CTE programs help students be successful after high school, 77 percent said CTE enhances students’ employability after high school; that number jumps to 79 percent among administrators.

    Dual enrollment is a critical bridge to success

    As part of the broader shift toward workforce readiness, the survey found dual enrollment programs are also powerful tools to help students prepare for college and career pathways. Among high school educators whose schools offer these courses, the benefits are clear and compelling.

    • The opportunity to earn college credit while still in high school was cited by 88 percent of educators as a major advantage.
    • Reduced tuition costs followed closely behind as a major advantage at 75 percent, and a smoother transition to postsecondary education at 70 percent, underscoring dual enrollment’s role in making higher education more affordable and accessible.

    Beyond cost savings, educators emphasized the importance of early exposure to college-level work and future career pathways, aligning with a national push to introduce students to postsecondary options earlier in their academic journeys.

    Without relevance, students struggle to stay motivated

    Educators are also sounding the alarm on a persistent and systemic issue: student motivation.

    • Three-fourths of educators surveyed (75 percent) cited lack of motivation as a leading challenge for the coming school year, with half of those respondents saying it is the top challenge students face.
    • Sixty-four percent of high school educators said motivation is a major barrier to earning a living wage after high school, and 45 percent said it hinders students’ college success.

    These concerns further reinforce the demand for learning that feels connected to students’ lives and futures, and educators overwhelmingly point to intentional use of AI-powered tools and CTE offerings as ways to deliver student success beyond their K-12 education.

    Latest posts by eSchool Media Contributors (see all)

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    ESchool Media Contributors

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  • Tools and ideas to engage students in career-connected learning

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    Key points:

    For nearly two decades, I’ve worked to improve teaching and learning with technology. And while the continuously evolving nature of technology has changed the trajectory of my career many times, I have always tried to drive deeper student engagement.

    Education stakeholders agree on the importance of engagement in learning. According to the recently released Education Insights Report, K-12 leaders, teachers, parents, and students overwhelmingly agree that engagement drives learning. To be more specific, 93 percent of educators say it’s a critical metric for achievement, 99 percent of superintendents rank it among the top predictors of school success, and 92 percent of students report that engaging lessons make school more enjoyable.

    During my career, I’ve found that one of the best ways to engage students in learning is to connect what is being taught to students in the classroom to potential career paths. One way to connect the dots between classroom lessons and their application to a potential career is through career-connected learning.

    Career-connected learning (CCL) experiences–such as classroom career lessons, job fairs, and mentorships–have a measurable impact on student engagement and future orientation. A recent report found that 88 percent of students participate in at least one CCL opportunity, and that having a mentor nearly doubles student engagement (37 percent vs. 16 percent), while also increasing students’ hope about their future (40 percent vs. 25 percent).

    Educational technology can help educators scale CCL learning in their district. At my school, I’ve found success with Career Connect, which can be accessed through Discovery Education Experience. This technology solution is an innovative, virtual platform that facilitates direct, real-time connections between K-12 educators, students, and industry professionals. Key features include on-demand, virtual classroom visits and an easy-to-navigate dashboard with accompanying standards-aligned lesson plans and activities.

    Career Connect has allowed instructional specialists and professional development consultants in our field to assist CTE teachers with additional credible and trusted resources. This enables our educators to create meaningful connections and higher engagement by embedding real-world voices to help students see the “why” behind learning, which sparks curiosity and motivation. Plus, the solution helps ensure equitable access for all students, because the virtual format allows schools anywhere to bring a broad range of professionals from all the over the world directly into their classrooms.

    Another favorite tool is CareerPrepped, a free resource by the Association for Career and Technical Education. Designed to meet the needs of learners, educators, and employers, the platform supports skills-based hiring, soft-skills development, and work-based learning through a dynamic digital platform.

    With over 40 essential workforce skills, students can build Skill Builders across competencies like teamwork, communication, problem-solving, time management, and more. These skills are demonstrated through Skill Badges and a career portfolio that houses real-world evidence such as project artifacts and multimedia illustrations. Students can create a personal portfolio that connect to platforms like LinkedIn. Then, students can request feedback on their skill evidence from peers, educators, and industry mentors, helping them understand strengths and areas for improvement.

    CareerPrepped offers value for educators by bridging the gap between academic learning and employability while enhancing work-based learning outcomes. Students actively document and prove their skills to employers and class alike.

    Implementing career-focused technology tools such as Career Connect and CareerPrepped in education offers many ways to integrate CCL into the classroom. Here are some potential strategies to consider:

    • Employee Spotlights: Host brief live or recorded talks with people in various careers to hear about job journeys and directly tie in a classroom lesson to that career. Bonus points if that employee is a former student of that district!
    • Micro-Internships: Arrange one-hour or one-day job shadows with local partners.
    • Challenge-Based Projects: Partner with businesses on real problems, like designing a locally-sourced cafeteria menu or revamping a playground.

    In summary, career-connected learning is a vital component of any classroom in this day and age, because it brings together traditional learning with real-world opportunities. By engaging students with industry partners, mentors, and authentic workplace experiences, students are empowered to see clear pathways from education to career success.

    These connections not only strengthen technical and employability skills but also foster confidence and purpose for each student. Ultimately, career connections ensure that all students graduate prepared, inspired, and equipped to thrive in both postsecondary education and the workforce.

    Latest posts by eSchool Media Contributors (see all)

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    Grace Maliska

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  • Tools and ideas to engage students in career-connected learning

    [ad_1]

    Key points:

    For nearly two decades, I’ve worked to improve teaching and learning with technology. And while the continuously evolving nature of technology has changed the trajectory of my career many times, I have always tried to drive deeper student engagement.

    Education stakeholders agree on the importance of engagement in learning. According to the recently released Education Insights Report, K-12 leaders, teachers, parents, and students overwhelmingly agree that engagement drives learning. To be more specific, 93 percent of educators say it’s a critical metric for achievement, 99 percent of superintendents rank it among the top predictors of school success, and 92 percent of students report that engaging lessons make school more enjoyable.

    During my career, I’ve found that one of the best ways to engage students in learning is to connect what is being taught to students in the classroom to potential career paths. One way to connect the dots between classroom lessons and their application to a potential career is through career-connected learning.

    Career-connected learning (CCL) experiences–such as classroom career lessons, job fairs, and mentorships–have a measurable impact on student engagement and future orientation. A recent report found that 88 percent of students participate in at least one CCL opportunity, and that having a mentor nearly doubles student engagement (37 percent vs. 16 percent), while also increasing students’ hope about their future (40 percent vs. 25 percent).

    Educational technology can help educators scale CCL learning in their district. At my school, I’ve found success with Career Connect, which can be accessed through Discovery Education Experience. This technology solution is an innovative, virtual platform that facilitates direct, real-time connections between K-12 educators, students, and industry professionals. Key features include on-demand, virtual classroom visits and an easy-to-navigate dashboard with accompanying standards-aligned lesson plans and activities.

    Career Connect has allowed instructional specialists and professional development consultants in our field to assist CTE teachers with additional credible and trusted resources. This enables our educators to create meaningful connections and higher engagement by embedding real-world voices to help students see the “why” behind learning, which sparks curiosity and motivation. Plus, the solution helps ensure equitable access for all students, because the virtual format allows schools anywhere to bring a broad range of professionals from all the over the world directly into their classrooms.

    Another favorite tool is CareerPrepped, a free resource by the Association for Career and Technical Education. Designed to meet the needs of learners, educators, and employers, the platform supports skills-based hiring, soft-skills development, and work-based learning through a dynamic digital platform.

    With over 40 essential workforce skills, students can build Skill Builders across competencies like teamwork, communication, problem-solving, time management, and more. These skills are demonstrated through Skill Badges and a career portfolio that houses real-world evidence such as project artifacts and multimedia illustrations. Students can create a personal portfolio that connect to platforms like LinkedIn. Then, students can request feedback on their skill evidence from peers, educators, and industry mentors, helping them understand strengths and areas for improvement.

    CareerPrepped offers value for educators by bridging the gap between academic learning and employability while enhancing work-based learning outcomes. Students actively document and prove their skills to employers and class alike.

    Implementing career-focused technology tools such as Career Connect and CareerPrepped in education offers many ways to integrate CCL into the classroom. Here are some potential strategies to consider:

    • Employee Spotlights: Host brief live or recorded talks with people in various careers to hear about job journeys and directly tie in a classroom lesson to that career. Bonus points if that employee is a former student of that district!
    • Micro-Internships: Arrange one-hour or one-day job shadows with local partners.
    • Challenge-Based Projects: Partner with businesses on real problems, like designing a locally-sourced cafeteria menu or revamping a playground.

    In summary, career-connected learning is a vital component of any classroom in this day and age, because it brings together traditional learning with real-world opportunities. By engaging students with industry partners, mentors, and authentic workplace experiences, students are empowered to see clear pathways from education to career success.

    These connections not only strengthen technical and employability skills but also foster confidence and purpose for each student. Ultimately, career connections ensure that all students graduate prepared, inspired, and equipped to thrive in both postsecondary education and the workforce.

    Latest posts by eSchool Media Contributors (see all)

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    Dr. Angie Haro, EdD, Education Service Center Region 19

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  • Southeast Raleigh holds off Clayton in high school football game of the week

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    Southeast Raleigh linebacker Cyrus Gunther (44) carries the ball and celebrates with teammates after making the interception against Clayton late in the second half. The Southeast Raleigh Bulldogs and the Clayton Comets met in a conference football game in Raleigh, N.C. October 3, 2025

    Southeast Raleigh linebacker Cyrus Gunther (44) carries the ball and celebrates with teammates after making the interception against Clayton late in the second half. The Southeast Raleigh Bulldogs and the Clayton Comets met in a conference football game in Raleigh, N.C. October 3, 2025

    With some of the most dynamic offensive weapons in the greater Raleigh area on both sides of the ball on Friday in a Greater Neuse River 7A conference showdown, it was instead a fourth-quarter defensive stand that sealed Southeast Raleigh’s thrilling 22-19 victory over Clayton.

    Southeast Raleigh’s defense, which had already yielded three scores to Clayton’s Aiden Smalls-led offense, buckled down in the final two minutes.

    The Comets took over on downs at their own 32 with just over two minutes to play, trailing by three. Smalls found Noah Smith to push his team to its own 43, but with less than a minute to play the Bulldogs’ Cyrus Gunther came up with his team’s second interception of the night on Smalls, sealing an important home win.

    With the victory, Southeast Raleigh improves to 2-1 in conference play and 5-2 overall.

    The loss for Clayton is its second of the season, and first in conference play, which drops the Comets into a tie with Southeast Raleigh, both in the Greater Neuse River 7A standings and overall.

    Southeast Raleigh defensive end Keysaun Eleazer (11) and linebacker J'Siah Harden (0) grapple Clayton running back Noah Smith (1) during the first half. The Southeast Raleigh Bulldogs and the Clayton Comets met in a conference football game in Raleigh, N.C. October 3, 2025
    Southeast Raleigh defensive end Keysaun Eleazer (11) and linebacker J’Siah Harden (0) grapple Clayton running back Noah Smith (1) during the first half. The Southeast Raleigh Bulldogs and the Clayton Comets met in a conference football game in Raleigh, N.C. October 3, 2025 Steven Worthy

    Southeast Raleigh took its first lead of the game Friday midway through the third quarter. Set up near midfield by a Keysaun Eleazer interception, the Bulldogs drove deep into Clayton territory on the back of two long runs from James Adams IV, the first to the Clayton 22, the second to the Comets’ 9-yard line.

    A few plays later the Bulldogs barrelled into the end zone. Despite a second missed PAT, Southeast Raleigh grabbed a two-point lead at 15-13.

    The Bulldogs extended their lead late in the third quarter. After N.C. State-bound running back Christian Freeman rumbled down to the Clayton 1-yard line, Southeast Raleigh punched the ball over the line. A successful PAT pushed the home team’s lead to two scores at 22-13.

    Smalls, also an N.C. State commit, led Clayton to within a score at 22-19 after he scampered 9 yards to the end zone midway through the fourth quarter.

    N.C. State Wolfpack head coach Dave Doeren was at the game Friday, with a pair of offensive recruits squaring off against one another.

    Clayton wide receiver Parker Ferguson (17) misses the catch while defended by Southeast Raleigh defensive back Mike Rowland (24) defends during the first half. The Southeast Raleigh Bulldogs and the Clayton Comets met in a conference football game in Raleigh, N.C. October 3, 2025
    Clayton wide receiver Parker Ferguson (17) misses the catch while defended by Southeast Raleigh defensive back Mike Rowland (24) defends during the first half. The Southeast Raleigh Bulldogs and the Clayton Comets met in a conference football game in Raleigh, N.C. October 3, 2025 Steven Worthy

    Low-scoring first half

    After missing a field goal early, Clayton got on the board first anyway when Smalls found DeAngelo Ruffin for a 62-yard catch-and-run late in the first quarter. Nate Lunger’s PAT put the visitors on top, 7-0.

    The Bulldogs replied quickly, completing a 67-yard pass on the next series. Their two-point conversion failed, though, and the Comets retained a one-point lead.

    Clayton turned the ball over on downs on its next possession, but the Comets’ defense picked up its offense immediately when Daniel Lovelace-Davis picked off a Southeast Raleigh pass and returned it to the Bulldogs’ 15. Smalls then found TJ Campbell for a second passing score, pushing the Clayton lead back to 13-6.

    Southeast Raleigh pulled back to within four points at 13-9 with a 20-yard field goal that closed out the first half.

    The Bulldogs return to action next week on the road at Smithfield-Selma. Clayton will regroup at home against South Garner.

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    Staff report

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  • Strengthening middle school literacy: What educators need to know

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    Key points:

    Literacy has always been the foundation of learning, but for middle school students, the stakes are especially high. These years mark the critical shift from learning to read to reading to learn.

    When students enter sixth, seventh, or eighth grade still struggling with foundational skills, every subject becomes harder–science labs, social studies texts, even math word problems require reading proficiency. For educators, the challenge is not just addressing gaps but also building the confidence that helps adolescents believe they can succeed.

    The confidence gap

    By middle school, many students are keenly aware when they’re behind their peers in reading. Interventions that feel too elementary can undermine motivation. As Dr. Michelle D. Barrett, Senior Vice President of Research, Policy, and Impact at Edmentum, explained:

    “If you have a student who’s in the middle grades and still has gaps in foundational reading skills, they need to be provided with age-appropriate curriculum and instruction. You can’t give them something that feels babyish–that only discourages them.”

    Designing for engagement

    Research shows that engagement is just as important as instruction, particularly for adolescents. “If students aren’t engaged, if they’re not showing up to school, then you have a real problem,” Barrett said. “It’s about making sure that even if students have gaps, they’re still being supported with curriculum that feels relevant and engaging.”

    To meet that need, digital programs like Edmentum’s Exact Path tailor both design and content to the learner’s age. “A middle schooler doesn’t want the cartoony things our first graders get,” Barrett noted. “That kind of thing really does matter–not just for engagement, but also for their confidence and willingness to keep going.”

    Measuring what works

    Educators also need strong data to target interventions. “It’s all about how you’re differentiating for those students,” Barrett said. “You’ve got to have great assessments, engaging content that’s evidence-based, and a way for students to feel and understand success.”

    Exact Path begins with universal screening, then builds personalized learning paths grounded in research-based reading progressions. More than 60 studies in the past two years have shown consistent results. “When students complete eight skills per semester, we see significant growth across grade levels–whether measured by NWEA MAP, STAR, or state assessments,” Barrett added.

    That growth extends across diverse groups. “In one large urban district, we found the effect sizes for students receiving special education services were twice that of their peers,” Barrett said. “That tells us the program can be a really effective literacy intervention for students most at risk.”

    Layering supports for greater impact

    Barrett emphasized that literacy progress is strongest when multiple supports are combined. “With digital curriculum, students do better. But with a teacher on top of that digital curriculum, they do even better. Add intensive tutoring, and outcomes improve again,” she said.

    Progress monitoring and recognition also help build confidence. “Students are going to persist when they can experience success,” Barrett added. “Celebrating growth, even in small increments, matters for motivation.”

    A shared mission

    While tools like Exact Path provide research-backed support, Barrett stressed that literacy improvement is ultimately a shared responsibility. “District leaders should be asking: How is this program serving students across different backgrounds? Is it working for multilingual learners, students with IEPs, students who are at risk?” she said.

    The broader goal, she emphasized, is preparing students for lifelong learning. “Middle school is such an important time. If we can help students build literacy and confidence there, we’re not just improving test scores–we’re giving them the skills to succeed in every subject, and in life.”

    Laura Ascione
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    Laura Ascione

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  • STUDENT VOICE: Learning to debate is an important facet of education, but too often public school students are left out 

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    Ever since I first stepped onto the debate stage, I have been passionate about speech and debate. For the last three of my high school years, I have competed and placed nationally at major tournaments in Dallas, Los Angeles, Chicago, Atlanta and Las Vegas, among many others. Debate demands an incredible amount of research, preparation and practice, but those aren’t the biggest challenges for me.  

    I attend a public high school in California that lacks a formal debate program or coach, which has forced me to choose between quitting an activity I love and competing independently without any school support.  

    I chose the latter. And that means I prepare alone in the dark, navigate complex registration processes and, most importantly, pay hefty fees. 

    As many of us know, debate is an effective way to strengthen students’ comprehension, critical thinking and presentation skills. Debate allows students to explore ideas in a myriad of topics, from biotechnology to nuclear proliferation​​​​, and find their unique passions and interests. 

    Yet for many students, a lack of school support is a major entry barrier. It has turned debate into another private-school-dominated space, where private-school students receive access to higher quality research and on-the-spot coaching on argument structure and prose, like a football coach adjusting strategy on the sidelines. Additionally, most prestigious tournaments in the U.S. prohibit non-school-affiliated debaters like me from competing altogether.  

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education.  

    These circumstances de facto prevent lower-income debaters from becoming successful in the activity. And that is why I believe that all schools should incorporate speech and debate classes into their core curriculums. Existing history and English teachers could act as debate coaches, as they do in many private schools. School districts could even combine programs across high schools to save resources while expanding access (Mountain View High School and Los Altos High School in California have pursued this strategy).  

    Over the past two decades, the debate community has engaged in efforts to democratize access to speech and debate through the creation of new formats (for example, public forum), local debate associations and urban debate leagues, among others.  

    However, many of these initiatives haven’t been successful. These newer formats, initially intended to lessen the research burden on debaters, have shifted toward emphasizing strict evidence standards and complex debate jargon. This shift has made debate less, not more, accessible, and led to more students from private schools — who were quickly able to ​​​​out-prepare those from public​​ schools — entering and dominating the competition.  

    Local debate associations and​​​​ competitive leagues for neighboring schools have provided more students with opportunities to participate. Still, debate via these organizations is limited, as they don’t provide direct coaching to member schools or rigorous opportunities for students, and prohibit certain students and programs from competing.  

    Similarly, urban debate leagues (for example, the Los Angeles Metropolitan ​​​​Debate League) have been incredibly successful in expanding debate access to lower-income and minority students; however, these programs are concentrated in major metropolitan cities, face opposition from some school districts and rely on donor funding, which can be uncertain.  

    In my debate rounds, I have analyzed pressing social problems such as global warming and economic inequality through a policymaking lens; in some rounds I defended increased wealth taxes, and in others I argued against bans on fossil fuels. Without debate, I wouldn’t be so conscious of the issues in my community. Now, as I enter college, I’m looking forward to continuing debate and leveraging my skills to fight for change.  

    Related: High school students find common ground on the debate stage 

    Speaking of college, in the competition for admission to the most selective colleges, extracurricular involvement can be a deciding factor, and debate is an excellent way to stand out, at least for those students with proper support.  

    However, when students from rural and low-income communities lack access to the same opportunities as students from more metropolitan and higher-income communities, we risk exacerbating the educational achievement gap to our collective detriment.  

    In the meantime, debate tournaments should reduce entry barriers for nontraditional debaters and for students from public schools without coaches and extra support.  

    Without these initiatives, too many rural and low-income students will be excluded from an amazing activity, one that is especially important in today’s polarizing and divisive climate.  

    Aayush Gandhi is a student at Dublin High School. He is an avid writer and nationally ranked Lincoln-Douglas debater.  

    Contact the opinion editor at opinion@hechingerreport.org.  

    This story about debate programs was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.  

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

    Join us today.

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    Aayush Gandhi

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  • Fires, floods and other disasters are multiplying. Schools are adding training for workers to combat them

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    WATSONVILLE, Calif. — Gavin Abundis watched as firefighter Adrian Chairez demonstrated how he uses pulleys and harnesses to rappel down buildings. “You’ve probably seen it in the movies where they’re going down ‘Mission: Impossible’ style,” Chairez said with a laugh one day this past winter as he prepared to step off a tower. “We get to do that.” 

    Abundis, a then-senior at Aptos High School in Santa Cruz County’s Pajaro Valley Unified School District, has a friend whose home burned down a few years ago in a fire sparked by lightning. He said it’s pretty common to know someone who has been affected by fires in California, especially as they become more frequent and intense because of climate change. That drew him to this class on fire technology, and may steer his career. 

    “Knowing that there’s something that I can do about it to serve my community definitely encourages me to pursue this career,” said Abundis. 

    Demand for the course has grown so much in recent years that the Santa Cruz County Office of Education, which jointly runs the class with the Watsonville Fire Department, doubled the number of classes offered, from two to four, this school year. “There was a time when we would go into the schools and recruit students,” said Rudy Lopez Sr., fire chief of the Watsonville department. “Now, they just sign up.” 

    As climate change alters the environment and economies, the need is growing for jobs that help prepare for, respond to and lessen damage caused by fires, floods and other natural disasters. That’s led schools and community colleges to explore how to prepare students for careers in such fields as fire science, protecting and restoring watersheds and other ecosystems, forestry management and search and rescue. In some cases, student interest is driving the new courses — surveys show teenagers and younger adults are more environmentally conscious than older people and more likely to support action on climate change. 

    Watsonville, Calif., Fire Chief Rudy Lopez Sr. talks with students during a Fire Youth Academy class at Watsonville Fire Station No. 2. Credit: Minh Connors for The Hechinger Report

    Kate Kreamer, executive director of Advance CTE, a nonprofit that supports state leaders who oversee career and technical education programs, said more school districts are offering climate-related CTE courses, but it’s challenging to find statistics because the issue is so politicized and because what the classes are called differs by school, district and state. One example of that growth: A “resiliency careers in forestry” program, which trains people as foresters, fire program managers and log truck drivers at five California community colleges, enrolls some 700 students compared with 37 when it launched three years ago, according to the Foundation for California Community Colleges. 

    Students in Santa Cruz’s yearlong fire science course say they love that it’s so hands-on. They practice putting on and taking off more than 70 pounds of equipment in under 90 seconds, watch water cannons blast from the top of fire engines and get a chance to hold “attack lines,” 200-foot-long water hoses. They also learn about the specialized vocabulary of firefighting, the range of jobs available and the certifications that are required. The course helps expose students to careers in firefighting, which is facing a significant shortage of people to fill jobs in California and some other regions of the country. In the state, entry-level jobs pay between roughly $50,000 and $100,000 per year, according to the statewide group California Professional Firefighters.  

    Charlotte Morgan, a soft-spoken then-senior from Aptos in the Watsonville class, said she wanted to take this course specifically because of her interest in climate change: “Growing up in Santa Cruz, we spend so much time outside and we care so much about it, and I want to protect that.” 

    Her friend Bellamy Breen said she felt the same way, though she’s interested in working on water conservation issues. “With climate change there’s more droughts, there’s more saltwater intrusion, and with all the agriculture here, it’s very important,” she said.

    Related: Want to read more about how climate change is shaping education? Subscribe to our free newsletter.

    Watsonville firefighter Adrian Chairez rappels from the top of a building during a Fire Youth Academy class in Watsonville. Credit: Minh Connors for The Hechinger Report

    President Joe Biden championed such initiatives as the 2021 Infrastructure Investment and Jobs Act and the 2022 Inflation Reduction Act, which invested billions of federal dollars in supporting jobs that tackle climate change, including clean energy manufacturing, water infrastructure projects and wildfire prevention and preparedness efforts. Under President Donald Trump, who calls climate change a hoax, there has been a swift reversal of those initiatives. In recent months, the federal government has let go of hundreds of climate scientists, halted research funding and canceled 400 grants to help communities prepare for more extreme weather events. 

    Yet for communities that have been hit with natural disasters, there is a demand for jobs that transcends politics, even in conservative communities where climate change is sometimes dismissed as fake science. 

    John Gossett, president of Asheville-Buncombe Technical Community College in North Carolina, said that after Hurricane Helene devastated his region last year, college presidents in Mississippi and Louisiana who have endured catastrophic natural disasters told him to expect an enrollment drop of 40 percent to 50 percent. But Gossett said that while enrollment in several programs has remained flat, courses in fields that were highly visible during the hurricane — such as fire and rescue, EMT and paramedics and nursing — have drawn more interest from students. 

    Police officers played a big role during the disaster, participating in search and rescue missions and directing traffic. Gossett said the college had to double its number of basic law enforcement training cohorts from two to four this semester in response to the unexpected demand. It also reinstated a course in geomatics, or land surveying, and added a class in agri permaculture, an approach to land management that imitates natural ecosystems in rebuilding. The college’s construction program offers additional environmentally friendly certifications, including in green buildings and solar technology.  

    Gossett sees a strong link between these in-demand courses and economic development of the region, even though there is no mention of climate change in course descriptions. “It’s in our mission, it’s what we do,” he said. “We’re trying to help people get to a better place in life, where they can make more money and have more options. And all of that is wrapped around workforce development.”

    Related: Apprenticeships for high schoolers are touted as the next big thing. One state leads the way

    Southeastern Kentucky has also been hit recently by disasters, including catastrophic floods in 2021, 2022 and 2025 that led to a devastating number of deaths, unsalvageable homes and mud-filled businesses and school buildings. It’s the region served by Hazard Community and Technical College, with 4,400 students across campuses in Central Appalachia. “You just can’t believe how much water there was, there was 6 feet of water in one of our buildings,” recalled its president, Jennifer Lindon. 

    Students wait as firefighters prepare a demonstration during a Fire Youth Academy class in Watsonville. Credit: Minh Connors for The Hechinger Report

    She said the college is rethinking course offerings to be more responsive to the disasters. Hazard offers an annual firefighter training, but water rescue is becoming such an important part of the job that the college is adding a swift water rescue component, focused on saving people from fast-moving floods, for first responders from across the state. Its classes in construction are changing too, to incorporate information on how to rebuild homes on higher ground to better withstand winds and floods. Because of the demand, Hazard now runs several construction courses simultaneously, and the curriculum is accelerated — what would have taken 16 weeks now takes six. 

    Lindon said there are waiting lists for Hazard’s heavy equipment and line worker classes, as the community clears debris and rebuilds infrastructure. The college is also designing a new course on water treatment systems, after a plant flooded, leaving several counties with no drinking water for days. Lindon said the county is building a new treatment facility, which means there will be several jobs available. 

    “It’s time to really sit down and think about how we plan for 10 years, 20 years, because I don’t think that these disasters are one-offs,” she said. “What we thought was a 1,000-year flood has happened in three of the last five years. So it’s a different time for sure. Most of us all really love this area. We want to stay here, so we need to figure out how to better protect it.” 

    Other institutions are seeing the need to reach out to students to get them interested in these careers early on. John Boyd leads Mayland Community College, about an hour’s drive from Asheville, North Carolina, which was devastated by Hurricane Helene. 

    Boyd’s community is still cleaning up from the storm, and the college has lost students as many residents moved out of the area. But it hired a firefighter instructor to teach the area’s all-volunteer firefighters and work with K-12 schools to expose younger students to careers important in the region. The college is also building an environmental science center featuring exhibits for children to give them a better understanding of local environmental changes, like how physical damage during Hurricane Helene caused rivers to become permanently wider and deeper

    In this deep red area, no one mentions climate change. “We’re a very, very conservative area here,” said Boyd. “We focus on what it is and what we do now, not how it got there.” 

    The college is also training operators of large machinery like backhoes and bulldozers. Half of the trees in one local county were downed in the storm, and other debris still needs to be cleared. “That timber in another year is going to become a massive fire hazard,” said Boyd. “For the next few years we’re going to have a lot of fuel laying on the ground.” 

    Related: How colleges can become ‘living labs’ for fighting climate change

    Kreamer, with Advance CTE, said disaster-related coursework is one piece of a bigger shift, with high schools around the country altering courses in fields as diverse as construction, HVAC, fashion technology and cooking to adapt for climate change. Matt Siegelman, president of Burning Glass Institute, which analyzes labor market data, said many traditional jobs now require an understanding of green technology. Construction, for example, increasingly relies on sustainable materials, energy-efficient designs and newer construction techniques. Green jobs are growing at about 2 percent a year, but traditional construction jobs that require some green skills are growing much faster, he said. 

    Kreamer said that as demand for these roles grows, a number of challenges must still be overcome, including improving collaboration between education and industries and between community colleges and K-12 schools. “You can only do so much by reskilling,” she said. “Adults have to look at the next generation as part of that pipeline strategy,” by introducing students to career options in elementary and middle school. 

    Jack Widman is dragged on the floor during a demonstration on how a firefighter would rescue someone during the Fire Youth Academy class in Watsonville. Credit: Minh Connors for The Hechinger Report

    In firefighting, career opportunities differ by geography, with rural areas often relying on volunteer squads and larger cities on paid workers. Concerns about the health risks facing wildfire firefighters have also been intensifying

    In California, more than 6,500 wildfires have broken out so far in 2025, putting this on pace to be one of the worst years for fires on record. In Santa Cruz, district administrators expect more than 110 students to complete the fire science program this school year, compared with 57 last year. 

    Students say they learn not just about fighting fires, but also about standing up for others, persevering and not getting discouraged. “It’s super-valuable life advice,” said Jack Widman, a then-senior, during last winter’s class at the Watsonville fire station. Like his classmate Gavin Abundis, Widman is considering a career in firefighting.

    “Firefighting doesn’t solve climate change,” added Abundis, “but I feel I’m part of the solution.” 

    Contact editor Caroline Preston at 212-870-8965, via Signal at CarolineP.83 or on email at preston@hechingerreport.org

    This story about climate change was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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

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  • Young hockey player returns to the rink nine months after a devastating injury

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    Inside Grand Casino Arena, at the start of another Minnesota Wild season, one fan got a special welcome back to the state of hockey.

    “It feels amazing,” said Jackson Drum. 

    Drum is an 18-year-old from Alexandria, Minnesota, and spent nine months away from the rink after a life-changing spinal cord injury. 

    “He broke the C1 and C2 which is at the top of your spinal cord,” explained his mom, Erica Drum. “He wasn’t supposed to have any movement or be able to breathe or drink or anything.”

    Erica has been right by her son’s side ever since he was injured on the ice playing prep school hockey during a game in Canada. 

    She says her son wouldn’t accept his prognosis. 

    “I just believed in myself, I believed in God,” said Jackson, adding faith has played a big part in his journey. 

    “When we told him he was paralyzed in Canada, he was like, I am not going to be paralyzed,” Erica said. 

    Jackson spent about eight months in Atlanta, Georgia, at Shepard Center, a rehab facility. There, he got off a ventilator and did therapy.

    Drum Family


    “He wasn’t supposed to get off the ventilator, then he got off the ventilator. Then he wasn’t supposed to be off a feeding tube and then he got off a feeding tube,” Erica said. “It’s so unexpected that it’s just like a miracle.” 

    After months of rehab, Jackson and Erica returned home to Minnesota. It wasn’t long before they were back at the rink. 

    “No time wasted, my coach came with me,” Jackson said of his Saturday trip to visit his teammates in Blaine, Minnesota. “I love seeing my team play, saw some of the returners. They all heard about my story, and they were so happy to see me.”

    image000000-1.jpg

    Drum Family


    While he still has more rehab in the future, and a growing list of goals, Jackson wants to inspire others to beat the odds. 

    “I really want to show that there’s hope for anyone with a spinal cord injury,” Jackson said. “I would say always trust in the Lord with your heart and anything is possible.”

    The Drum family shares updates on Jackson’s rehab on Facebook.

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    Ashley Grams

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  • Despite early successes, Anchorage Career Academies face uncertain funding future

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    Sep. 21—Pamela Sebwenna is a certified medical assistant and leads the front desk of Advanced Body Solutions, a medical massage therapy clinic in Anchorage.

    Sebwenna graduated from Service High School in 2022 and studied in its biomedical career academy. She said the academy allowed her to get a job in her preferred field at an assisted living facility immediately after she graduated.

    “It makes the high school experience a little different,” Sebwenna said. “It’s a little more enjoyable if you’re doing something that you want to do.”

    Sebwenna said she was better prepared for her college anatomy and physiology class after going through Service’s rigorous biomedical academy. She said when professors brought out an anatomage table, she was one step ahead of her classmates.

    “It was much less intimidating in college because I had the experience with it in high school,” Sebwenna said. “I think it really broadens the view for students to think of what their future can look like, and it prepares them for the real world a little bit.”

    Starting this year, high school students across the Anchorage School District have similar opportunities. This is the second year of the district’s Career Academies initiative, which offers career training classes at every Anchorage high school as part of an effort to boost graduation rates and bolster the local workforce. After the initial rollout of a mandatory class for freshmen last year, fall 2025 marks the first time that every high schooler in the district can choose to learn more about a potential career.

    However, the program’s future is now at risk.

    In 2023, the district was awarded a five-year, $14 million federal grant through the Fostering Diverse Schools program, which was meant to support career and technical training. But last week, the grant was abruptly defunded by the federal Department of Education. The district will not receive a total of $8.9 million over three years of grant funding unless the federal government grants the district’s appeal.

    It’s not clear if Anchorage school leaders will be able to make up the difference with local and state funding. Even with the increase to state funding that legislative leaders pushed through this year, officials estimate the Anchorage School District is facing another $70 million deficit this year.

    School board member Andy Holleman summed up the potential future of the academies in an interview Friday:

    “Uncertain,” Holleman said. “The issue with the academies is that there were a number of positions that were funded with the grant that now are going to be absorbed by our budget. To fill them out and fill out all the pathways is going to take more staff. I don’t know how we add staff right now without actually cutting another program, so it is going to be a difficult puzzle going forward.”

    Anchorage Superintendent Jharrett Bryantt told school board members that they should prioritize funding the program if they want to keep it.

    Asked by a school board member what the federal funding loss could mean for the academies on Tuesday, Bryantt said, “any of these priorities are as vulnerable as the school board allows them to be vulnerable.”

    When announcing the federal funding cutoff, Bryantt in an email said the district would evaluate potential next steps to sustain the program.

    A spokesperson said the district couldn’t provide an estimate for how much the academies have cost to implement in time for this story.

    Holleman said it’s possible the district could seek different federal grants, or that the district’s appeal may be approved because career training supported by the grant has little correlation with diversity, equity and inclusion initiatives the Trump administration is cracking down on. Holleman said partnerships with private-sector businesses could also help.

    Before the academies launched, some community members were hesitant to support the program.

    An initial proposal included moving to an eight-period day, two more than high school students currently take. Alaska has one of the shortest school years in the country, and some parents were concerned that adding extra class requirements would put students at a disadvantage by reducing the amount of time they spend studying core subjects.

    Also, when the school board voted to approve the academies in 2024, members questioned whether there would be enough interest from students to make the program worth it.

    So far, there is plenty of interest. Last year, nearly 8,000 students took career and technical education courses, about one-third of all 10th to 12th graders districtwide.

    Bryantt also points to improved graduation statistics: In the 2023-24 school year, 98% of students who passed two courses in a training area were on track to graduate.

    “I think one of the reasons why so many of those students graduate is because they can see that future,” Bryantt said during an event Wednesday. “They can see that finish line that means financial freedom and an opportunity to break cycles of poverty, which is really powerful.”

    A long history of job training

    Career-focused courses were well-established in Anchorage before the academies started. The district celebrated the 50th anniversary of King Tech High School earlier this year, which still houses more career training options under one roof than any other school in the district.

    Elements of what would become the Career Academies also existed for years in various forms around the district — Service and Bartlett each developed their own standalone biomedical academies over a decade ago, and versions of a freshman academy course existed at several schools.

    Along with community input, the demand for career training through King Tech and other standalone job training programs led district officials to try to expand students’ access to career education opportunities through the new academies.

    The district added 25 new career pathways this year. Many career-focused courses allow students to earn dual credit in math or science. Among the most popular new pathways is a digital art and design course offered at six schools.

    ASD Career and Technical Education Director Devon Roberts compares the expanded course options to the notoriously exhaustive Cheesecake Factory menu.

    “It’s a bigger menu,” Roberts said. “A lot of these courses that are new are sort of survey foundational courses to really ground students in the ability to see across a career or an industry.”

    The district also has long provided internship and job shadowing opportunities over the summer, but the academies have increased demand. While only about a dozen students typically used to get summer internships through the district, that figure exploded this year to nearly 50 summer internships.

    Service High School teacher Kaitlyn Williamson, who started the biomedical academy in 2010, said she’s flagged down by several of her former students anytime she visits the hospital.

    “They follow along with what we’re doing and they email me all the time. ‘How can I help?’” Williamson said. “… It’s that feeling, that community that keeps students with us.”

    Thaddous Jackson teaches computer science to sophomores enrolled in his cybersecurity class at Service, and said his students want hands-on experience.

    “It’s the game design that’s kind of like the hook to get them into it, and then they all want to be cybersecurity specialists. They want to learn about ethical hacking, if you will,” Jackson said. “The majority of them that apply for this pathway, they want a career in computer science in some form or fashion.”

    Orion Edwards, a 15-year-old sophomore at Service with an interest in computer science, said he’s now looking forward to a career in technology after he graduates high school.

    “I mean, it could range from coding and creating a website to making characters in video games,” said Edwards. “Really, I’m interested in the animating and the coding and just anything. Software or hardware doesn’t really matter to me, it’s all very interesting.”

    Service High School Principal Imtiaz Azzam said she is proud of the career training opportunities available at Service, including an influx of girls taking construction courses. She rejected the premise popular among previous generations that high school is meant solely to prepare students for college.

    “We need to prepare them for career and for life. When we say career, then let them discover those, explore those opportunities we have for them, and shame on us if we don’t,” Azzam said.

    District officials also reworked a mandatory freshman-level course called “Career, College Exploration and Personal Finance” to fit recently changed state standards. The class is meant to teach students soft skills and introduce them to potential careers while providing experiences such as a visit to the University of Alaska Anchorage and a career expo, scheduled for this coming Friday.

    Help needed at home

    Employers at health care facilities locally say that years after the COVID-19 pandemic, they still see a shortage of workers across the industry. Officials with Providence Alaska Medical Center hope locally produced talent could help fill those gaps.

    According to an analysis of Alaska’s health care workforce from the Alaska Hospital and Healthcare Association, Alaska is expected to have among the most significant health care worker shortages in the nation. The report says that about 3,500 workers are needed, but fewer than 800 people graduated from local programs to fill those vacancies.

    Billie Comley was one of the first graduates from Service’s biomedical academy, and started working at Providence Alaska Medical Center in 2013. She’s now an Intensive Care Unit pediatrics nurse, and says an influx of qualified health care workers is needed.

    “We feel the shortage every day,” Comley said.

    Nancy Wingate, a medical dosimetrist at Providence, coordinates internships and job shadowing opportunities for students. Wingate said Alaska-grown students are often more likely to stick around in the health care industry.

    “If you have homegrown, that’s not a surprise for anyone. You know what the winters are like, you know what the seasons are like, and if that fits you, then great,” Wingate said. “We have a great opportunity here for you.”

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  • Schools confront a new reality: They can’t count on federal money

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    ASHE COUNTY, N.C. — In the time it took to read an email, the federal money vanished before Superintendent Eisa Cox’s eyes: dollars that supported the Ashe County school district’s after-school program, training for its teachers, salaries for some jobs. 

    The email from the Department of Education arrived June 30, one day before the money — $1.1 million in total — was set to materialize for the rural western North Carolina district. Instead, the dollars had been frozen pending a review to make sure the money was spent “in accordance with the President’s priorities,” the email said. 

    In a community still recovering from Hurricane Helene, where more than half of students are considered economically disadvantaged, Cox said there was no way they could replace that federal funding. “It is scary to think about it, you’re getting ready to open school and not have a significant pot of funds,” she said.

    School leaders across the country were reeling from the same news. The $1.1 million was one small piece of a nearly $7 billion pot of federal funding for thousands of school districts that the Trump administration froze — money approved by Congress and that schools were scheduled to receive on July 1. For weeks, leaders in Ashe County and around the country scrambled to figure out how they could avoid layoffs and fill financial holes — until the money was freed July 25, after an outcry from legislators and a lawsuit joined by two dozen states.

    “I had teachers crying, staff members crying. They thought they were going to lose their jobs a week before school,” said Curtis Finch, superintendent of Deer Valley Unified School District in Phoenix. 

    About $1.1 million was at stake for the Ashe County school district in western North Carolina this summer when a portion of K-12 schools’ federal funding was frozen. Credit: Ariel Gilreath/The Hechinger Report

    Now, as educators welcome students back to classrooms, they can no longer count on federal dollars as they once did. They must learn to plan without a playbook under a president intent on cutting education spending. For many districts, federal money is a small but crucial sliver of their budgets, potentially touching every part of a school’s operations, from teacher salaries to textbooks. Nationally, it accounts for about 14 percent of public school funding; in Ashe County, it’s 17 percent. School administrators are examining their resources now and budgeting for losses to funding that was frozen this summer, for English learners, after-school and other programs.

    So far, the Trump administration has not proposed cutting the largest pots of federal money for schools, which go to services for students with disabilities and to schools with large numbers of low-income students. But the current budget proposal from the U.S. House of Representatives would do just that. 

    At the same time, forthcoming cuts to other federal support for low-income families under the Republican “one big, beautiful bill” — including Medicaid and SNAP — will also hammer schools that have many students living in poverty. And some school districts are also grappling with the elimination of Department of Education grants announced earlier this year, such as those designed to address teacher shortages and disability services. In politically conservative communities like this one, there’s an added tension for schools that rely on federal money to operate: how to sound the alarm while staying out of partisan politics.

    For Ashe County, the federal spending freeze collided with the district’s attempt at a fresh start after the devastation of Helene, which demolished roads and homes, damaged school buildings and knocked power and cell service out for weeks. Between the storm and snow days, students here missed 47 days of instruction.

    Cox worries this school year might bring more missed days: That first week of school, she found herself counting the number of foggy mornings. An old Appalachian wives’ tale says to put a bean in a jar for every morning of fog in August. The number of beans at the end of the month is how many snow days will come in winter. 

    “We’ve had 21 so far,” Cox said with a nervous laugh on Aug. 21.

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education

    Fragrant evergreen trees blanket Ashe County’s hills, a region that bills itself as America’s Christmas Tree Capital because of the millions of Fraser firs grown for sale at the holidays. Yet this picturesque area still shows scars of Hurricane Helene’s destruction: fallen trees, damaged homes and rocky new paths cut through the mountainsides by mudslides. Nearly a year after the storm, the lone grocery store in one of its small towns is still being rebuilt. A sinkhole that formed during the flooding remains, splitting open the ground behind an elementary school.

    Ashe County Schools Superintendent Eisa Cox visits classrooms at Blue Ridge Elementary School during the first week of the school year in Warrensville, N.C. Credit: Ariel Gilreath/The Hechinger Report

    As students walked into classrooms for the first time since spring, Julie Taylor — the district’s director of federal programs — was reworking district budget spreadsheets. When federal funds were frozen, and then unfrozen, her plans and calculations from months prior became meaningless.

    Federal and state funding stretches far in this district of 2,700 students and six schools, where administrators do a lot with a little. Even before this summer, they worked hard to supplement that funding in any way possible — applying to state and federal grants, like one last year that provided money for a few mobile hot spots for families who don’t have internet access. Such opportunities are also narrowing: The Federal Communications Commission, for example, recently proposed ending its mobile hot spot grant program for school buses and libraries. 

    “We’re very fiscally responsible because we have to be — we’re small and rural, we don’t have a large tax base,” Taylor said.

    Related: English learners stopped coming to class during the pandemic. One group is tackling the problem by helping their parents

    When the money was frozen this summer, administrators’ minds went to the educators and kids who would be most affected. Some of it paid for a program through Appalachian State University that connects the district’s three dozen early-career teachers with a mentor, helps them learn how to schedule their school days and manage classroom behavior. 

    The program is part of the reason the district’s retention rate for early career teachers is 92 percent, Taylor said, noting the teachers have said how much the mentoring meant to them. 

    Also frozen: free after-school care the district provides for about 250 children throughout the school year — the only after-school option in the community. Without the money, Cox said, schools would have to cancel their after-school care or start charging families, a significant burden in a county with a median household income of about $50,000.

    Sixth grade students make self-portraits out of construction paper during the first week of the school year at Blue Ridge Elementary School in Warrensville, N.C., in August. Credit: Ariel Gilreath/The Hechinger Report

    The salary for Michelle Pelayo, the district’s migrant education program coordinator for nearly two decades, was also tied up in that pot of funding. Because agriculture is the county’s biggest industry, Pelayo’s work in Ashe County extends far beyond the students at the school. Each year, she works with the families of dozens of migrant students who move to the area for seasonal work on farms, which generally involves tagging and bundling Christmas trees and harvesting pumpkins. Pelayo helps the families enroll their students, connects them with supplies for school and home, and serves as a Spanish translator for parent-teacher meetings — ”whatever they need,” she said.

    Kitty Honeycutt, executive director of the Ashe County Chamber of Commerce, doesn’t know how the county’s agriculture industry would survive without the migrant students Pelayo works with. “The need for guest workers is crucial for the agriculture industry — we have to have them,” she said. 

    A couple of years ago, Pelayo had the idea to drive to Boone, North Carolina, where Appalachian State University’s campus sits, to gather unwanted appliances and supplies from students moving out of their dorm rooms at the end of the year to donate to migrant families. She’s a “find a way or make a way” type of person, Honeycutt said. 

    Cox is searching for how to keep Pelayo on if Ashe County loses these federal funds next year. She’s talked with county officials to see if they could pay Pelayo’s salary, and begun calculating how much the district would need to charge families to keep the after-school program running. Ideally, she’d know ahead of time and not the night before the district is set to receive the money. 

    Related: Trump’s cuts to teacher training leave rural districts, aspiring educators in the lurch

    Districts across the country are grappling with similar questions. In Detroit, school leaders are preparing, at a minimum, to lose Title III money to teach English learners. More than 7,200 Detroit students received services funded by Title III in 2023. 

    In Wyoming, the small, rural Sheridan County School District 3 is trying to budget without Title II, IV and V money — funding for improving teacher quality, updating technology and resources for rural and low-income schools, among other uses, Superintendent Chase Christensen said.

    Schools are trying to budget for cuts to other federal programs, too — such as Medicaid and food stamps. In Harrison School District 2, an urban district in Colorado Springs, Colorado, schools rely on Medicaid to provide students with counseling, nursing and other services.

    The district projects that it could lose half the $15 million it receives in Medicaid next school year. 

    “It’s very, very stressful,” said Wendy Birhanzel, superintendent of Harrison School District 2. “For a while, it was every day, you were hearing something different. And you couldn’t even keep up with, ‘What’s the latest information today?’ That’s another thing we told our staff: If you can, just don’t watch the news about education right now.”

    Related: Tracking Trump: His actions on education 

    There’s another calculation for school leaders to make in conservative counties like Ashe, where 72 percent of the vote last year went for President Donald Trump: objecting to the cuts without angering voters. When North Carolina’s attorney general, a Democrat, joined the lawsuit against the administration over the frozen funds this summer, some school administrators told state officials they couldn’t publicly sign on, fearing local backlash, said Jack Hoke, executive director of the North Carolina School Superintendents’ Association.

    Cox sees the effort to slash federal funds as a chance to show her community how Ashe County Schools uses this money. She believes people are misguided in thinking their schools don’t need it, not malicious. 

    “I know who our congresspeople are — I know they care about this area,” Cox said, even if they do not fully grasp how the money is used. “It’s an opportunity for me to educate them.”

    If the Education Department is shuttered — which Trump said he plans to do in order to give more authority over education to states — she wants to be included in state-level discussions for how federal money flows to schools through North Carolina. And, importantly, she wants to know ahead of time what her schools might lose.

    As Cox made her rounds to each of the schools that first week back, she glanced down at her phone and looked up with a smile. “We have hot water,” she said while walking in the hall of Blue Ridge Elementary School. It had lost hot water a few weeks earlier, but to Cox, this crisis was minor — one of many first-of-the-year hiccups she has come to expect. 

    Still, it’s one worry she can put out of her mind as she looks ahead to a year of uncertainties.

    Meanwhile, the anxiety about this school year hasn’t reached the students, who were talking among themselves in the high school’s media center, creating collages in the elementary school’s art class and trekking up to Mount Jefferson — a state park that sits directly behind the district’s two high schools — for an annual trip. 

    They were just excited to be back.  

    Marina Villeneuve contributed data analysis to this story. 

    Contact staff writer Ariel Gilreath on Signal at arielgilreath.46 or at gilreath@hechingerreport.org.

    This story about public school funding was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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

    Join us today.

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    Ariel Gilreath

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