ReportWire

Tag: K-12

  • 3 reasons to switch to virtual set design

    Key points:

    If you’ve attended a professional show or musical recently, chances are you’ve seen virtual set design in action. This approach to stage production has gained so much traction it’s now a staple in the industry. After gaining momentum in professional theater, it has made its way into collegiate performing arts programs and is now emerging in K-12 productions as well.

    Virtual set design offers a modern alternative to traditional physical stage sets, using technology and software to create immersive backdrops and environments. This approach unlocks endless creative possibilities for schools while also providing practical advantages.

    Here, I’ll delve into three key benefits: increasing student engagement and participation, improving efficiency and flexibility in productions, and expanding educational opportunities.

    Increasing student engagement and participation

    Incorporating virtual set design into productions gets students excited about learning new skills while enhancing the storytelling of a show. When I first joined Churchill High School in Livonia, Michigan as the performing arts manager, the first show we did was Shrek the Musical, and I knew it would require an elaborate set. While students usually work together to paint the various backdrops that bring the show to life, I wanted to introduce them to collaborating on virtual set design.

    We set up Epson projectors on the fly rail and used them to project images as the show’s backdrops. Positioned at a short angle, the projectors avoided any shadowing on stage. To create a seamless image with both projectors, we utilized edge-blending and projection mapping techniques using just a Mac® laptop and QLab software. Throughout the performance, the projectors transformed the stage with a dozen dynamic backdrops, shifting from a swamp to a castle to a dungeon.

    Students were amazed by the technology and very excited to learn how to integrate it into the set design process. Their enthusiasm created a real buzz around the production, and the community’s feedback on the final results were overwhelmingly positive.

    Improving efficiency and flexibility

    During Shrek the Musical, there were immediate benefits that made it so much easier to put together a show. To start, we saved money by eliminating the need to build multiple physical sets. While we were cutting costs on lumber and materials, we were also solving design challenges and expanding what was possible on stage.

    This approach also saved us valuable time. Preparing the sets in the weeks leading up to the show was faster, and transitions during performances became seamless. Instead of moving bulky scenery between scenes or acts, the stage crew simply switched out projected images making it much more efficient.

    We saw even more advantages in our spring production of She Kills Monsters. Some battle scenes called for 20 or 30 actors to be on stage at once, which would have been difficult to manage with a traditional set. By using virtual production, we broke the stage up with different panels spaced apart and projected designs, creating more space for performers. We were able to save physical space, as well as create a design that helped with stage blocking and made it easier for students to find their spots.

    Since using virtual sets, our productions have become smoother, more efficient, and more creative.

    Expanding educational opportunities

    Beyond the practical benefits, virtual set design also creates valuable learning opportunities for students. Students involved in productions gain exposure to industry-level technology and learn about careers in the arts, audio, and video technology fields. Introducing students to these opportunities before graduating high school can really help prepare them for future success.

    Additionally, in our school’s technical theater courses, students are learning lessons on virtual design and gaining hands-on experiences. As they are learning about potential career paths, they are developing collaboration skills and building transferable skills that directly connect to college and career readiness.

    Looking ahead with virtual set design

    Whether students are interested in graphic design, sound engineering, or visual technology, virtual production brings countless opportunities to them to explore. It allows them to experiment with tools and concepts that connect directly to potential college majors or future careers.

    For schools, incorporating virtual production into high school theater offers more than just impressive shows. It provides a cost-effective, flexible, and innovative approach to storytelling. It is a powerful tool that benefits productions, enriches student learning, and prepares the next generation of artists and innovators.

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    Jared Cole, Churchill High School, Livonia Public Schools

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  • Truth vs. risk management: How to move forward

    Key points:

    In the world of K-12 education, teachers are constantly making decisions that affect their students and families. In contrast, administrators are tasked with something even bigger: making decisions that also involve adults (parents, staff culture, etc.) and preventing conflicts from spiraling into formal complaints or legal issues. Therefore, decisions and actions often have to balance two competing values: truth and risk management.

    Some individuals, such as teachers, are very truth-oriented. They document interactions, clarify misunderstandings, and push for accuracy, recognizing that a single misrepresentation can erode trust with families, damage credibility in front of students, or most importantly, remove them from the good graces of administrators they respect and admire. Truth is not an abstract concept–it is paramount to professionalism and reputation. If a student states that they are earning a low grade because “the teacher doesn’t like me,” the teacher will go through their grade-book. If a parent claims that a teacher did not address an incident in the classroom, the teacher may respond by clarifying the inaccuracy via summarizing documentation of student statements, anecdotal evidence of student conversations, reflective activities, etc.

    De-escalation and appeasement

    In contrast, administrators are tasked with something even bigger. They have to view scenarios from the lens of risk management. Their role requires them to deescalate and appease. Administrators must protect the school’s reputation and prevent conflicts or disagreements from spiraling into formal complaints or legal issues. Through that lens, the truth sometimes takes a back seat to ostensibly achieve a quick resolution.

    When a house catches on fire, firefighters point the hose, put out the flames, and move on to their next emergency. They don’t care if the kitchen was recently remodeled; they don’t have the time or desire to figure out a plan to put out the fire by aiming at just the living room, bedrooms, and bathrooms. Administrators can be the same way–they just want the proverbial “fire” contained. They do not care about their employees’ feelings; they just care about smooth sailing and usually softly characterize matters as misunderstandings.

    To a classroom teacher who has carefully documented the truth, this injustice can feel like a bow tied around a bag of garbage. Administrators usually err on the side of appeasing the irrational, volatile, and dangerous employee, which risks the calmer employee feeling like they were overlooked because they are “weaker.” In reality, their integrity, professionalism, and level-headedness lead administrators to trust the employee will do right, know better, maintain appropriate decorum, rise above, and not foolishly escalate. This notion aligns to the scripture “To whom much is given, much is required” (Luke 12:48). Those with great abilities are judged at a higher bar.

    In essence, administrators do not care about feelings, because they have a job to do. The employee with higher integrity is not the easier target but is easier to redirect because they are the safer, principled, and ethical employee. This is not a weakness but a strength in the eyes of the administration and that is what they prefer (albeit the employee may be dismissed, confused, and their feelings may be hurt, but that is not the administration’s focus at all).

    Finding common ground

    Neither perspective (truth or risk management) is wrong. Risk management matters. Without it, schools would be replete with endless investigations and finger-pointing. Although, when risk management consistently overrides truth, the system teaches teachers that appearances matter more than accountability, which does not meet the needs of validation and can thus truly hurt on a personal level. However, in the work environment, finding common ground and moving forward is more important than finger-pointing because the priority has to be the children having an optimal learning environment.

    We must balance the two. Perhaps, administrators should communicate openly, privately, and directly to educators who may not always understand the “game.” Support and transparency are beneficial. Explaining the “why” behind a decision can go a long way in building staff trust, morale, and intelligence. Further, when teachers feel supported in their honesty, they are less likely to disengage because transparency, accuracy, and an explanation of risk management can actually prevent fires from igniting in the first place. Additionally, teachers and administrators should explore conflict resolution strategies that honor truth while still mitigating risk. This can assist in modelling for students what it means to live with integrity in complex situations. Kids deserve nothing less.

    Lastly, teachers need to be empathetic to the demands on their administrators. “If someone falls into sin, forgivingly restore him, saving your critical comments for yourself. You might be needing forgiveness before the day’s out. Stoop down and reach out to those who are oppressed. Share their burdens, and so complete Christ’s law. If you think you are too good for that, you are badly deceived” (Galatians 6:1-3). This scripture means that teachers should focus less on criticizing or “keeping score” (irrespective of the truth and the facts, and even if false-facts are generated to manage risk), but should work collaboratively while also remembering and recognizing that our colleagues (and even administrators) can benefit from the simple support of our grace and understanding. Newer colleagues and administrators are often in survival mode.

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    Dr. Yuvraj Verma, Bessemer City Middle School and William Howard Taft University

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  • 10 reasons to upgrade to Windows 11 ASAP

    K-12 IT leaders are under pressure from all sides–rising cyberattacks, the end of Windows 10 support, and the need for powerful new learning tools.

    The good news: Windows 11 on Lenovo devices delivers more than an upgrade–it’s a smarter, safer foundation for digital learning in the age of AI.

    Delaying the move means greater risk, higher costs, and missed opportunities. With proven ROI, cutting-edge protection, and tools that empower both teachers and students, the case for Windows 11 is clear.

    There are 10 compelling reasons your district should make the move today.

    1. Harness AI-powered educational innovation with Copilot
    Windows 11 integrates Microsoft Copilot AI capabilities that transform teaching
    and learning. Teachers can leverage AI for lesson planning, content creation, and
    administrative tasks, while students benefit from enhanced collaboration tools
    and accessibility features.

    2. Combat the explosive rise in school cyberattacks
    The statistics are alarming: K-12 ransomware attacks increased 92 percent between 2022 and 2023, with human-operated ransomware attacks surging over 200 percent globally, according to the 2024 State of Ransomware in Education.

    3. Combat the explosive rise in school cyberattacks
    Time is critically short. Windows 10 support ended in October 2025, leaving schools running unsupported systems vulnerable to attacks and compliance violations. Starting migration planning immediately ensures adequate time for device inventory, compatibility testing, and smooth district-wide deployment.

    Find 7 more reasons to upgrade to Windows 11 here.

    Laura Ascione
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    Laura Ascione

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  • Student Engagement Is Key, Defining and Measuring it Is the Challenge


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    Student engagement is critical to student success: The more deeply students connect with their learning, the more they see learning as relevant and motivating, and the more likely they are to succeed. But as Discovery Education’s Education Insights 2025–2026 report reveals, engagement is not a simple concept — and often viewed differently depending on point of view and context. 

    Drawing on the responses of 1,400 K–12 superintendents, principals, teachers, parents and students across the United States, the Insights report spotlights the promise and the challenge of keeping students connected to learning.

    More than 90% of teachers, principals, and superintendents agree that engagement is one of the most important predictors of student success. Nearly all students (92%) say that engaging lessons make school more enjoyable. And 99% of superintendents rank engagement as one of the top indicators of achievement. 

    But they don’t agree on how to measure engagement – or even how to define it. For example, students report higher levels of engagement than teachers do, but even then, only 63% of students say they feel “highly engaged” in class. There is an almost 20-point gap between students reporting being highly engaged and what teachers believe. 

    And teachers overwhelmingly point to outward indicators of engagement, such as asking thoughtful questions or contributing to discussions. Less obvious signs, like persistence, are often overlooked. 

    This gap in the perceptions between students and teachers is an essential challenge to address. When educators miss the signals of engagement, they may misinterpret students as being disengaged, even when they are fully vested in learning. 

    Superintendents, unsurprisingly, view student engagement from a lens focused on student outcomes. Nearly all surveyed superintendents rate engagement as a top predictor of success and are far more likely than teachers to see test performance as a leading sign of engagement. 

    These differences — leaders equating engagement with performance, teachers seeking observable behaviors and students experiencing quiet or compliance-based engagement — undercut the effectiveness of efforts to increase student engagement. Often, leaders’ emphasis on systems of measurement collides with teachers’ limited time and tools to enact engaging, personalized learning at scale. 

    Students are clear about what fuels their motivation. They want relevance: learning that connects with their lives and future plans. Across all groups surveyed, relevance consistently ranked as one of the most critical factors impacting engagement. Students also seek challenge. Somewhat surprisingly, nearly four out of five say that school often feels easy, while wanting deeper, more meaningful work. Students report that challenging lessons can spark curiosity and engagement, which is consistent with teachers’ views.  

    Educators are aware of the obstacles to greater student engagement. One of the biggest is that engagement can vary by learner, subject and even the day of the week. Teachers also point to the lack of time and resources as a barrier to creating the right conditions.  

    In the Insights report, teachers identify a concern around the lack of tools to measure engagement. While nearly all superintendents say their district has a system for measuring it, only about 60% of teachers agree. This disconnect is a tall hurdle to overcome in fostering more engagement for all students.  

    Alignment across teachers, principals and district leaders can create the clarity needed to recognize different forms of engagement and respond effectively. Students thrive when teachers have the time they need to prepare and personalize lessons.  

    The report’s findings emphasize that engagement isn’t a “nice to have.” It is a precondition for student success. Without it, students may comply but not necessarily thrive. With it, they are more motivated, ready for challenges and more likely to succeed in the present and the future. 

    It is imperative that districts build more coherent strategies that move beyond encouraging engagement to shared definitions, frameworks and measurement. The approach should recognize that quiet, reflective or multilingual learners may demonstrate engagement differently than more outwardly expressive students do. Districts should also provide the time, tools and training for teachers to design relevant, personalized lessons; and harness engaging multimodal content and digital tools to support, not distract from, engagement. 

    Engagement is a prerequisite to learning. However, as the Insights eport shows, engagement doesn’t just happen, and it doesn’t have a widely or universally accepted definition or measurement. Instead, fostering and sustaining engagement requires clarity, alignment, intentional strategies and purposeful resources. Garnering widespread agreement on a definition — and adoption of that definition — will enable engaging and successful learning experiences for all students. 


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    Grace Maliska

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  • How Windows 11 is powering the next generation of K-12 innovation

    Key points:

    As school districts navigate a rapidly evolving digital landscape, IT and academic leaders face a growing list of challenges–from hybrid learning demands and complex device ecosystems to rising cybersecurity threats and accessibility expectations. To stay ahead, districts need more than incremental upgrades–they need a secure, intelligent, and adaptable technology foundation.

    That’s the focus of the new e-book, Smarter, Safer, and Future-Ready: A K-12 Guide to Migrating to Windows 11. This resource takes an in-depth look at how Windows 11 can help school districts modernize their learning environments, streamline device management, and empower students and educators with AI-enhanced tools designed specifically for education.

    Readers will discover how Windows 11:

    • Protects district data with built-in, chip-to-cloud security that guards against ransomware, phishing, and emerging cyberattacks.
    • Simplifies IT management through automated updates, intuitive deployment tools, and centralized control–freeing IT staff to focus on innovation instead of maintenance.
    • Drives inclusivity and engagement with enhanced accessibility features, flexible interfaces, and AI-powered personalization that help every learner succeed.
    • Supports hybrid and remote learning with seamless collaboration tools and compatibility across a diverse range of devices.

    The e-book also outlines practical strategies for planning a smooth Windows 11 migration–whether upgrading existing systems or introducing new devices–so institutions can maximize ROI while minimizing disruption.

    For CIOs, IT directors, and district technology strategists, this guide provides a blueprint for turning technology into a true driver of academic excellence, operational efficiency, and district resilience.

    Download the e-book today to explore how Windows 11 is helping K-12 districts become smarter, safer, and more future-ready than ever before.

    Laura Ascione
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    Laura Ascione

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  • Teaching isn’t about perfection, it’s about showing up–here’s how to do that

    Key points:

    When I walked into my first classroom almost a decade ago, I had no idea how many “first days” I would experience–and how each one would teach me something new.

    Growing up–first in the Virgin Islands and then later in Florida–I always felt pulled toward teaching. Tutoring was my introduction, and I realized early that I was a helper by nature. Still, my path into the classroom wasn’t straightforward–I changed majors in college, tried different things, and it wasn’t until six months after graduation that a friend pointed me toward Teach For America. That leap took me all the way to Baton Rouge, Louisiana, far from home and family, but I was fortunate to find a strong cohort of fellow teachers and mentors who grounded me.

    Those early years weren’t easy. Being away from home, balancing the demands of teaching, and later, raising two kids of my own–it could feel overwhelming. My mentors kept me steady, reminding me that teaching is about community and connection. That lesson has never left me. 

    As I started this school year–my eighth first day of school at the front of the classroom–I’m reflecting on other lessons learned that help me help my students thrive.

    Connection is the key to everything. If students know you believe in them, they’ll start believing in themselves. I think of one student in particular who was failing in my class repeatedly, and finally passed–not because I’m a miracle worker, but because we built trust. I bought into him, and eventually, he bought into himself. Those are the moments that make the long days and sacrifices worth it.

    Make your classroom a safe space to learn. I teach 10th-grade biology and 11th-grade dual-enrollment engineering; these are subjects that can seem intimidating to young people. I tell my students that I want to hear each and every one of their ideas. No one’s brains are alike. My brain isn’t like yours, and yours isn’t like your neighbor’s. Listening to everyone’s thoughts, processes, and ideas helps us expand our own thinking and understanding. Especially with a subject matter like science, I want students to know that there is no shame in exploring different ideas together. In fact, that’s what makes this kind of work exciting.

    Lean on your network. We preach the importance of continuous learning to our students, and rightfully so. There is always room to grow in every subject. I believe teachers need to model this for our students. I lean heavily on my support system: my mentors, my master teacher, and other educators and coaches. They are always there to bounce ideas off of, helping me continue to strengthen my lessons and outcomes. This also builds community; two of my mentors, Sabreen Thorne and Marie Mullen, are Teach For America Greater Baton Rouge alumnae who still work for the organization and still make the effort to keep in touch, invite me to community events, and offer me words of wisdom.

    I’m proud that these approaches have been working. This past year, our school, Plaquemine High School, saw the most improved test scores in the Iberville Parish School District. It wasn’t magic–it was the collective effort of teachers and students who decided we could do better, together. I was also honored to receive the Shell Science Lab Regional Makeover grant, which provides us with resources to upgrade our science lab. We’ll be able to provide the equipment our students deserve. Science classrooms should be safe spaces where every idea matters, where students feel empowered to experiment, question, and create. This grant will help us bring that vision to life.

    Eight years in, I’ve learned that teaching isn’t about perfection. It’s about showing up, reflecting, leaning on others, and never losing sight of why we’re here: to open doors for kids. Every year, every day, is another chance to do just that.

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    Gelisa Patin, Plaquemine High School

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  • K-12 districts are fighting ransomware, but IT teams pay the price

    Key points:

    The education sector is making measurable progress in defending against ransomware, with fewer ransom payments, dramatically reduced costs, and faster recovery rates, according to the fifth annual Sophos State of Ransomware in Education report from Sophos.

    Still, these gains are accompanied by mounting pressures on IT teams, who report widespread stress, burnout, and career disruptions following attacks–nearly 40 percent of the 441 IT and cybersecurity leaders surveyed reported dealing with anxiety.

    Over the past five years, ransomware has emerged as one of the most pressing threats to education–with attacks becoming a daily occurrence. Primary and secondary institutions are seen by cybercriminals as “soft targets”–often underfunded, understaffed, and holding highly sensitive data. The consequences are severe: disrupted learning, strained budgets, and growing fears over student and staff privacy. Without stronger defenses, schools risk not only losing vital resources but also the trust of the communities they serve.

    Indicators of success against ransomware

    The new study demonstrates that the education sector is getting better at reacting and responding to ransomware, forcing cybercriminals to evolve their approach. Trending data from the study reveals an increase in attacks where adversaries attempt to extort money without encrypting data. Unfortunately, paying the ransom remains part of the solution for about half of all victims. However, the payment values are dropping significantly, and for those who have experienced data encryption in ransomware attacks, 97 percent were able to recover data in some way. The study found several key indicators of success against ransomware in education:

    • Stopping more attacks: When it comes to blocking attacks before files can be encrypted, both K-12 and higher education institutions reported their highest success rate in four years (67 percent and 38 percent of attacks, respectively).
    • Following the money: In the last year, ransom demands fell 73 percent (an average drop of $2.83M), while average payments dropped from $6M to $800K in lower education and from $4M to $463K in higher education.
    • Plummeting cost of recovery: Outside of ransom payments, average recovery costs dropped 77 percent in higher education and 39 percent in K-12 education. Despite this success, K-12 education reported the highest recovery bill across all industries surveyed.

    Gaps still need to be addressed

    While the education sector has made progress in limiting the impact of ransomware, serious gaps remain. In the Sophos study, 64 percent of victims reported missing or ineffective protection solutions; 66 percent cited a lack of people (either expertise or capacity) to stop attacks; and 67 percent admitted to having security gaps. These risks highlight the critical need for schools to focus on prevention, as cybercriminals develop new techniques, including AI-powered attacks.

    Highlights from the study that shed light on the gaps that still need to be addressed include:

    • AI-powered threats: K-12 education institutions reported that 22 percent of ransomware attacks had origins in phishing. With AI enabling more convincing emails, voice scams, and even deepfakes, schools risk becoming test grounds for emerging tactics.
    • High-value data: Higher education institutions, custodians of AI research and large language model datasets, remain a prime target, with exploited vulnerabilities (35 percent) and security gaps the provider was not aware of (45 percent) as leading weaknesses that were exploited by adversaries.
    • Human toll: Every institution with encrypted data reported impacts on IT staff. Over one in four staff members took leave after an attack, nearly 40 percent reported heightened stress, and more than one-third felt guilt they could not prevent the breach.

    “Ransomware attacks in education don’t just disrupt classrooms, they disrupt communities of students, families, and educators,” said Alexandra Rose, director of CTU Threat Research at Sophos. “While it’s encouraging to see schools strengthening their ability to respond, the real priority must be preventing these attacks in the first place. That requires strong planning and close collaboration with trusted partners, especially as adversaries adopt new tactics, including AI-driven threats.”

    Holding on to the gains

    Based on its work protecting thousands of educational institutions, Sophos experts recommend several steps to maintain momentum and prepare for evolving threats:

    • Focus on prevention: The dramatic success of lower education in stopping ransomware attacks before encryption offers a blueprint for broader public sector organizations. Organizations need to couple their detection and response efforts with preventing attacks before they compromise the organization.
    • Secure funding: Explore new avenues such as the U.S. Federal Communications Commission’s E-Rate subsidies to strengthen networks and firewalls, and the UK’s National Cyber Security Centre initiatives, including its free cyber defense service for schools, to boost overall protection. These resources help schools both prevent and withstand attacks.
    • Unify strategies: Educational institutions should adopt coordinated approaches across sprawling IT estates to close visibility gaps and reduce risks before adversaries can exploit them.
    • Relieve staff burden: Ransomware takes a heavy toll on IT teams. Schools can reduce pressure and extend their capabilities by partnering with trusted providers for managed detection and response (MDR) and other around-the-clock expertise.
    • Strengthen response: Even with stronger prevention, schools must be prepared to respond when incidents occur. They can recover more quickly by building robust incident response plans, running simulations to prepare for real-world scenarios, and enhancing readiness with 24/7/365 services like MDR.

    Data for the State of Ransomware in Education 2025 report comes from a vendor-agnostic survey of 441 IT and cybersecurity leaders – 243 from K-12 education and 198 from higher education institutions hit by ransomware in the past year. The organizations surveyed ranged from 100-5,000 employees and across 17 countries. The survey was conducted between January and March 2025, and respondents were asked about their experience of ransomware over the previous 12 months.

    This press release originally appeared online.

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

    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.

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  • Why critical data literacy belongs in every K–12 classroom

    Key points:

    An unexpected group of presenters–11th graders from Whitney M. Young Magnet High School in Chicago–made a splash at this year’s ACM Conference on Fairness, Accountability, and Transparency (FAccT). These students captivated seasoned researchers and professionals with their insights on how school environments shape students’ views of AI. “I wanted our project to serve as a window into the eyes of high school students,” said Autumn Moon, one of the student researchers.

    What enabled these students to contribute meaningfully to a conference dominated by PhDs and industry veterans was their critical data literacy–the ability to understand, question, and evaluate the ethics of complex systems like AI using data. They developed these skills through their school’s Data is Power program.

    Launched last year, Data is Power is a collaboration among K-12 educators, AI ethics researchers, and the Young Data Scientists League. The program includes four pilot modules that are aligned to K-12 standards and cover underexplored but essential topics in AI ethics, including labor and environmental impacts. The goal is to teach AI ethics by focusing on community-relevant topics chosen by our educators with input from students, all while fostering critical data literacy. For example, Autumn’s class in Chicago used AI ethics as a lens to help students distinguish between evidence-based research and AI propaganda. Students in Phoenix explored how conversational AI affects different neighborhoods in their city.

    Why does the Data is Power program focus on critical data literacy? In my former role leading a diverse AI team at Amazon, I saw that technical skills alone weren’t enough. We needed people who could navigate cultural nuance, question assumptions, and collaborate across disciplines. Some of the most technically proficient candidates struggled to apply their knowledge to real-world problems. In contrast, team members trained in critical data literacy–those who understood both the math and the societal context of the models–were better equipped to build responsible, practical tools. They also knew when not to build something.

    As AI becomes more embedded in our lives, and many students feel anxious about AI supplanting their job prospects, critical data literacy is a skill that is not just future-proof–it is future-necessary. Students (and all of us) need the ability to grapple with and think critically about AI and data in their lives and careers, no matter what they choose to pursue. As Milton Johnson, a physics and engineering teacher at Bioscience High School in Phoenix, told me: “AI is going to be one of those things where, as a society, we have a responsibility to make sure everyone has access in multiple ways.”

    Critical data literacy is as much about the humanities as it is about STEM. “AI is not just for computer scientists,” said Karren Boatner, who taught Autumn in her English literature class at Whitney M. Young Magnet High School. For Karren, who hadn’t considered herself a “math person” previously, one of the most surprising parts of the program was how much she and her students enjoyed a game-based module that used middle school math to explain how AI “learns.” Connecting math and literature to culturally relevant, real-world issues helps students see both subjects in a new light.

    As AI continues to reshape our world, schools must rethink how to teach about it. Critical data literacy helps students see the relevance of what they’re learning, empowering them to ask better questions and make more informed decisions. It also helps educators connect classroom content to students’ lived experiences.

    If education leaders want to prepare students for the future–not just as workers, but as informed citizens–they must invest in critical data literacy now. As Angela Nguyen, one of our undergraduate scholars from Stanford, said in her Data is Power talk: “Data is power–especially youth and data. All of us, whether qualitative or quantitative, can be great collectors of meaningful data that helps educate our own communities.”

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    Evan Shieh, Young Data Scientists League

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  • I asked students why they go to school–this answer changed how I design campuses

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

    At first, the question seemed simple: “Why do we go to school?”

    I had asked it many times before, in many different districts. I’m a planner and designer specializing in K-12 school projects, and as part of a community-driven design process, we invite students to dream with us and help shape the spaces where they’ll learn, grow, and make sense of the world.

    In February of 2023, I was leading a visioning workshop with a group of middle schoolers in Southern California. Their energy was vibrant, their curiosity sharp. We began with a simple activity: Students answered a series of prompts, each one building on the last.

    “We go to school because …”

    “We need to learn because …”

    “We want to be successful because …”

    As the conversation deepened, so did their responses. One student wrote, “We want to get further in life.” Another added, “We need to help our families.” And then came the line that stopped me in my tracks: “We go to school because we want future generations to look up to us.”

    I’ve worked with a lot of middle schoolers. They’re funny, unfiltered, and often far more insightful than adults give them credit for. But this answer felt different. It wasn’t about homework, or college, or even a dream job. It was about legacy. At that moment, I realized I wasn’t just asking kids to talk about school. I was asking them to articulate their hopes for the world and their role in shaping it.

    As a designer, I came prepared to talk about flexible furniture, natural light, and outdoor learning spaces. The students approached the conversation through the lens of purpose, identity, and intergenerational impact. They reminded me that school isn’t just a place to pass through — it’s a place to imagine who you might become and how you might leave the world better than you found it.

    I’ve now led dozens of school visioning sessions, no two being alike. In most cases, adults are the ones at the table: district leaders, architects, engineers, and community members. Their perspectives are important, of course. But when we exclude students from shaping the environments they spend most days in, we send an implicit message that this place is not really theirs to shape.

    However, when we do invite them in, the difference is immediate. Students are not only willing participants, they’re often the most honest and imaginative contributors in the room. They see past the buzzwords like 21st-century learning, flexible furniture, student-centered design, and collaborative zones, and talk about what actually matters: where they feel safe, where they feel seen, where they can be themselves.

    During that workshop when the student spoke about legacy, other young participants asked for more flexible learning spaces, places to move around and collaborate, better food, outdoor classrooms, and quiet areas for mental health breaks. One asked for sign language classes to better communicate with her hard-of-hearing best friend. Another asked for furniture that can move from inside to outside. These aren’t requests that tend to show up on state-issued planning checklists, which are more likely to focus on square footage, capacity, and code compliance, but they reflect an extraordinary level of thought about access, well-being, and inclusion.

    The lesson: When we take students seriously, we get more than better design. We get better schools.

    There’s a popular saying in architecture: Form follows function. But in school design, I’d argue that form should follow voice. If we want to build learning environments that support joy, connection, and growth, we need to start by asking students what those things look and feel like to them — and then believe them.

    Listening isn’t a checkbox. It’s a practice. And it has to start early, not once construction drawings are finalized, but when goals and priorities are still being devised. That’s when student input can shift the direction of a plan, not just decorate it.

    It’s also not just about asking the right questions, but being open to answers we didn’t expect. When a student says, “Why do the adults always get the rooms with windows?” — as one did in another workshop I led — that’s not a complaint. That’s a lesson in power dynamics, spatial equity, and the unspoken messages our buildings send.

    Since that day, about a year and a half ago, when I heard, “We want future generations to look up to us,” I’ve carried that line with me into every planning session. It’s a reminder that students aren’t just users of school space. They’re stewards of something bigger than themselves.

    So if you’re a school leader, a planner, a teacher, or a policymaker, invite students in early. Make space for their voices, not just as a formality but as a source of wisdom. Ask questions that go beyond what color the walls should be. And don’t be surprised when the answers you get are deeper than you imagined. Be willing to let their vision shift yours.

    Because when we design with students, not just for them, we create schools that don’t just house learning. We create schools that help define what learning is for. And if we do it right, maybe one day, future generations will look up to today’s students not just because of what they learned, but because of the spaces they helped shape.

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

    For more news on district and school management, visit eSN’s Educational Leadership hub.

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    Enrico Giori, Chalkbeat

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  • Districts eye proactive cyber threat protection as risks increase

    This press release originally appeared online.

    Key points:

    Cybersecurity threats to K-12 schools are growing in frequency, sophistication, and cost, yet many school districts remain under-resourced and underprepared, according to the CoSN 2025 State of EdTech District Leadership report.

    The report highlights state-level actions to strengthen K-12 cybersecurity amid escalating threats and shrinking federal support and details recent legislative activity across five states. It also provides recommendations on governance, funding, workforce development, incident response, and data standards to help state and district leaders across the country secure the future of digital learning.

    Sixty-one percent of school districts rely on general funds rather than dedicated cybersecurity budgets to protect their networks and data, the report notes.

    Recent federal policy shifts, including the elimination of funding for the Multi-State Information Sharing and Analysis Center (MS-ISAC), have weakened national support for school districts. In response, states such as Arkansas, Massachusetts, Oregon, Pennsylvania and Texas are taking action. The 2025 legislative actions reviewed in the report provide ideas for developing and adopting policies that will help school districts and their partners address these challenges.

    “While federal support for K-12 cybersecurity is in turmoil, several states are advancing innovative, bipartisan legislation to help safeguard student data, improve incident response, expand insurance access, and build the cybersecurity workforce we urgently need,” said Keith Krueger, CEO, CoSN. “These states’ common strategies offer actionable ideas for state and district leaders across the country and underscores the importance of system-wide collaboration and strategic leadership.”

    Key findings

    • Eighteen K-12 cybersecurity bills were introduced in 2025 across the five states studied.
    • Seven bills became law–all in Arkansas and Texas–focused on insurance access, training and infrastructure support, cyberattack response, data practices, and risk assessments.
    • Sixty-one K-12-focused and broader cybersecurity bills were introduced across the five states in 2025 that would indirectly benefit K-12 cybersecurity, covering government systems, postsecondary institutions or crosscutting issues such as insurance, incident response, AI accountability and workforce development.
    • Several common policy strategies emerged across the cybersecurity legislation introduced or enacted in the tracked states:
      • Centralized cybersecurity governance and oversight
      • Cybersecurity insurance and risk management
      • Cybersecurity workforce development and education
      • Integration of cybersecurity into K-12 and higher education policy
      • Incident reporting and crisis response readiness
      • AI, privacy and cybersecurity intersection

    Policy recommendations

    • Establish or Strengthen Statewide K-12 Cybersecurity Governance: Designate a cybersecurity lead within the state education agency and ensure that school districts are included in state-level cybersecurity planning and governance bodies.
    • Fund and Require School District Cybersecurity Risk Assessments: Allocate funding for school districts to conduct risk assessments and develop mitigation strategies.
    • Align Workforce Policy with K-12 Needs: Support teacher certification in cybersecurity and create K-12 student pathways aligned with current and emerging workforce demand.
    • Mandate Incident Reporting and Create Response Protocols: Require timely reporting of cybersecurity incidents and support districts with coordinated response plans and training exercises.
    • Update Procurement and Data Governance Standards: Require that vendors meet minimum cybersecurity standards and align procurement processes with national frameworks.

    By adopting well-designed strategies–centralized oversight, insurance requirements, workforce investment, integrated planning and responsible innovation oversight–states can help their school districts move from reactive to resilient. Cross-sector collaboration and sustained investment will be critical to protecting students, educators and the integrity of public education systems.

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    ESchool Media Contributors

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  • 4 tips to help older K-12 readers

    Key points:

    An oft-cited phrase is that students “learn to read, then read to learn.”  

    It’s time to put that phrase to bed.

    Students do need to learn the fundamentals of reading in the early grades, including phonics, which is critical for reading success and mastery. However, it is not true that students learn all they need to learn about reading by the end of elementary school, and then spend the rest of their lives as reading masters who only read to learn. 

    Teachers are noticing that older readers need ongoing support to read materials used in their classrooms. In a study commissioned by the Advanced Education Research and Development Fund (AERDF), a national nonprofit, 44 percent of grade 3–8 teachers reported that their students always or nearly always have difficulty reading instructional materials.

    In grades 6-12, students are still learning to read and are still reading to learn. However, “learning to read” matures into more advanced decoding of multisyllabic words, syntax (all those annoying grammar rules that the reader needs to pay attention to to understand a sentence), fluency on longer sentences and paragraphs, and comprehension, which requires an increasingly sophisticated understanding of a wide range of topics across content areas.

    Consider the word “sad.” Most elementary school students can decode the word sad and would easily recognize it in both speech and print. Now, consider the words “crusade,” “ambassador,” “Pasadena,” “misadvise,” and “quesadilla.” Each contains the letters “sad” within the word, none of the pronunciations are the same as “sad,” and none mean unhappiness or sorrow. Without instruction on multisyllabic words (and morphemes), we can’t assume that middle schoolers can decode words containing “sad,” especially with different pronunciations and meanings. But middle schoolers are expected to navigate these types of words in their language arts, social studies, and science classes.   

    “Sad” and its many appearances in words is just one example of the increasing complexity of literacy beyond elementary school, and middle schoolers will also encounter more interdisciplinary subjects that play a unique role in their developing literacy skills. Here are four points to consider when it comes to adolescent literacy:

    1. Reading and writing instruction must become increasingly discipline-specific. While foundational reading skills are universal, students must enhance their skills to meet the unique expectations of different subjects, like literature, science, social studies, and math. Texts in those subjects vary widely, from historical documents to graphs to fictional literature, each having its own language, rules, and comprehension demands. Students must be taught to read for science in science, for math in math, and for social studies in social studies. How and what they read in language arts is not sufficient enough to transfer to different content areas. The reading approach to “The Old Man and the Sea” is different from “The Gettysburg Address,” and both are different from a scientific article on cell division. Along with reading, students must be taught how to write in ways that reflect the uniqueness of the content.  
    2. This means that it’s all hands on deck for upper-grade educators. Adolescent literacy is often associated with language arts, but reading and writing are integrated practices that underpin every discipline. This calls for all educators to be experts in their discipline’s literacy practices, supporting and developing student skills, from reading and writing poetry and prose in language arts; to primary and secondary source documents, maps, and political cartoons in social studies; graphs, reports, and research in science; and equations and word problems in mathematics.
    3. Build background knowledge to enhance comprehension. As students advance to higher grades, their discipline-specific reading skills impact their ability to attain content knowledge. The more students understand about the discipline, the better they can engage with the content and its unique vocabulary. Precise language like “theme,” “mitosis,” “amendment,” and “equation” requires students to read with increasing sophistication. To meet the content and knowledge demands of their discipline, educators must incorporate background knowledge building, starting with the meaning of words to help students unlock comprehension. 
    4. Teaching fluency, vocabulary, and syntax is evergreen. Along with multisyllabic decoding, students should continue to receive instruction and practice in each of the above, as they all play a starring role in how well readers comprehend a text.

    And most importantly, the education community must take a K-12 approach to literacy if it’s serious about improving reading outcomes for students. As more data emerges on the reading challenges of adolescents in this post-COVID era, it’s more critical now than ever to include adolescent literacy in funding and planning. The data are clear that support for literacy instruction cannot stop at fifth-grade graduation.

    While middle school students are “reading to learn,” we must remember that they are also “learning to read” well into and through high school. It’s more important than ever that state and local education leaders support policies and resources that seamlessly provide for the ongoing academic literacy needs from kindergarten to 12th grade.

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    Miah Daughtery, EdD, NWEA

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  • New research highlights the importance and challenges of K-12 student engagement

    This press release originally appeared online.

    Key points:

    While there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it, according to a new study from Discovery Education. 

    Education Insights 2025–2026: Fueling Learning Through Engagement captures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education. 

    “Discovery Education conducted the Education Insights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K-12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.” 

    Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagement report include: 

    Engagement is broadly recognized as a key driver of learning and success. Ninety-three percent of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99 percent of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92 percent of students said that engaging lessons make school more enjoyable. 

    But educators disagree on the top indicators of engagement. Seventy-two percent of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54 percent of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement. 

    School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99 percent of superintendents and 88 percent of principals said their district has an intentional approach for measuring engagement, only 60 percent of teachers agreed. Further, nearly one-third of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively. 

    Educators and students differ on their perceptions of engagement levels. While 63 percent of students agreed with the statement “Students are highly engaged in school,” only 45 percent of teachers and 51 percent of principals surveyed agreed with the same statement.  

    Students rate their own engagement much higher than their peers. Seventy percent of elementary students perceived themselves as engaged, but only 42 percent perceived their peers as engaged. Fifty-nine percent of middle school students perceived themselves engaged in learning, but only 36 percent perceived their peers as engaged. Finally, 61 percent of high school students perceived themselves as engaged, but only 39 percent described their peers as engaged. 

    Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57 percent of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87 percent of principals and 98 percent of superintendents agree. Likewise, only 53 percent of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83 percent of principals and 94 percent of superintendents agreed. 

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    Stephen Wakefield

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  • Catapult Learning is Awarded Tutoring Program Design Badge from Stanford University’s National Student Support Accelerator

    Organization recognized for excellence in high-impact tutoring design and student achievement gains

    PHILADELPHIA, Aug. 25, 2025 – Catapult Learning, a division of FullBloom that provides academic intervention programs for students and professional development solutions for teachers in K-12 schools, today announced it earned the Tutoring Program Design Badge from the National Student Support Accelerator (NSSA) at Stanford University. The designation, valid for three years, recognizes tutoring providers that demonstrate high-quality, research-aligned program design.

    The recognition comes at a time when the need for high-impact tutoring (HIT) has never been greater. As schools nationwide work to close learning gaps that widened during the COVID-19 pandemic and accelerate recovery, Catapult Learning stands out for its nearly 50-year legacy of delivering effective academic support to students who need it most.

    “Catapult Learning is honored to receive this prestigious national recognition from the NSSA at Stanford University,” said Rob Klapper, president at Catapult Learning. “We are excited to be recognized for our high-impact tutoring program design and will continue to uphold the highest standards of excellence as we support learners across the country.” 

    Each year, Catapult Learning’s programs support more than 150,000+ students with nearly four million in-person tutoring sessions, in partnership with 2,100 schools and districts nationwide. Its tutors, many of whom hold four-year degrees, are highly trained professionals who are supported with ongoing coaching and professional development.

    Recent data from Catapult Learning’s HIT programs show strong academic gains across both math and reading subject areas:

    • 8 out of every 10 math students increased their pre/post score
    • 9 out of every 10 reading students increased their pre/post score

    These results come from programs that have also earned a Tier 2 evidence designation under the Every Student Succeeds Act, affirming their alignment with rigorous research standards. 

    The Badge was awarded following a rigorous, evidence-based review conducted by an independent panel of education experts. The NSSA evaluated multiple components of Catapult Learning’s program – including instructional design, tutor training and support, and the use of data to inform instruction – against its Tutoring Quality Standards.

    “This designation underscores the strength and intentionality behind our high-impact tutoring model,” said Devon Wible, vice president of teaching and learning at Catapult Learning. “This achievement reflects our deep commitment to providing high-quality, research-based tutoring that drives meaningful outcomes for learners.”

    Tutoring is available in person, virtually, or in hybrid formats, and can be scheduled before, during, or after school, including weekends. Sessions are held a minimum of three times per week, with flexible options tailored to the needs of each school or district. Catapult Learning provides all necessary materials for both students and tutors.

    To learn more about Catapult Learning’s high-impact tutoring offerings, visit: https://catapultlearning.com/high-impact-tutoring/.

    About Catapult Learning

    Catapult Learning, a division of FullBloom, provides academic intervention programs for students and professional development solutions for teachers in K-12 schools, executed by a team of experienced coaches. Our professional development services strengthen the capacity of teachers and leaders to raise and sustain student achievement. Our academic intervention programs support struggling learners with instruction tailored to the unique needs of each student. Across the country, Catapult Learning partners with 500+ school districts to produce positive outcomes that promote academic and professional growth. Catapult Learning is accredited by Cognia and has earned its 2022 System of Distinction honor.  

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    ESchool News Contributor

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  • The complex dynamics of principal turnover in modern educational institutions

    Key points:

    The departure and replacement of school principals represents one of the most significant organizational changes within educational institutions, creating ripple effects that permeate every aspect of school operations. This phenomenon, increasingly prevalent in contemporary education systems, deserves thorough examination for its profound impact on institutional effectiveness, academic achievement, and organizational stability.

    When a principal exits an educational institution, the immediate effects reverberate throughout the entire school system. The administrative vacuum extends far beyond mere personnel changes, as new principals invariably bring distinct leadership philosophies, strategic priorities, and management approaches that can fundamentally reshape the school’s operational framework. Current research in educational leadership suggests that schools typically require between three to five years to fully stabilize following leadership transitions, indicating that frequent turnover can trap institutions in continuous cycles of adjustment and reorganization.

    The principal’s role transcends traditional administrative leadership, functioning as the cultural architect of the school community. During leadership transitions, the delicate fabric of established relationships between administration, faculty, and staff enters a period of uncertainty and realignment. The school’s cultural identity, carefully constructed through years of shared experiences and mutual understanding, often undergoes substantial transformation as new leadership implements alternative approaches to community building and professional collaboration. This cultural shift can significantly impact teacher motivation, student engagement, and overall school climate.

    Academic program integrity and student achievement metrics frequently experience fluctuations during principal transitions. New leaders typically introduce fresh perspectives on curriculum implementation, instructional methodologies, and resource allocation strategies. While innovation and new approaches can catalyze positive change, frequent shifts in academic direction may disrupt educational continuity and student progress. Empirical studies have consistently demonstrated that schools experiencing frequent principal turnover often exhibit temporary declines in student achievement metrics, with particularly pronounced effects in high-poverty areas where stability serves as a crucial factor for student success.

    The impact extends deep into stakeholder relationships and community partnerships. Parents, community organizations, and local partners must adapt to new leadership styles, communication protocols, and institutional priorities. The critical process of building and maintaining trust, essential for effective school-community partnerships, frequently requires renewal with each leadership change. This cyclical process can affect various aspects of school operations, from volunteer program effectiveness to community support for school initiatives and funding proposals.

    Professional development trajectories and staff retention patterns often undergo significant changes during principal transitions. Different leaders may emphasize various areas of professional growth or implement modified evaluation systems, directly affecting teacher satisfaction and career advancement opportunities. Research indicates a strong correlation between principal turnover and increased teacher attrition rates, creating compound effects on institutional stability and educational continuity. This relationship suggests that leadership stability plays a crucial role in maintaining a consistent and experienced teaching staff.

    The challenges of strategic planning become particularly acute in environments characterized by frequent leadership changes. Multi-year improvement initiatives risk interruption or abandonment as new principals implement different priorities and approaches. This instability can affect various aspects of school development, from technology integration plans to curriculum development initiatives, potentially compromising the institution’s ability to achieve long-term educational objectives and maintain consistent progress toward established goals.

    Educational institutions can implement various strategies to minimize the negative impacts of principal turnover, including developing comprehensive transition protocols, maintaining detailed documentation of ongoing initiatives, creating strong distributed leadership teams, establishing clear communication channels during transitions, and building robust institutional memory through systematic record-keeping. These mitigation strategies prove essential for maintaining organizational stability and educational effectiveness during periods of leadership change.

    The implications of principal turnover extend throughout the educational ecosystem, influencing everything from daily operations to long-term strategic initiatives. Understanding these complex dynamics becomes increasingly crucial for educational stakeholders, policymakers, and administrators in developing effective strategies to maintain institutional stability and educational quality during leadership transitions. As educational institutions continue to evolve in response to changing societal needs and expectations, the ability to manage leadership transitions effectively becomes paramount for ensuring consistent, high-quality education for all students.

    This comprehensive analysis of principal turnover effects provides valuable insights for educational professionals, administrators, and policymakers working to create more stable and effective learning environments. The ongoing challenge lies in balancing the potential benefits of new leadership perspectives with the fundamental need for institutional stability and continuous educational improvement, all while maintaining focus on the ultimate goal: providing optimal learning opportunities for students in an ever-changing educational landscape.

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    Dr. Jason Richardson, Garden City Elementary School & the International University of the Caribbean

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  • Mental health screeners help ID hidden needs, research finds

    Key points:

    A new DESSA screener to be released for the Fall ‘25 school year–designed to be paired with a strength-based student self-report assessment–accurately predicted well-being levels in 70 percent of students, a study finds.  

    According to findings from Riverside Insights, creator of research-backed assessments, researchers found that even students with strong social-emotional skills often struggle with significant mental health concerns, challenging the assumption that resilience alone indicates student well-being. The study, which examined outcomes in 254 middle school students across the United States, suggests that combining risk and resilience screening can enable identification of students who would otherwise be missed by traditional approaches. 

    “This research validates what school mental health professionals have been telling us for years–that traditional screening approaches miss too many students,” said Dr. Evelyn Johnson, VP of Research & Development at Riverside Insights. “When educators and counselors can utilize a dual approach to identify risk factors, they can pinpoint concerns and engage earlier, in and in a targeted way, before concerns become major crises.”

    The study, which offered evidence of, for example, social skills deficits among students with no identifiable or emotional behavioral concerns, provides the first empirical evidence that consideration of both risk and resilience can enhance the predictive benefits of screening, when compared to  strengths-based screening alone.

    In the years following COVID, many educators noted a feeling that something was “off” with students, despite DESSA assessments indicating that things were fine.

    “We heard this feedback from lots of different customers, and it really got our team thinking–we’re clearly missing something, even though the assessment of social-emotional skills is critically important and there’s evidence to show the links to better academic outcomes and better emotional well-being outcomes,” Johnson said. “And yet, we’re not tapping something that needs to be tapped.”

    For a long time, if a person displayed no outward or obvious mental health struggles, they were thought to be mentally healthy. In investigating the various theories and frameworks guiding mental health issues, Riverside Insight’s team dug into Dr. Shannon Suldo‘s work, which centers around the dual factor model.

    “What the dual factor approach really suggests is that the absence of problems is not necessarily equivalent to good mental health–there really are these two factors, dual factors, we talk about them in terms of risk and resilience–that really give you a much more complete picture of how a student is doing,” Johnson said.

    “The efficacy associated with this dual-factor approach is encouraging, and has big implications for practitioners struggling to identify risk with limited resources,” said Jim Bowler, general manager of the Classroom Division at Riverside Insights. “Schools told us they needed a way to identify students who might be struggling beneath the surface. The DESSA SEIR ensures no student falls through the cracks by providing the complete picture educators need for truly preventive mental health support.”

    The launch comes as mental health concerns among students reach crisis levels. More than 1 in 5 students considered attempting suicide in 2023, while 60 percent of youth with major depression receive no mental health treatment. With school psychologist-to-student ratios at 1:1065 (recommended 1:500) and counselor ratios at 1:376 (recommended 1:250), schools need preventive solutions that work within existing resources.

    The DESSA SEIR will be available for the 2025-2026 school year.

    This press release originally appeared online.

    eSchool News Staff
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    ESchool News Staff

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  • Lessons from DENSI: Weaving digital citizenship into edtech innovation

    Key points:

    What happens when over 100 passionate educators converge in Chicago to celebrate two decades of educational innovation? A few weeks ago, I had the thrilling opportunity to immerse myself in the 20th anniversary of the Discovery Educator Network (the DEN), a week-long journey that reignited my passion for transforming classrooms.

    From sunrise to past sunset, my days at Loyola University were a whirlwind of learning, laughter, and relentless exploration. Living the dorm life, forging new connections, and rekindling old friendships, we collectively dove deep into the future of learning, creating experiences that went far beyond the typical professional development.

    As an inaugural DEN member, the professional learning community supported by Discovery Education, I was incredibly excited to return 20 years after its founding to guide a small group of educators through the bountiful innovations of the DEN Summer Institute (DENSI). Think scavenger hunts, enlightening workshops, and collaborative creations–every moment was packed with cutting-edge ideas and practical strategies for weaving technology seamlessly into our teaching, ensuring our students are truly future-ready.

    During my time at DENSI, I learned a lot of new tips and tricks that I will pass on to the educators I collaborate with. From AI’s potential to the various new ways to work together online, participants in this unique event learned a number of ways to weave digital citizenship into edtech innovation. I’ve narrowed them down to five core concepts; each a powerful step toward building future-ready classrooms and fostering truly responsible digital citizens.

    Use of artificial intelligence

    Technology integration: When modeling responsible AI use, key technology tools could include generative platforms like Gemini, NotebookLM, Magic School AI, and Brisk, acting as ‘thought partners’ for brainstorming, summarizing, and drafting. Integration also covers AI grammar/spell-checkers, data visualization tools, and feedback tools for refining writing, presenting information, and self-assessment, enhancing digital content interaction and production.

    Learning & application: Teaching students to ethically use AI is key. This involves modeling critical evaluation of AI content for bias and inaccuracies. For instance, providing students with an AI summary of a historical event to fact-check with credible sources. Students learn to apply AI as a thought partner, boosting creativity and collaboration, not replacing their own thinking. Fact-checking and integrating their unique voices are essential. An English class could use AI to brainstorm plot ideas, but students develop characters and write the narrative. Application includes using AI for writing refinement and data exploration, fostering understanding of AI’s academic capabilities and limitations.

    Connection to digital citizenship: This example predominantly connects to digital citizenship. Teaching responsible AI use promotes intellectual honesty and information literacy. Students can grasp ethical considerations like plagiarism and proper attribution. The “red, yellow, green” stoplight method provides a framework for AI use, teaching students when to use AI as a collaborator, editor, or thought partner–or not at all.This approach cultivates critical thinking and empowers students to navigate the digital landscape with integrity, preparing them as responsible digital citizens understanding AI’s implications.

    Digital communication

    Technology integration: Creating digital communication norms should focus on clarity with visuals like infographics, screenshots, and video clips. Canva is a key tool for a visual “Digital Communication Agreement” defining online interaction expectations. Include student voice by the integration and use of pictures and graphics to illustrate behaviors and potentially collaborative presentation / polling tools for student involvement in norm-setting.

    Learning & application: Establishing clear online interaction norms is the focus of digital communication. Applying clear principles teaches the importance of visuals and setting communication goals. Creating a visual “Digital Communication Agreement” with Canva is a practical application where students define respectful online language and netiquette. An elementary class might design a virtual classroom rules poster, showing chat emojis and explaining “think before you post.” Using screenshots and “SMART goals” for online discussions reinforces learning, teaching constructive feedback and respectful debate. In a middle school science discussion board, the teacher could model a respectful response like “I understand your point, but I’m wondering if…” This helps students apply effective digital communication principles.

    Connection to digital citizenship: This example fosters respectful communication, empathy, and understanding of online social norms. By creating and adhering to a “Digital Communication Agreement,” students develop responsibility for online interactions. Emphasizing respectful language and netiquette cultivates empathy and awareness of their words’ impact. This prepares them as considerate digital citizens, contributing positively to inclusive online communities.

    Content curation

    Technology integration: For understanding digital footprints, one primary tool is Google Drive when used as a digital folder to curate students’ content. The “Tech Toolbox” concept implies interaction with various digital platforms where online presence exists. Use of many tools to curate content allows students to leave traces on a range of technologies forming their collective digital footprint.

    Learning & application: This centers on educating students about their online presence’s permanence and nature. Teaching them to curate digital content in a structured way, like using a Google Drive folder, is key. A student could create a “Digital Portfolio” in Google Drive with online projects, proud social media posts, and reflections on their public identity. By collecting and reviewing online artifacts, students visualize their current “digital footprint.” The classroom “listening tour” encourages critical self-reflection, prompting students to think about why they share online and how to be intentional about their online identity. This might involve students reviewing anonymized social media profiles, discussing the impression given to future employers.

    Connection to digital citizenship: This example cultivates awareness of online permanence, privacy, responsible self-presentation, and reputation management. Understanding lasting digital traces empowers students to make informed decisions. The reflection process encourages the consideration of their footprint’s impact, fostering ownership and accountability for online behavior. This helps them become mindful, capable digital citizens.

    Promoting media literacy

    Technology integration: One way to promote media literacy is by using “Paperslides” for engaging content creation, leveraging cameras and simple video recording. This concept gained popularity at the beginning of the DEN through Dr. Lodge McCammon. Dr. Lodge’s popular 1-Take Paperslide Video strategy is to “hit record, present your material, then hit stop, and your product is done” style of video creation is something that anyone can start using tomorrow. Integration uses real-life examples (likely digital media) to share a variety of topics for any audience. Additionally, to apply “Pay Full Attention” in a digital context implies online viewing platforms and communication tools for modeling digital eye contact and verbal cues.

    Learning & application: Integrating critical media consumption with engaging content creation is the focus. Students learn to leverage “Paperslides” or another video creation method to explain topics or present research, moving beyond passive consumption. For a history project, students could create “Paperslides” explaining World War II causes, sourcing information and depicting events. Learning involves using real-life examples to discern credible online sources, understanding misinformation and bias. A lesson might show a satirical news article, guiding students to verify sources and claims through their storyboard portion. Applying “Pay Full Attention” teaches active, critical viewing, minimizing distractions. During a class viewing of an educational video, students could pause to discuss presenter credentials or unsupported claims, mimicking active listening. This fosters practical media literacy in creating and consuming digital content.

    Connection to digital citizenship: This example enhances media literacy, critical online information evaluation, and understanding persuasive techniques. Learning to create and critically consume content makes students informed, responsible digital participants. They identify and question sources, essential for navigating a digital information-saturated world. This empowers them as discerning digital citizens, contributing thoughtfully to online content.

    Collaborative problem-solving

    Technology integration: For practicing digital empathy and support, key tools are collaborative online documents like Google Docs and Google Slides. Integration extends to online discussion forums (Google Classroom, Flip) for empathetic dialogue, and project management tools (Trello, Asana) for transparent organization. 

    Learning & application: This focuses on developing effective collaborative skills and empathetic communication in digital spaces. Students learn to work together on shared documents, applying a “Co-Teacher or Model Lessons” approach where they “co-teach” each other new tools or concepts. In a group science experiment, students might use a shared Google Doc to plan methodology, with one “co-teaching” data table insertion from Google Sheets. They practice constructive feedback and model active listening in digital settings, using chat for clarification or emojis for feelings. The “red, yellow, green” policy provides a clear framework for online group work, teaching when to seek help, proceed cautiously, or move forward confidently. For a research project, “red” means needing a group huddle, “yellow” is proceeding with caution, and “green” is ready for review.

    Connection to digital citizenship: This example is central to digital citizenship, developing empathy, respectful collaboration, and responsible problem-solving in digital environments. Structured online group work teaches how to navigate disagreements and offers supportive feedback. Emphasis on active listening and empathetic responses helps internalize civility, preparing students as considerate digital citizens contributing positively to online communities.

    These examples offer a powerful roadmap for cultivating essential digital citizenship skills and preparing all learners to be future-ready. The collective impact of thoughtfully utilizing these or similar approaches , or even grab and go resources from programs such as Discovery Education’s Digital Citizenship Initiative, can provide the foundation for a strong academic and empathetic school year, empowering educators and students alike to navigate the digital world with confidence, integrity, and a deep understanding of their role as responsible digital citizens.

    In addition, this event reminded me of the power of professional learning communities.  Every educator needs and deserves a supportive community that will share ideas, push their thinking, and support their professional development. One of my long-standing communities is the Discovery Educator Network (which is currently accepting applications for membership). 

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    Stephen Wakefield

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  • American College of Education Combats the K-12 Teacher Shortage with ROI-Driven Online Graduate Degrees that Boost Teacher Retention and Career Prospects

    As an increasing number of educators leave the profession and fewer candidates enter the pipeline, the future of education depends on bold, practical solutions. ACE creates a sustainable path to address the teacher shortage by forming partnerships with schools and flexible, high-quality and affordable online certificate, master’s and doctoral degree programs.


    INDIANAPOLIS, May 1, 2025 (Newswire.com)
    –
    The national teacher shortage continues to challenge U.S. public schools: Nearly three-quarters of K-12 schools reported difficulties filling positions with certified teachers this fall, as teachers leave the profession in increasing numbers. American College of Education (ACE) helps solve teacher shortages by partnering with school districts to create affordable degree programs that provide teachers with a pathway to career advancement, keeping them in the classroom and administration. These attainable career pathways also help to attract more teachers into the field.

    ACE, founded in 2005, is a national innovator in providing quality, affordable and accredited online graduate degrees. ACE is the third-highest conferrer of education master’s degrees in the United States1. ACE maintains low tuition which enables nearly nine out of 10 students to graduate debt-free2.

    “Every student deserves access to high-quality teachers, and every educator should have access to affordable, career-driven programming that provides a meaningful return on their investment,” said ACE President and CEO Geordie Hyland. “At ACE, we are committed to working with our partners to break down financial barriers and create practical, flexible pathways for educators to advance and thrive in their profession.”

    Studies show that U.S. public schools desperately need more teachers. The National Center for Education Statistics reports that 74% of the country’s K-12 public schools said they had difficulty filling one or more vacant teaching positions with a fully certified teacher before the start of the school year. Teachers say that shortages create larger class sizes, which in turn contributes to teacher burnout that prompts many to leave – exacerbating the teacher shortage problem.

    A 2022 poll by the National Education Association found 67% of teachers said burnout was a serious problem, and that 55% planned to leave the profession due to stress from the pandemic and other causes. Citing federal data, the Wall Street Journal reported that 300,000 public school teachers and staff left the field between February 2020 and May 2022. And even after the pandemic receded, the teacher exodus continued: A RAND Corporation study in 2023 found that 23% of teachers planned to leave the field at the end of the school year.

    ACE counters those trends by offering affordable degree programs designed to help teachers advance to more satisfying and highly compensated positions, providing an incentive for them to remain in the profession. This, in turn, helps school districts strengthen their teacher pipeline and reduce burnout.

    ACE offers 25 master’s degrees in education, including master’s degrees in traditional fields like early child education, elementary education, literacy, and science education, and specialized areas such as educational leadership, educational business administration, instructional coaching and teacher leadership, and instructional design and educational technology. ACE also offers six doctoral degrees in education and a multitude of certificates, such as Transition-to-Teaching Licensure and Principal Preparation, as well as bachelor’s completion degree programs for aspiring educators.

    ACE ensures that cost is never a barrier for educators, by eliminating unnecessary expenses and focusing on high-quality, career-driven coursework. ACE’s faculty have real-world experience and the school’s curriculum is designed specifically for online education. ACE’s courses are continuously reviewed and revised for relevance and effectiveness.

    At its founding in 2005, ACE made the decision to forego federal funding to help keep costs and tuition low. In 2024, ACE marked its eighth consecutive year with no increase in tuition charges. The low costs translate into positive student outcomes: 86% of students graduate with no debt2, and ACE graduates receive $19.20 in future career earnings for every $1 spent on tuition.3

    ACE further reduces costs to students by partnering with districts by creating additional tuition discounts, credit for prior learning and direct billing arrangements which create shorter, more cost-effective paths to degree completion. More than 2,500 institutions nationwide collaborate with ACE to upskill their employees into positions of greater responsibility and value to their organizations.

    As the United States continues to face challenges in education, ACE remains dedicated to being part of the solution with programs that bring teachers into the field and provide powerful incentives to stay in the profession, strengthening the future of K-12 education for generations to come.

    For more information, please visit ace.edu.

    About American College of Education
    American College of Education (ACE) is an accredited, fully online college specializing in high-quality, affordable programs in education, business, leadership, healthcare and nursing. Headquartered in Indianapolis, ACE offers more than 60 innovative and engaging programs for adult students to pursue a doctorate, specialist, master’s or bachelor’s degree, along with graduate-level certificate programs. In addition to being a leader in online education, ACE is a Certified B Corporation and part of a global movement to use the power of business to solve social and environmental problems.

    1 Source: http://nces.ed.gov/IPEDS/datacenter

    2Source: Internal research completed in March 2025.

    3Source: Lightcast Study

    Contact Information

    Maria Penaloza
    Media & Content Strategy Manager
    maria.penaloza@issuerdirect.com

    Source: American College of Education

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  • New Wayfinder White Paper Bridges the Gap Between Portrait of a Graduate and Career Readiness

    Portrait of a Future-Ready Graduate Offers Strategies to Prioritize Human Skills and Activate District Frameworks for Workforce Success


    BEND, Ore., March 18, 2025 (Newswire.com)
    –
    With 70% of employers prioritizing durable skills over technical abilities, today’s graduates need more than academic knowledge to succeed. Recognizing this shift, Wayfinder, a leader in purpose-driven education solutions, has released a new white paper, Portrait of a Future-Ready Graduate: Why Human Skills Matter More Than Ever.

    This research-backed report provides PreK-12 education leaders with concrete strategies to turn Portrait of a Graduate frameworks into action-helping students develop the interpersonal, cognitive, and self-leadership skills that will set them apart in an unpredictable workforce.

    “In a world where career paths are increasingly uncertain, the most future-proof skills are those that foster human connection, resilience, and adaptability,” said Patrick Cook-Deegan, Founder + CEO of Wayfinder. “This white paper underscores the critical role that K-12 education plays in developing these durable skills, ensuring students are not only career-ready but also prepared to lead purposeful and fulfilling lives.”

    Key insights from the white paper:

    • Human Skills Outrank Technical Skills in Career Readiness: Research from McKinsey, Google, and Harvard Business Review confirms that interpersonal, cognitive, and self-leadership skills are the most valuable professional assets.

    • States and Districts Are Prioritizing Durable Skills: Many states have integrated critical human skills into their graduation frameworks, ensuring students develop competencies like problem-solving, emotional intelligence, and civic responsibility.

    • Schools Must Implement Frameworks with Intention: Schools can ensure their Portraits of a Graduate are actionable by developing strategies to embed future-ready skills across grade levels, measure their impact, and align them with career readiness initiatives.

    • Wayfinder’s New Alignment Tool Bridges the Gap: Wayfinder’s new Portrait of a Graduate feature helps schools seamlessly integrate and track skill development, ensuring students graduate with the competencies they need to thrive.

    To further support future-ready education, Wayfinder has partnered with Roadtrip Nation-a leading nonprofit that helps students explore careers through real-world storytelling-in their programming and on this white paper. Together, they have integrated hundreds of hours of career-focused content into Wayfinder’s lessons, helping students connect their strengths and interests to meaningful career paths.

    Education leaders, policymakers, and district administrators are encouraged to download Portrait of a Future-Ready Graduate: Why Human Skills Matter More Than Ever and explore how Wayfinder’s innovative tools can support their schools in embedding durable skills into everyday learning.

    Download the White Paper:

    Access the full report here.

    Contact Information

    Kat Clark
    Senior Director of Marketing
    marketing@withwayfinder.com

    Source: Wayfinder

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  • Ahead of Schedule: STEM Careers Coalition Reaches Over 10.7 Million Students  

    Ahead of Schedule: STEM Careers Coalition Reaches Over 10.7 Million Students  

    Charlotte, NC — The STEM Careers Coalition – an alliance of industries and non-profit organizations partnering with Discovery Education to create equitable access to free STEM content and career connections – today announced it has surpassed the goal of reaching 10 million students by the end of 2025 ahead of schedule. Since 2019, the STEM Careers Coalition has reached over 10.7 million students, including 2.97 million in the 2023-2024 school year alone, 65% of which are from Title I schools.  

    Student STEM education is critical, as the U.S. Bureau of Labor Statistics predicts STEM jobs will grow by 23% by 2030. Through the STEM Careers Coalition, all K-12 students in the United States and educators are supported with high-quality careers resources, equity of access to key resources, volunteer employee engagement activities, and research.  

    “Starting this journey in 2019, we knew collaboration was key to inspiring the next generation of the STEM workforce. By bringing diverse industries together in one place for educators, the STEM Careers Coalition allows students to see the breadth of opportunity in STEM and the similarities in critical thinking skillsets that are pertinent across careers,” said Amy Nakamoto, General Manager of Corporate Partnerships at Discovery Education. “We are so thankful to our partners. We are excited for the next evolution of the STEM Careers Coalition in the emission to ensure that all students have what they need to explore STEM jobs.” 

    The STEM Careers Coalition supports diverse career awareness and exposure. The Coalition works to prepare all students for future jobs in STEM, developing the skills and knowledge needed to succeed in college and a career through high-quality classroom resources, career exploration tools, after school activities, digital content, and more. The STEM Careers Coalition features a large network of partners from a variety of industries.  

    The STEM Careers Coalition frequently provides students and educators new resources aligned to learning standards. Amongst the newest materials is the Mission Possible Virtual Field Trip: Re-powering the Future, premiering on November 21, 2024. In addition, 14 new career bundles introduce K-12 students to careers like a senior data scientist, gnotobiotics training coordinator, fire protection design manager, chemical engineer, and more.  

    Learn more about the STEM Careers Coalition at stemcareerscoalition.org or on the award-winning K-12 learning platform, Discovery Education Experience. For more information about Discovery Education’s award-winning digital resources and professional learning solutions visit www.discoveryeducation.com, and stay connected with Discovery Education on social media through X, LinkedIn, Instagram, TikTok, and Facebook.    

    About the STEM Careers Coalition 
    The STEM Careers Coalition solves for critical gaps in diverse representation in the STEM professional workforce. The Coalition is an alliance of industries and non-profit organizations, reaching 10.7 million teachers and students with equitable access to STEM resources and career connections since its launch in 2019. The Coalition will continue to ignite student curiosity and influence a diverse future STEM workforce and reach 10 million teachers and students by the end 2025. 

    About Discovery Education 
    Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, innovative classroom tools, and corporate partnerships, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Warner Bros. Discovery, Inc. Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com. 

    eSchool News Staff
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    ESchool News Staff

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