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Tag: leader

  • Schumer is pressured to step aside as Senate Democratic leader after shutdown vote

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    WASHINGTON — Sen. Chuck Schumer of New York is facing mounting pressure to step aside as leader of the Senate Democratic caucus after eight members voted against his wishes Sunday, joining Republicans in a bid to end the longest government shutdown in history.

    The vote was just the latest development in a troubling week for the 74-year-old Schumer, who, after eight years as the top Senate Democrat, has faced growing calls from within the party to make way for a new generation of leadership.

    Elections last week revealed the emergence of a growing progressive movement in Schumer’s hometown, where the longtime senator declined to endorse Zohran Mamdani in his successful bid for New York City mayor.

    National progressive organizations on Monday urged him to step down and have encouraged a popular congresswoman in the state, Rep. Alexandria Ocasio-Cortez, to run for his Senate seat in 2029. Polls show Schumer faces the lowest approval numbers of any national leader in Washington.

    His leadership troubles come on the heels of Rep. Nancy Pelosi (D-San Francisco), the first female speaker of the House, announcing her retirement, a decision that generated praise across the political aisle last week reflecting on her shrewd ability to control a sprawling House Democratic caucus during high-stakes votes.

    “Schumer is no longer effective and should be replaced,” Rep. Ro Khanna (D-Fremont) wrote on X after the Sunday night vote. “If you can’t lead the fight to stop healthcare premiums from skyrocketing for Americans, what will you fight for?”

    Hakeem Jeffries of New York, the top Democrat in the House, told reporters Monday that he strongly disapproved of the emerging deal in the Senate, where seven Democrats and one independent who caucuses with the party voted to proceed with government funding.

    For seven weeks, House and Senate Democrats said they would not vote for legislation to reopen the government unless they were able to secure an extension of health insurance subsidies. But the deal reached in the Senate indicated how some Democrats gave in on that bottom-line negotiation.

    Schumer reiterated his disapproval of the spending deal in a speech from the floor Monday. He criticized the compromise as a “Republican bill” even though members of his party helped broker the deal.

    “Republicans now own this healthcare crisis,” Schumer said. “They knew it was coming. We wanted to fix it and they said no, and now it is on them.”

    As Schumer delivered his speech, Jeffries spoke to reporters at a news conference on the other side of the Capitol.

    Asked whether he thought Schumer remained an effective leader and should remain in his position, Jeffries replied, “yes and yes.”

    When pressed to elaborate, Jeffries said “the overwhelming majority of Senate Democrats led by Chuck Schumer waged a valiant fight,” and turned his disapproval to the Democrats who voted with Republicans on the bill.

    “I am not going to explain what a handful of Senate Democrats have decided to do,” Jeffries said. “That’s their explanation to offer to the American people.”

    Now that the effort turns to the House, Jeffries said Democrats in the chamber will try to block a deal that does not address healthcare costs.

    California Gov. Gavin Newsom offered harsh criticism of Senate Democrats on Monday, who he said had “rolled over.”

    After speaking at the Milken Institute’s Global Investors’ Symposium in São Paulo, Newsom told The Times that the move blunted the momentum his party was experiencing following a string of victories last week.

    “You don’t start something unless you’re going to finish,” said Newsom, who next heads to the climate summit known as COP30 in Belém, Brazil. “Why the hell did we do this in the first place? We could have gotten this deal in 20 minutes. … Honestly, I don’t know what’s going on with my party.”

    Zach Wahls, a Democratic candidate for Senate in Iowa, said Schumer had “failed to lead this party in one of its most critical moments,” calling for him to step down. And Rep. Seth Moulton, a Democrat from Massachusetts, wrote that an effective leader would have been able to keep party members in line.

    “Tonight is another example of why we need new leadership,” Moulton wrote on X.

    The eight members who voted to reopen the government — 15% of the Senate Democratic caucus — voted directly against Schumer, who voted against the measure.

    Wahls speculated that the moderate members who voted with Republicans were privately given Schumer’s blessing to do so.

    “The fact that he voted against this deal, while he clearly gave it his blessing in private, is a perfect illustration of why people no longer trust the Democratic Party,” Wahls said, “and as long as he stays in a leadership role, it is going to be impossible for anybody — whether it’s in Iowa or any other swing state — to win a majority.”

    Times staff writers Wilner and Ceballos reported from Washington, and Gutierrez contributed from São Paulo.

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    Michael Wilner, Ana Ceballos, Melody Gutierrez

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  • Visibility Won’t Save You, Systems Will

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    When I started Steady, I worked out of a small coworking space surrounded by other scrappy founders trying to make something out of nothing. None of us had funding. We were all hustling. But even then, I noticed a split.

    Some founders spent their days tweaking their websites, refining pitch decks, and polishing their résumés for investors. Others were in the trenches—selling, building, failing, pivoting, and collecting their first checks.

    That difference stuck with me. Because years later, I see it everywhere: Many founders chase visibility before they build foundations.

    Visibility is seductive

    It’s easy to focus on what looks good from the outside. A flashy website. A polished LinkedIn announcement. A big funding headline. And yes—awards.

    The appeal is obvious. Recognition feels good. It validates the sacrifices you’ve made. It gets people’s attention. And in many cases, visibility can even buy time—helping attract investors, talent, or customers.

    I get it. The temptation is real. But it’s also a trap. Visibility is a sugar high. It looks great from the outside while the foundation underneath stays shaky.

    Here’s the simple test I use to determine if it’s visibility or foundation: If the thing I’m working on would look great in a press release but doesn’t move the business forward in six months, it’s visibility—not foundation.

    After the spotlight dims

    Earlier this year, I accepted the SBA Person of the Year award, and more recently Steady made the Inc. 5000 list for the second year. It was an incredible moment—for me, for my family, and for our team. We’d built this company from scratch, and the recognition was deeply meaningful.

    But the morning after, nothing magical had changed. The inbox was full. Subcontractors needed answers. Schedules were slipping. The cameras had turned off, and the work was exactly the same. That moment drove home a lesson I’d learned early on: awards are markers, not engines. They reflect what you’ve built—they don’t build it for you.

    How to build a company

    Our growth at Steady didn’t come from applause. It came from people, systems, and discipline. It started with people—team members who take ownership, solve problems, and execute day after day. Then came systems—clear roles through a responsible, accountable, consulted, and informed metric, workflow tools, cost catalogs, approval paths, reporting cadences. None of it glamorous. All of it essential.

    For example, early on every subcontract had to cross my desk for approval. It seemed efficient—until projects began stalling while they waited for me. Once we created a standard contract package and delegated approvals to project managers, turnaround times dropped from five days to one. No award could’ve done that. Only systems could.

    And then there’s culture—an insistence on action over perfection, accountability over chaos.

    One personal discipline shaped how I lead: I do the hard things first. Every morning, I tackle the decisions, conversations, and tasks that truly move the company forward. The easy stuff—emails, updates, quick approvals—can wait. Growth happens in those early hours, not in the late-day cleanup.

    How awards fit in

    Awards have their place. They open doors with clients who don’t know you yet. They boost team morale. They make recruiting easier. They give credibility a push.

    But they’re multipliers, not foundations. They amplify what already works. They can’t fix what doesn’t.

    My message to other founders

    Don’t confuse recognition with substance. The grind—the pivots, the failures, the small wins, and the boring operational work—is what builds a company. Awards will come if you do the work. But even when they do, remember: The trophies look great on the shelf, but they don’t build the business.

    Before you spend another hour polishing your pitch deck or crafting the perfect announcement, ask yourself: Have I built the foundation that will still be standing when the spotlight moves on?

    That’s the real work. And it’s what separates companies that shine for a moment from those that last.

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    Fabien Reille

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  • Why education leaders must highlight their people

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    Key points:

    When I asked my executive assistant to proof my first superintendent’s report for the public board packet, she came back and said that she was surprised that I gave so much credit to others for the work being completed by the district. A simple leadership lesson I learned from David Fridlington, my favorite battalion commander in the military, was to use your position to take care of your people and support them. He told everyone that when he presided over a promotion ceremony, he said: “Use this rank to take care of your soldiers.”

    One basic concept is that when things go well, give credit to those who did the work, even if you provided the direction. Your board or other supervisors should understand that success requires leadership. The opposite is true as well. When things do not go well, the leader needs to step in and accept the blame. Even if a subordinate was negligent and their performance needs to be addressed, there is never justification for doing it in a public forum.

    The traditional leadership trap

    For decades, educational leadership has often mirrored the corporate world’s focus on individual achievement and personal branding. Superintendents, principals, and department heads have felt pressure to position themselves as the architects of every success, the faces of every initiative, and the voices behind every innovation. This approach, while understandable given the accountability pressures facing education leaders, creates a dangerous dynamic that undermines both team morale and long-term organizational success.

    When leaders consistently claim credit for achievements, they inadvertently signal to their teams that individual contributions are less valuable than executive oversight. Faculty members, administrators, and support staff begin to feel invisible, their efforts overshadowed by leadership’s need for recognition. This dynamic is particularly damaging in educational environments, where collaboration and shared ownership of student success are essential.

    Smart educational leaders understand that their primary role is not as the star of the show, but to direct in such a way that every cast member shines. When a high school’s test scores improve dramatically, the effective principal doesn’t schedule interviews to discuss their leadership philosophy. Instead, they organize a celebration highlighting the innovative teaching strategies developed by their faculty, the dedication of support staff, and the hard work of the students.

    This approach accomplishes several critical objectives simultaneously. First, it builds tremendous goodwill and loyalty among team members who feel genuinely appreciated and recognized. Teachers who see their principal celebrating their classroom innovations in district newsletters or community presentations develop a deeper commitment to the school’s mission. They feel valued as both implementers of directives and as creative professionals whose expertise helps drive student success.

    Building trust through recognition

    Education leaders who consistently spotlight their teams create an atmosphere of trust that permeates the entire organization. When a superintendent highlights individual schools’ achievements without inserting themselves into the narrative, principals and teachers recognize that their leader is secure enough in their own position to share credit freely. This security translates into psychological safety throughout the organization, encouraging innovation and risk-taking that leads to better educational outcomes.

    Consider the university department chair who, when presenting research achievements to the dean, leads with faculty accomplishments rather than departmental management strategies. Graduate students and professors in that department understand that their work will be recognized and celebrated, not appropriated by administrative oversight. This recognition culture attracts top talent and retains valuable team members who might otherwise seek environments where their contributions receive proper acknowledgment.

    The ripple effect of recognition

    When leaders consistently elevate their teams, they create a cascade of positive behaviors throughout the organization. Teachers who feel appreciated by their principals are more likely to recognize and celebrate their students’ achievements. Support staff who see their contributions highlighted become more invested in finding innovative solutions to operational challenges. The entire educational community benefits when recognition flows freely rather than accumulating at the top of the organizational chart.

    This dynamic is particularly powerful in educational settings because it models the same growth mindset we want to instill in students. When young people see adults in their schools celebrating each other’s successes and sharing credit generously, they learn valuable lessons about collaboration, humility, and community building that extend far beyond academic subjects.

    Strategic communication for team-focused leaders

    Educational leaders might worry that stepping back from the spotlight will make them appear weak or uninvolved. The reality is quite the opposite. Stakeholders, from school board members to parents to community partners, are sophisticated enough to recognize that strong leaders create environments where others can excel. A principal who consistently highlights teacher innovations demonstrates their ability to recruit, develop, and retain talent. A superintendent who celebrates individual school achievements shows their skill at creating systems that enable success across diverse environments.

    The key is strategic communication that makes the leader’s supporting role visible without overshadowing team members. When presenting achievements, effective leaders briefly acknowledge their role in creating conditions for success before diving deep into team member accomplishments. They might say, “We’ve worked hard to create an environment where innovation can flourish, and I’m excited to share what our incredible faculty has accomplished.”

    Practical implementation strategies

    Educational leaders can begin implementing this philosophy immediately through simple but powerful changes in communication habits. Instead of using “I” language when discussing successes, they can shift to “we” and “they” language that emphasizes team contributions. Rather than accepting speaking engagements about leadership strategies, they can recommend team members as presenters on innovative practices.

    Internal communications offer rich opportunities for team recognition. Weekly newsletters, staff meetings, and board presentations become venues for celebrating individual and group achievements. Social media platforms allow leaders to amplify team member successes to broader audiences, creating positive publicity for both individuals and the organization. Two of the deans I currently work with are excellent examples of such active supporters of their faculty. Informal leaders can participate as well by highlighting their colleagues’ accomplishments via posting congratulatory notes on LinkedIn or other social media sites.

    The long-term leadership legacy

    Education leaders who consistently spotlight their teams create lasting legacies that extend far beyond their tenure. They build cultures of recognition and collaboration that persist even when leadership changes. More importantly, they develop future leaders among their team members who understand that true leadership means elevating others.

    In an era when educational institutions face unprecedented challenges, from funding constraints to political pressures to rapidly changing technology, leaders who can inspire and retain talented teams have a significant competitive advantage. These leaders understand that their success is measured not by their personal recognition, but by their ability to create environments where others can achieve their highest potential.

    The most effective leaders recognize that the spotlight is not a zero-sum game. When they illuminate their teams’ achievements, they don’t diminish their own leadership; they demonstrate it in its most powerful form. In education, where the ultimate goal is developing human potential, leaders who model this philosophy create ripple effects that benefit students, staff, and communities for years to come.

    Steven M. Baule, Ed.D., Ph.D.
    Latest posts by Steven M. Baule, Ed.D., Ph.D. (see all)

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    Steven M. Baule, Ed.D., Ph.D.

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  • Why Passion for Your Work Is Your Ultimate Competitive Advantage

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    Do you know which professionals always stand out in the crowd? It’s the fans, fanatics, and enthusiasts about their work. If you’re successful, chances are, you don’t only do what you love but you really enjoy doing it. When you talk about your products, services, or business, you have a light in your eyes that no advertising campaign can buy. 

    Find your professional North Star 

    However, what if you haven’t found the work that excites you? What if you are looking for what makes you enthusiastic and passionate? You may be working in a job for the money. Perhaps, you have not taken the time to discover what really motivates you. The good news is that you can work on it—just ask yourself the following questions: 

    • What do I really like to do at work? 
    • What am I good at doing? 
    • What impact do I want to generate? 
    • What do I understand about professional success? 

    Finding answers to these questions will make all the difference in your life. 

    The transformation process 

    The process usually begins with a crisis, loss, or frustration. It is common for this situation to occur after losing a job or getting passed up for a promotion. It usually leaves you more frustrated and without knowing what to do. However, this situation is also the one that can get you out of your comfort zone and can lead you to find your professional passion. If you’ve been laid off or passed over, you will have to accept and start moving forward again. 

    You must give yourself time to find work that has to do with something that you are not only good at, but you also like. Although there are people who have an innate passion for what they do, many of us must work on it a bit. 

    The most important thing 

    The most important thing at this point is to have the courage to be who you are and try to do what makes you resonate. It is a liberating and also a surprising process to discover and reconnect with what you are really passionate about. The result is a renewed professional image accompanied by something that was not there before: passion. When you put this passion and joy into your work, success is practically guaranteed. 

    The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.

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    Peter Economy

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  • As USC considers Trump’s offer tying funding to conservative policies, MIT firmly rejects it

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    As USC weighs its options, MIT has become the first of nine universities to forcefully reject a White House proposal that asks them to adopt President Trump’s conservative political agenda in exchange for favorable access to federal funding.

    In a letter to Trump administration officials, MIT President Sally Kornbluth said Friday the campus disagrees with provisions of the proposal, including some that would limit free speech and the university’s independence. She said that Trump’s “Compact for Academic Excellence in Higher Education” is inconsistent with MIT’s belief that scientific funding should be based on merit alone.

    “Therefore, with respect, we cannot support the proposed approach to addressing the issues facing higher education,” Kornbluth said in a letter to Education Secretary Linda McMahon and White House officials.

    The MIT rejection comes as University of Southern California has been roiled by the proposed compact since receiving it earlier this month. The school’s faculty members strongly denounced the offering at a meeting this week, calling it “egregiously invalid,” “probably unconstitutional” and “antithetical to principles of academic freedom.”

    But interim President Beong-Soo Kim told the roughly 500 attendees the university “has not made any kind of final decision.”

    At the same time, Gov. Gavin Newsom has aggressively weighed in, challenging USC “to do the right thing” and reject the offer. He threatened to withhold state funding to any California university that agrees to it.

    White House spokesperson Liz Huston said that “the Trump Administration’s only request is for universities to end discrimination. Any university that refuses this once-in-a-lifetime opportunity to transform higher education isn’t serving its students or their parents — they’re bowing to radical, left-wing bureaucrats.”

    “The truth is, the best science can’t thrive in institutions that have abandoned merit, free inquiry, and the pursuit of truth,” Huston said. “President Trump encourages universities to join us in restoring academic excellence and commonsense policies.”

    What’s in the compact

    The higher-education compact circulated this month requires universities to make a wide range of commitments in line with Trump’s political agenda. In exchange, universities that agree to the terms would get more favorable access to federal research grants and additional funding, as well as other benefits.

    They would have to accept the government’s definition of gender — two sexes, male and female — and would not be allowed to recognize transgender people’s gender identities. Foreign student enrollment would be restricted. The compact also calls for a five-year tuition freeze for U.S. students.

    It asks colleges to require the SAT or ACT for all undergraduate applicants and to eliminate race, sex and other characteristics from admissions decisions. As for free speech, schools would have to commit to promoting a wide range of views on campus — and change or abolish “institutional units that purposefully punish, belittle, and even spark violence against conservative ideas,” according to the compact.

    The universities were invited to provide “limited, targeted feedback” by Oct. 20 and make a decision no later than Nov. 21.

    Other institutions that received the 10-page proposal are: Vanderbilt, the University of Pennsylvania, Dartmouth College, the University of Arizona, Brown University, the University of Texas and the University of Virginia. It was not clear how the schools were selected or why.

    Leaders of the Texas system were “honored” that the Austin campus was chosen to be a part of the compact and its “potential funding advantages,” according to a statement from Kevin Eltife, chair of the board of regents.

    University leaders face immense pressure to reject the compact amid opposition from students, faculty, free speech advocates and higher education groups. Leaders of some other universities have called it extortion. The mayor and City Council in Tucson, home of the University of Arizona, formally opposed the compact, calling it an “unacceptable act of federal interference.”

    Some conservatives have criticized it. Frederick Hess, director of education policy at the American Enterprise Institute, called it “profoundly problematic” and said the government’s requests are “ungrounded in law.”

    “I am deeply sympathetic to the Trump critique of higher education,” he told The Times on Friday. “I support just about every point in the compact, but even I have real concerns about the way it has been framed and proffered.”

    But Hess noted that the compact has become something of a “Rorschach test.”

    “If you look at it one way, you see a bullying attempt by the administration to impose its will,” he said. “If you look at it another way, it is the Trump administration offering a positive, constructive vision of the federal-university partnership.”

    The view from Los Angeles

    The USC faculty’s vociferous disapproval of the compact during a meeting of the university’s academic senate on Oct. 6 was in line with the reactions of similar bodies at other affected campuses.

    In stark terms, USC department heads, professors and others condemned the compact, with several saying there should be no negotiations with the Trump administration.

    Kim, the interim president, attended the meeting, but did not share his opinion of the compact. He noted that USC did not solicit the offer from Trump. “I wanted to make sure that I heard from the community and received your input,” he said.

    Asked for comment Friday, a USC spokesperson referred The Times to comments Kim made Oct. 3, when he said that he would consult with the school’s board of trustees and other stakeholders to “hear their wide-ranging perspectives” on the proposal.

    Trump’s proposal comes at a fraught time for USC, which is in the midst of widespread layoffs as it faces down a $200-million budget deficit.

    Across town, UCLA has also been grappling with dire financial issues of its own, albeit ones that directly relate to the president’s forceful attempt to remake higher education.

    UCLA has been negotiating with the Trump administration over a $1.2-billion settlement proposal that would resolve a federal investigation into alleged civil rights violations on campus. The claims stem from UCLA’s handling of alleged antisemitism during spring 2024 pro-Palestinian protests. UC leaders say the fine would be “devastating” to the 10-campus system and have broadly indicated that other proposals violate the university’s mission and values.

    Speaking at a UC-wide academic senate meeting Thursday, UC President James B. Milliken said the “landscape changed” after the Trump administration offered the compact last week to non-UC campuses.

    He did not indicate whether the proposal affected UC negotiations but said that there was a “shift from a bespoke pursuit of universities to a wholesale” targeting of higher education, which he suggested put UC in a safer position. He said he did not know the impact of the compact on UCLA.

    In some ways, the compact presented to USC matches the settlement proposed to UCLA. Both, for example, make stipulations about binary definitions of gender that exclude transgender people.

    But the compact differs in proposing strict limits on foreign student enrollment and the tuition freeze for U.S. citizens.

    Although the compact has not been offered to UC, university officials are studying its contents to better understand Trump’s positions on higher education and formulate a negotiation strategy.

    Colleges nationwide debate compact

    Besides USC and MIT, the compact has been the subject of fierce debate at several other campuses that received it.

    At an Oct. 3 convening of the University of Virginia senate attended by interim President Paul G. Mahoney and hundreds of faculty, senate representatives voted down the compact.

    According to notes on the meeting provided to The Times, faculty expressed concern over academic freedom, discrimination against transgender individuals — and said they feared complying with it would have a “chilling” effect on free speech.

    Three days later, at a meeting of the University of Arizona faculty senate, 81% of voting members rejected the government’s proposal.

    At Dartmouth, President Sian Leah Beilock has also expressed hesitation over signing.

    “I am deeply committed to Dartmouth’s academic mission and values and will always defend our fierce independence,” Beilock said in a statement. “You have often heard me say that higher education is not perfect and that we can do better. At the same time, we will never compromise our academic freedom and our ability to govern ourselves.”

    Some university faculty, including at USC, have voiced skepticism over Trump’s willingness to adhere to the terms of the compact should an institution accept it. That, Hess said, is “a valid concern.”

    “If you look at the deal that have been struck [by the Trump administration] around tariffs and tech, there is certainly a sense that deals … are not written in stone,” he said. “Normally, in these conversations, I am usually very skeptical of faculty concerns, but from what we’ve seen … a lot of these practical concerns are very legitimate.”

    Binkley writes for the Associated Press.

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    Daniel Miller, Jaweed Kaleem, Collin Binkley

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  • How Conscious CEOs Can Transform Today’s Purpose Into Tomorrow’s Legacy

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    This article is written by Kent Gregoire, an Entrepreneurs’ Organization member who is co-founder and CEO of Symphony Advantage, where he helps purpose-driven CEOs build regenerative operating systems for stakeholder value creation with his regenerative business readiness assessment.

    You’ve read the books, attended the conferences, and even restructured your company around a higher purpose. Yet here you are, wondering why your passionate commitment to making a difference feels like pushing water uphill. You’re not alone. After years of advising purpose-driven CEOs and being certified as the seventh person globally in Conscious Capitalism, I’ve witnessed a troubling pattern: Leaders with genuine intentions to create positive change often struggle to translate their purpose into lasting legacy. The problem isn’t your purpose. It’s the gap between what you build today and what remains tomorrow. 

    The great disconnect 

    Here’s what keeps conscious entrepreneurs awake at night: Despite their commitment to stakeholder capitalism and their investment in purpose-driven initiatives, they’re not seeing the transformational impact they envisioned. Employee engagement remains flat. Community partnerships feel transactional. The business grows, but the legacy doesn’t compound. 

    According to King’s Business School, while purpose-driven companies achieve growth rates triple those of their traditional counterparts, most CEOs report difficulty in translating purpose into measurable, lasting change. Companies that make strong commitments to purpose show up to three times the compound annual growth rate as their closest competitors. Yet the disconnect isn’t in the intention. It’s in the execution. 

    Think of purpose and legacy as two sides of the same coin. Purpose is what you build today through daily decisions, cultural choices, and stakeholder interactions. Legacy is what remains tomorrow—the systemic changes, transformed lives, and regenerative cycles that continue long after you’ve left the building. Most purpose-driven leaders focus intensely on one side of this coin while unconsciously neglecting the other. 

    The three legacy gaps 

    Through my work with conscious CEOs, I’ve identified three critical gaps that prevent purpose from becoming legacy: 

    • The measurement gap. You measure profit meticulously but treat impact anecdotally. While you track revenue to the penny, stakeholder value creation remains a feel-good story rather than a managed metric. What gets measured gets done, and what gets done repeatedly becomes legacy. 
    • The integration gap. Your purpose lives in mission statements and annual reports but hasn’t infiltrated your operating system. It’s an add-on rather than the engine. Legacy emerges when purpose drives every decision, from hiring practices to supply chain choices, from product development to community engagement. 
    • The regeneration gap. You’re focused on doing less harm when you should be creating systems that generate increasing good. Legacy isn’t built through sustainability alone. It’s built through regenerative practices that create expanding circles of positive impact. 

    The shift from purpose to legacy requires evolving from an extractive mindset to a regenerative one. Traditional business extracts value from stakeholders to concentrate it for shareholders. Conscious business seeks to optimize value creation across all stakeholders. However, legacy-building requires something more. It requires regenerative business practices that create expanding value for all stakeholders simultaneously. 

    Consider Ray Anderson of Interface, who in 1994 experienced what he called a “spear in the chest moment” after reading Paul Hawken’s The Ecology of Commerce. He unilaterally transformed Interface from a traditional carpet manufacturer into a restorative enterprise, setting ambitious goals that seemed impossible at the time. By 2022, Interface had achieved carbon neutrality, reducing carbon emissions by 96 percent along the way. The company that started as an industrial polluter now leads Climate Take Back, creating regenerative systems that continue expanding positive impact long after Anderson’s passing in 2011. 

    Consider Patagonia, whose founder, Yvon Chouinard, shocked the business world in 2022 by giving away the entire $3 billion company to fight climate change. Here’s what matters for legacy: Patagonia’s purpose-driven approach generated consistent growth from $270 million in 2008 to over $1 billion annually by 2017, while maintaining an employee turnover rate of just 4 percent, compared with the industry average of 20 percent. The company achieved a B Corp score of 151.4, nearly triple the median score of 50.9. This isn’t sacrifice. It’s a regenerative business creating compound value. 

    Also, consider Miren Oca of Ocaquatics Swim School in Miami, who transformed a single-mother’s survival strategy—teaching swimming lessons—into a regenerative legacy machine. Starting in backyard pools in 1994, she built a company that now delivers 250,000 swim lessons annually across five sustainable facilities. However, here’s the regenerative twist: In 2024, Oca transitioned Ocaquatics into one of only 50 Employee Ownership Trusts in the United States, making her 165 team members the owners. As the world’s first B Corp-certified swim school, Ocaquatics doesn’t just teach swimming. It builds community wealth, reduces drowning rates, and creates expanding circles of environmental and social impact. This is what happens when purpose compounds: a swimming instructor becomes a force for generational change. 

    The lesson is clear. Purpose, on its own, is not enough. Legacy emerges when leaders close the gaps by measuring impact as rigorously as profit, integrating purpose into the core of your operations, and shifting from sustainability to regeneration. When you build systems that create expanding circles of value, your influence compounds far beyond quarterly results. The question is not whether your business will make a difference. It already does. The question is whether it is a difference-maker that will endure. Purpose is what starts the journey, but legacy ensures it continues to move the world forward. 

    The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.

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    Entrepreneurs’ Organization

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  • 5 Things You Can Start Doing Today to Instantly Become a Better Leader, Backed by Organizational Science

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    Everyone who leads people wants to be a better leader. (If that’s not the case, you shouldn’t be leader.)

    Like most things worth doing, though, wanting to be a better boss and becoming a better boss are two different things. Training, education, experience… all take time.

    Or not. Here are five things, backed by workplace and organizational science, you can start doing.

    Today.

    Stop holding so (darned) many meetings.

    Ninety percent of employees feel meetings are “costly” and “unproductive,” and they’re right: a Journal of Business Research study found that employee productivity increases by over 70 percent when meetings are reduced by 40 percent. 

    Why? Fewer meetings gives employees more time to get things done. 

    And makes them smarter; a Philosophical Transactions of the Royal Society of London: Biological Sciences study found that when employees attend meetings, the average IQ of each individual drops by between 15 and 20 percent. For one thing, if you feel like a “junior” member of a group, your IQ drops. (As with most things, confidence matters.) If you feel your contributions won’t be valued, your IQ drops more. And if other people overtly or implicitly criticize your contributions, your IQ drops even more. 

    That’s why great bosses hold fewer meetings, especially when the goal is to brainstorm or problem-solve. Research shows idea generation dramatically improves when people first come up with ideas by themselves, or with at most one or two others. That typically leads to greater diversity in ideas, better analysis of the pros and cons of those ideas, and much greater odds of a larger group (if you eventually decide to convene a larger group; more on that in a moment) eventually identifying the best idea.

    So be present, but in the real work world. Not the make-believe work world of meetings.

    Embrace the ‘mere presence’ effect.

    Speaking of presence: being “present,” giving people your full attention, is obviously important. But so is simple presence.

    A study published in the Journal of Experimental Social Psychology found that physical presence matters. You don’t have to talk a lot. You don’t have to interact a lot. You just have to be there.

    As the researchers write, “Mere exposure had weak effects on familiarity, but strong effects on attraction and similarity,” a fancy way of saying the more often we see you, the more we will like and respect you.

    That’s especially hard, though, when you’re in a new leadership position. You’re naturally unsure and uncomfortable; you might be asked questions you can’t answer. You might be asked to handle situations you don’t know how to handle. 

    It’s tempting to spend less time with the people you lead, not more. (I’ve done that.)

    But shying away actually makes your leadership life harder: not only do you get fewer chances to gain skill and experience, but you also lose out on the positive effect of just being present.

    If you’re nervous about not having the answers, flip it around and ask questions. If you’re unsure you can handle certain situations, ask people for advice. Let people help you lead.

    Not only will you become a better leader, you’ll also build a better and more engaged team.

    Stop serving feedback sandwiches…

    Conventional wisdom says to deliver constructive feedback by starting with a positive, sharing the negative, and then closing with another positive.

    Don’t, because feedback sandwiches — a negative wrapped in two positives — are really tough to swallow. According to a study published in Management Review Quarterly, a feedback sandwich almost always fails to correct negative or subpar behaviors.

    Three out of four recipients feel manipulated. Nine out of ten feel patronized. And only seven percent actually change the behavioral meat inside the feedback sandwich.

    Just be clear. Direct. And encouraging.

    While few employees want to hear how they can improve, good employees appreciate the feedback. And they’ll respect you for being open and candid, especially when you don’t patronize them in the process.

    … and start focusing on positives.

    No matter how feedback is delivered, a University of Bonn study shows that after a few days or even hours people typically forget the negative feedback they receive. 

    Yet they remember positive feedback for a long time.

    Not just the positive (“You did a great job reworking our fulfillment process”) but also the facts accompanying the positive (“and as a result, our shipping costs are down five percent and our on-time delivery rate is up nine percent”).

    That’s especially true for new employees. A series of studies published in Proceedings of the National Academy of Sciences found that praising a new employee — oddly enough, whether they deserve it or not — tends to dramatically boost their performance.

    Want employees to be more patient when dealing with customer complaints? Praise them when they take extra time to make things right. Want them to spend extra time training struggling employees? Praise them when they step in, unasked, to help a person in need.

    In short, focus on positives. Tell people you appreciate their hard work, not just in general but in specific. Explain why that makes a difference, not just to your business but to you. 

    They’ll remember how good it feels to do something well, and will want to experience that feeling again.

    Which also makes it a lot less likely you’ll need to share negative feedback. 

    And if nothing else, start saying ‘thank you.’

    A Deloitte study shows nearly nine out of ten people wish they heard “thank you” in their daily interactions. A Psychology study shows a direct link between gratitude and job satisfaction: the more “thank you” becomes a part of a company’s culture, the more likely employees are to enjoy their jobs. A Wharton study shows that when people are thanked for their efforts, they’re more likely to engage in prosocial — cooperative, helpful, encouraging, etc. — behaviors.

    Granted, pay is an exchange for effort. It’s a transaction. You pay people to do their jobs. As Don Draper would say, “That’s what the money is for.”

    But you should also thank the people you work with — as often as possible — for doing their jobs. For being responsive. For being proactive. For being cooperative, helpful, and supportive. 

    Because every employee is also a person, and every person wants to be thanked more often.

    And because we all flourish in environments — whether at work or at home — where expectation does not preclude appreciation. 

    The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.

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    Jeff Haden

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  • Contributor: Allies are betraying the U.S. by recognizing a Palestinian state

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    Four of America’s nominally closest allies — Britain, Australia, France and Canada — disgraced themselves this week by recognizing a so-called Palestinian state. In so doing, these nations didn’t merely betray their Western civilizational inheritance. They also rewarded terrorism, strengthened the genocidal ambitions of the global jihad and sent a chilling message: The path to international legitimacy runs not through the difficult work of building up a nation-state and engaging in diplomacy, but through mass murder, the weaponization of transnational institutions and the erasure of historical truth.

    The Trump administration has already denounced this craven capitulation by our allies. There should be no recognition of an independent Palestinian state at this moment in history. Such a recognition is an abdication not only of basic human decency, but also of national interest and strategic sanity.

    The global march toward recognition of an independent Palestinian state ignores decades of brutal facts on the ground as well as the specific tide of blood behind this latest surge. It was less than two years ago — Oct. 7, 2023 — that Hamas launched the most barbaric anti-Jewish pogrom since the Holocaust: 6,000 terrorists poured into Israel, massacring roughly 1,200 innocent people in acts of unconscionable depravity — systematic rape, torture, kidnapping of babies. The terrorists livestreamed their own atrocities and dragged more than 250 hostages back to Gaza’s sprawling subterranean terror dungeons, where dozens remain to this day.

    Many gullible liberal elites wish to believe that the radical jihadists of Hamas do not represent the broader Palestinian-Arab population, but that is a lie. Polls consistently show — and anecdotal videos of large street crowds consistently demonstrate — that Hamas and like-minded jihadist groups maintain overwhelming popularity in both Gaza and Judea and Samaria (what the international community refers to as the West Bank). These groups deserve shame, scorn and diplomatic rebuke — not fawning sympathy and United Nations red carpets.

    The “government” in Gaza is a theocratic, Iranian-backed terror entity whose founding charter drips with unrepentant Jew-hatred and whose leaders routinely celebrate the wanton slaughter of innocent Israelis as triumphs of “resistance.” Along with the kleptocratic Palestinian Authority dictatorship in Ramallah, this is who, and what, Group of 7 powers like Britain and France have decided to reward with an imprimatur of legitimate statehood.

    There is no meaningful “peace partner,” and no “two-state” vision to be realized, amid this horrible reality. There is only a sick cult of violence, lavishly funded from Tehran and eager for widespread international recognition as a stepping stone toward the destruction of Israel — and the broader West for which Israel is a proxy.

    For decades, Western leaders maintained a straightforward position: There can be no recognition of a Palestinian state outside of direct negotiations with Israel, full demilitarization and the unqualified acceptance of Israel’s right to exist in secure borders as a distinctly Jewish state. The move at the United Nations to recognize a Palestinian state torches that policy, declaring to the world that savagery and maximalist rejectionism are the currency of international legitimacy. By rewarding unilateralism and eschewing direct negotiation, these reckless Western governments have proved us international law skeptics right: The much-ballyhooed “peace process” agreements, such as the Oslo Accords of the 1990s, are not worth the paper they were written on.

    In the wake of Oct. 7, these nations condemned the massacre, proclaimed solidarity with Israel and even briefly suspended funding for UNRWA, the U.N. aid group for the Palestinian territories, after agency employees were accused of participating in the attack. Yet, under the relentless drumbeat of anti-Israel activism and diplomatic cowardice, they have now chosen to rehabilitate the Palestinian-Arab nationalist cause — not after the leaders of the cause renounced terrorism, but while its most gruesome crimes remained unpunished, its hostages still languish in concentration camp-like squalor and its leaders still clamor for the annihilation of Israel.

    Trump should clarify not only that America will not join in this dangerous, high-stakes charade, but also that there could very well be negative trade or diplomatic repercussions for countries that recognize an independent Palestinian terror state. The reason for such consequences would be simple: Undermining America’s strongest ally in the Middle East while simultaneously creating yet another new terror-friendly Islamist state directly harms the American national interest. There is no American national interest — none, zero — in the creation of a new Palestinian state in the heart of the Holy Land. On the contrary, as the Abraham Accords peace deals of 2020 proved, there is plenty of reason to embolden Israel. Contra liberal elites, it is this bolstering of Israel that fosters genuine regional peace.

    The world must know: In the face of evil, America does not flinch, does not equivocate and does not reward those who murder our friends and threaten the Judeo-Christian West. As long as the Jewish state stands on the front lines of civilization, the United States must remain at its side, unwavering, unbowed and unashamed. Basic human decency and the American national interest both require nothing less.

    Josh Hammer’s latest book is “Israel and Civilization: The Fate of the Jewish Nation and the Destiny of the West.” This article was produced in collaboration with Creators Syndicate. X: @josh_hammer

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    Josh Hammer

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  • Column: What came of Trump’s Putin summit? Nothing good

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    Remember the vaunted Trump-Putin summit? It was just a month ago this week, but Americans could be excused for having forgotten. Nothing good has come of it. The cringy Alaska photo-op for the American and Russian presidents certainly didn’t yield President Trump’s long-promised deal to end Vladimir Putin’s criminal war on Ukraine.

    In fact, as each day since has shown, worse than nothing has come from that failed bro-fest. Which begs renewed attention to it. Putin arrived to Trump’s literal red-carpet welcome and left with an apparent if unstated license — as then-candidate Trump said last year of the Russians — “to do whatever the hell they want.”

    And they have.

    On Tuesday last week, a Russian bomb hit a group of Ukrainian retirees collecting their pension checks, killing two dozen and injuring more — another day’s civilian toll in Putin’s ongoing offensive, the harshest in more than three years of war and one that’s struck U.S. and European installations. The next day, stunningly, about 20 Russian drones flew over next-door Poland, a NATO ally, forcing the alliance to scramble jets to shoot down threats over its territory for the first time in NATO history.

    And mostly we’ve heard bupkis from Trump — except to keep blaming the war on his predecessor President Biden and Ukrainian President Volodymyr Zelensky, never Putin. Even servile Senate Republicans have roused themselves to press for punishing sanctions against Russia, but Trump withholds his blessing.

    You’d think the self-proclaimed “president of peace” would at least be riled that Putin’s impunity since Alaska is a stick in the eye to Trump’s wife as well. Melania Trump wrote Putin a letter — which Trump delivered at their summit — urging him to protect children. “It was very well received,” Trump boasted later.

    Oh, yeah? Putin’s public response to the first lady has been missiles and drones that have killed and injured Ukrainian children in their beds and at their schools. Meanwhile, nearly 20,000 Ukrainian children remain kidnapped in Russia, a war crime.

    What a tragic irony that the president who promised he’d end the Ukraine war on “day one,” and who incessantly contends Russia never would have invaded had he, Putin’s friend, been president in 2022, now presides over Russia’s escalation of the war and its unprecedented incursion into NATO territory. And Trump acts all but impotent.

    For three years until his return to power, Russia did not test the United States’ pledge to “defend every inch” of NATO territory. Now it has. And at the news of the Poland intrusion, Trump, the supposed leader of the free world, showed himself to be little more than an internet troll.

    “What’s with Russia violating Poland’s airspace with drones? Here we go!” was his online outburst long hours after the news last Wednesday. The next day he suggested the drones’ flight into Poland “could have been a mistake,” provoking rebuttals from Polish leaders and NATO allies. And when NATO’s European members last Friday reinforced the alliance’s eastern flank defenses against Russia, they announced no U.S. contributions.

    Much was made last spring of Trump’s nickname among some Wall Street types for his on-again, off-again tariffs: “TACO,” for Trump Always Chickens Out. But that moniker better describes Trump’s Russia stance: He repeatedly sets up a face-off against Putin, and invariably face-plants.

    For weeks ahead of the August summit, Trump threatened “extreme consequences” if Russia didn’t agree to a cease-fire. Then, as quickly as U.S. soldiers rolled out the red carpet for Putin, Trump rolled up his cease-fire talk. After hours under Putin’s sway, he came away talking not about what Russia would do for peace but what territorial concessions Ukraine would make. And a month later, he’s still resisting Congress’ proposed sanctions against Russia, even as he’s levied big tariffs on India and China in part as punishment for buying Russian oil.

    Nothing Trump claimed would happen as a consequence of his summitry has come to pass. Not a meeting between Putin and Zelensky, nor a trilateral follow-up with the Nobel-coveting Trump joining as mediating peacemaker. Putin has had high-level meetings since the Alaska summit, but they’ve been with Chinese President Xi Jinping, Indian Prime Minister Narendra Modi and North Korean dictator Kim Jong Un — all drawn closer in solidarity against the United States’ hegemony.

    Trump’s embarrassingly weak response to Russia’s aggression, together with his passivity in the face of Israel’s defiance in renewing its offensive in starving Gaza, recently prompted a New York Times analysis declaring “the bystander phase of the Trump presidency.” A Wall Street Journal headline said Trump is “sidelining himself” in foreign policy. On Wednesday, New York Times columnist Thomas L. Friedman wrote that, just as Trump sought to rename the Department of Defense to be the Department of War, the White House should be called “Waffle House.” (Or Taco Bell?) The criticisms are international: Poland’s deputy prime minister, Radoslaw Sikorski, said in a video last week that Putin, by his hostilities, is “mocking” Trump’s peace talk.

    There’s mockery indeed in Moscow, where politicians and state-run media continue to celebrate Putin as the summit winner. Russians weren’t quaking in their valenki when Trump told “Fox & Friends” hosts on Friday that his patience with Russia is “running out fast.” Alexei Zhuravlyov, a leader of the Russian State Duma, said Trump’s “normal state” is “either waiting to talk to Putin, talking to Putin or explaining how well he talked to Putin.” Pundit Mikhail Rostovsky dismissed Trump’s fussing and threats as “a new ‘Groundhog Day.’”

    “The Kremlin believes that Russia is slowly but surely achieving its goals in Ukraine,” Rostovsky added. “Therefore Moscow does not intend to stop there.”

    Putin has said as much himself. Only Trump doesn’t seem to hear him. Or doesn’t want to.

    Bluesky: @jackiecalmes
    Threads: @jkcalmes
    X: @jackiekcalmes

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    Jackie Calmes

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  • Tips, tools, and truths: Making PD meaningful in today’s classrooms

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    Key points:

    As a classroom teacher and district leader with over 26 years of experience, I’ve attended countless professional development (PD) sessions. Some were transformative, others forgettable. But one thing has remained constant: the need for PD that inspires, equips, and connects educators. Research shows that effective PD focuses on instructional practice and connects to both classroom materials and real- world contexts.

    I began my teaching career in 1999 through an alternative certification program, eager to learn and grow. That enthusiasm hasn’t waned–I still consider myself a lifelong learner. But over time, I realized that not all PD is created equal. Too often, sessions felt like a checkbox exercise, with educators asking, “Why do I have to be here?” instead of “How can I grow from this?”

    Here are some of my favorite PD resources and experiences:

    edWeb

    edWeb is free to join, and once you’re in, you can dive into as many sessions as you want. The service offers a live calendar of events or on-demand webinars covering a range of topics. Plus, the webinars come with CE certificates, which are approved for teacher re-licensure in states like New York, Massachusetts, Texas, Pennsylvania, Arkansas, Utah, and Nevada.

    You can go deeper into the state-specific options with an interactive map. I also love the community aspect of the platform, as you can connect with peers and learn from experts on so many topics for all preK-12 educators.

    Career Connect
    This summer, I attended the Discovery Education Summer of Learning Series at the BMW facility in Spartanburg, South Carolina, for a day-long professional learning event focused on workforce readiness and preparing students for evolving career landscapes. It was an energizing day being surrounded by passionate educators. One standout resource we dove into more deeply is Career Connect by Discovery Education. Career Connect is within Discovery Education Experience and is available to all educators in South Carolina by the Department of Education.

    This is quickly becoming a priority tool in our district. With early access in the spring, we’ve integrated it across grade levels–from elementary STEM classrooms to our Career Center. The platform offers students live interactions with professionals in various fields, making career exploration both engaging and real. I witnessed this firsthand during a virtual visit with an engineer from Charlotte, N.C., whose insights captivated our students and sparked meaningful conversations about future possibilities.

    Professional Development Hub
    The ASCD + ISTE professional learning hub offers sessions on innovative approaches and tools to design and implement standards-aligned curriculum. Each session is led by educators, authors, researchers, and practitioners who are experts in professional learning. Schools and districts receive a needs assessment, so you know the learning is tailored to what educators really need and want.

    Tips for Meaningful PD
    With over 26 years of experience as a classroom teacher and district leader, I have participated in my fair share of professional learning opportunities. I like to joke that my career began in the late 1900s, but professional development sessions from those first few years of teaching now do feel like they were from a century ago compared to the possibilities presented to teachers and leaders today.

    Over these decades I’ve seen a lot of good, and bad, sessions. Here are my top tips to make PD actually engaging:

    • Choose PD that aligns with your goals. Seek out sessions that connect directly to your teaching practice or leadership role.
    • Engage with a community. Learning alongside passionate educators makes a huge difference. The Summer of Learning event reminded me how energizing it is to be surrounded by people who lift you up.
    • Explore tech tools that extend learning. Platforms like Career Connect and others aren’t just add-ons–they’re gateways to deeper engagement and real-world relevance.

    Professional development should be a “want to,” not a “have to.” To get there, though, the PD needs to be thoughtfully designed and purpose-driven. These resources above reignited my passion for learning and reminded me of the power of connection–between educators, students, and the world beyond the classroom.

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    Grace Maliska

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  • Contributor: Democrats will pay for ignoring base’s qualms about Gaza

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    As the Democratic Party searches for direction in the post-2024 landscape, its leaders seem bent on alienating their own base over Gaza. This is not a matter of nuance or tactical positioning; it’s a profound moral and political miscalculation.

    That failure is on vivid display in the decision by House Democratic Caucus Chair Pete Aguilar (Redlands) to help lead a delegation of mostly freshman Democratic representatives recently to Israel. The trip included meetings with Prime Minister Benjamin Netanyahu, who is on trial for corruption in Israel and is the subject of arrest warrants from the International Criminal Court alleging war crimes and crimes against humanity.

    Polling makes the disconnect impossible to ignore. In July, Gallup found that just 8% of Democrats approve of Israel’s military campaign in Gaza, with disapproval overwhelming. Pew Research Center reported in April that 69% of Democrats now hold an unfavorable view of Israel — a striking shift from just a few years ago. And Data for Progress has consistently found supermajority Democratic support for a permanent ceasefire; in May 2024, 83% of Democrats backed a permanent ceasefire, and in a June 12, 2024, poll a majority of Democrats said they believed Israel was committing war crimes in Gaza.

    Aguilar’s role makes this especially galling. He isn’t a backbencher; he’s a high-ranking member of the Democratic Party leadership. That gives him a particular responsibility to model principled conduct for newer members. Instead, he’s showing them the wrong lesson: that obedience to the donor class matters more than representing constituents. The point is underscored by his fundraising: OpenSecrets reports Aguilar received about $678,000 from donors categorized as “Pro-Israel” in the 2023–24 cycle.

    The mechanics of that influence are no mystery. The American Israel Public Affairs Committee and allied pro-Israel PACs reward loyalty with torrents of campaign cash and punish dissent with lavishly funded primary challenges. Reps. Jamaal Bowman and Cori Bush — both outspoken critics of Israel’s conduct in Gaza — have been textbook examples: Bowman was unseated after record outside spending flooded his race, and Bush faced a barrage of super-PAC money that ultimately toppled her. The incentive structure is clear: Toe the line and your coffers swell; cross it and a financial juggernaut rolls over you.

    There is a political price for complying with this pressure, however. The Institute for Middle East Understanding, using YouGov, found that among voters who backed Joe Biden in 2020 but chose someone else in 2024 “ending Israel’s violence in Gaza” was the top issue for 29% nationally — ahead of the economy — and 20% in battleground states. Those results point to a straightforward conclusion: Ignoring Democratic voters on Gaza depresses enthusiasm and peels away enough support to matter in close races.

    Gaza is politically damaging not only because of the issue itself — though the moral stakes could hardly be higher — but also because it has become a measure of where leaders’ loyalties lie. Voters read it as a test of whether their representatives will stand with the people who elected them or with wealthy donors and foreign lobbies. Fail that test and many will assume you might betray them on other critical issues in the future.

    The Democratic leadership’s unwillingness to adapt is not just bad politics; it’s a betrayal of basic democratic principles. Rank-and-file Democrats overwhelmingly want an end to the carnage, an end to unconditional military aid to Israel, and policies rooted in human rights and international law. Yet too many leaders seem more concerned with keeping favor in donor circles than with honoring the public’s will.

    If Democrats hope to retain their coalition, they need to realign policy with their voters’ values: call for a permanent ceasefire; condition U.S. military assistance on compliance with international law; and replace photo-op delegations with diplomacy that centers on justice and accountability.

    Until then, every AIPAC-sponsored trip led by a party leader will read like a declaration of priorities — and a reminder of the price the party will continue to pay at the ballot box.

    George Bisharat is a professor emeritus at UC Law San Francisco and a longtime commentator on U.S. policy toward the Middle East.

    Insights

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    Perspectives

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    Ideas expressed in the piece

    • The Democratic Party elite continues to cling to pro-Israel policies despite a dramatic shift in voter sentiment, with DNC chair Ken Martin exemplifying this resistance by backing resolutions that maintain commitments to Israel’s “qualitative military edge” while pressuring pro-Palestine delegates to water down alternative proposals[3]. The party leadership’s obedience to pro-Israel lobbying groups like AIPAC and Democratic Majority for Israel contradicts the clear will of Democratic voters who increasingly oppose the status quo[3].

    • Polling data consistently demonstrates overwhelming Democratic opposition to Israel’s military actions in Gaza, with just 8% of Democratic voters approving of Israel’s military campaign according to recent Gallup surveys, down dramatically from earlier periods in the conflict[5][6]. This represents the lowest approval rating among Democrats since polling began on the issue, creating a stark disconnect between party leadership and base voters[5].

    • The influence of pro-Israel campaign contributions is evident in the behavior of Democratic representatives who continue to participate in AIPAC-sponsored trips to Israel despite their constituents’ opposition, with California representatives receiving hundreds of thousands of dollars from pro-Israel groups while ignoring polling showing 92% of Democrats oppose Israel’s actions[2]. These trips occur while Gaza faces unprecedented humanitarian devastation, with over 60,000 Palestinian civilians killed and two million people facing starvation[2].

    • The declining number of Democrats willing to participate in AIPAC trips reflects growing awareness among elected officials of their constituents’ opposition, with recent delegations representing the smallest ever congressional group of Democrats to visit Israel as many invited House members reportedly declined to participate[4]. This trend suggests that elected officials are beginning to respond to public pressure despite continued lobbying efforts[2].

    Different views on the topic

    • Pro-Israel Democratic organizations argue that divisive resolutions calling for arms embargos and Palestinian state recognition would damage party unity and provide political advantages to Republicans, particularly as the party approaches midterm elections where maintaining cohesion is crucial for retaking Congress[1]. These groups contend that such measures fail to address the root cause of the conflict by not mentioning Hamas’s October 7 attacks or the terrorist organization’s role in perpetuating the war[1].

    • Supporters of continued military aid to Israel maintain that arms embargos would actually prolong the conflict and extend suffering on both sides, arguing that pressure should instead be directed toward Hamas to accept ceasefire deals and release hostages[1]. The Democratic Majority for Israel emphasizes that unilateral recognition of a Palestinian state would reward terrorism and embolden Israel’s adversaries in the region[1].

    • Pro-Israel advocates stress that the fundamental relationship between the United States and Israel remains strong due to shared democratic values and mutual security interests that have endured for over 75 years, suggesting that temporary political pressures should not override these longstanding strategic considerations[1]. Congressional delegations to Israel are defended as necessary to witness firsthand the aftermath of terrorist attacks and assess ongoing security threats[4].

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    George Bisharat

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  • SchoolStatus Selects 2024-25 Customer Advisory Board 

    SchoolStatus Selects 2024-25 Customer Advisory Board 

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    SchoolStatus, a leader in K-12 data-driven solutions that empower student success, announced today the launch of its 2024-25 Customer Advisory Board (CAB). Composed of education leaders with firsthand experience in K-12 districts and schools around the county, this board will play a pivotal role in shaping the company’s strategic direction and product roadmap, building on SchoolStatus’ long history of collaboration with educators. 

    Since the company launched in 2012, SchoolStatus has been dedicated to developing innovative solutions that empower districts to make a real impact for students, families, and educators. With this initiative, SchoolStatus underscores the commitment to addressing the unique challenges of today’s schools, ensuring that its platform is both impactful and aligned with the real-world needs of educators and students.

    “I am truly honored to join the SchoolStatus Customer Advisory Board and collaborate with districts nationwide. This opportunity allows me to learn from other district leaders while supporting teachers using student data and two-way communication tools to drive student success,” said Rachel Blackwell, Digital Learning Facilitator for Pulaski County Special School District. “Together, we can provide educators the resources and strategies to make informed decisions and strengthen relationships with students and families.”  

    “Hearing directly from customers is crucial to ensuring that we never lose sight of the realities in the classroom,” said Russ Davis, Founder and CEO of SchoolStatus. “At SchoolStatus, we firmly believe that educators’ voices must be central in shaping education technology. Our Customer Advisory Board enables us to directly collaborate with the people who best understand the needs of schools and districts across the U.S. so we can continue innovating and providing the best solutions to support all students.”

    Members of the CAB were selected based on their deep knowledge of education technology, passion for improving learning outcomes, and success in supporting students’ academic achievements and families’ evolving needs. Over the coming months, they will meet with SchoolStatus leadership to provide feedback and collaborate on strategic initiatives. 

    Representing six U.S. states, the 2024-25 CAB includes the following members: 

    La’Toya Atterberry, District Instructional Technology Specialist, Meridian Public School District, Mississippi

    La’Toya Atterberry is the District Instructional Technology Specialist for Meridian Public School District in Meridian, Mississippi. She has worked at MPSD since 2019 and was previously with Kemper County School District (eight years) and Meridian Community College (eight years). La’Toya works as an adjunct instructor for Mississippi State University, teaching Digital Tools for Learning to future teachers. She also serves as 3rd Anti President of Auxiliaries for Zeta Phi Beta Sorority, Incorporated, Beta Alpha Alpha Zeta Chapter Dekalb, MS. She loves showing teachers and students how to integrate technology into the classroom to enhance student learning. Additionally, La’Toya is the Assistant Boys and Girls Powerlifting Coach for THEE Meridian High School. Outside of education, La’Toya is a four-time World Powerlifting Champion. She holds four National titles, four State titles, and competes yearly in powerlifting across the U.S.

    Rachel Blackwell, Instructional Technology/Digital Learning Facilitator, Pulaski County Special School District, Arkansas

    Rachel Blackwell has been with Pulaski County Special School District for 18 years. She began as a classroom teacher before transitioning to math instructional facilitator. For the last nine years, she has been a part of the Instructional Technology. Rachel and her husband Dennis have been married for 21 years and have two children (15 & 8). Her family attends and serves as deacons as well as part of the Young Family Leadership Team at New Life Church. Rachel can also be found on the baseball field cheering on her son or cleaning up one of her daughter’s creative messes. She enjoys, traveling, amusement parks & spending time with her family.

    Johnny Gonzalez, Supervisor of Child Welfare and Attendance, Sanger Unified School District, California

    Johnny Gonzalez has worked in the field of education for Sanger Unified School District for over 16 years and had the pleasure of being raised in Sanger Unified. Although he did not graduate from Sanger High, he is proud to be Sanger Unified bred. Johnny has worked with great mentors and exceptional leaders, including Mr. Castillo and Dr. Weichmann, who helped guide his journey as a teacher, principal, and district administrator. Johnny is married to Chistina (14 years) and father to Giannis. He is passionate about calibrating and collaborating with all people in the field of education—and in life.   

    Dr. Keri Johnson, Superintendent, Tuscaloosa County School System, Alabama

    Dr. Keri Johnson has been the Superintendent of the Tuscaloosa County School System since June 2020.  She is in her 25th year of service in public education and has also served as a teacher and administrator in various positions at the school and district levels in the Oxford City, Shelby County, and Alabaster City School Systems. Dr. Johnson has a Bachelor’s degree from Jacksonville State University in Special Education, a Master’s degree from the University of Alabama at Birmingham in Special Education, an Ed.S. from the University of Montevallo in Educational Leadership, and an Ed.D. from Samford University in Educational Leadership. She has taught special education classes as an adjunct professor for the University of Montevallo and Samford University and currently teaches graduate-level special education courses at the University of Alabama. She serves on the State of Alabama Accountability Taskforce and is a proud advocate of public education. Dr. Johnsons is a member of the Alabama Transformational Leadership Academy and recently completed the School Superintendents Association’s National Superintendent Certification Program. She recently founded the first group for women superintendents in Alabama – LeadHERship Alabama. Dr. Johnson is married to Chris Johnson, and she has three children: Emily, Abby, and Will. Emily attends The Washington & Lee School of Law. Abby and Will are both students at the University of Alabama.

    Dr. Kristina Pollard, Assistant Superintendent, Leake County School District, Mississippi

    With a career that’s been a shining beacon in education since 1998, Dr. Kristina Pollard is a true education trailblazer. Her extensive 22-year journey has seen her in various key roles, from a biology teacher in the Dallas Public School District to becoming a technology facilitator, Assistant Principal, and Principal in elementary, middle, and high school settings. Not stopping there, Dr. Pollard served as the Director of H.E.L.P. for the College of Education at Marshall University, demonstrating her commitment to academic excellence. Dr. Kristina Pollard was appointed as the Assistant Superintendent for Leake County School District in February 2024. She holds a Bachelor of Science in Biology from Jackson State University, a master’s degree in elementary education from William Carey University, and a specialist’s degree in administrative leadership from Walden University. She recently earned her doctorate at William Carey University, showcasing her dedication to lifelong learning. Dr. Pollard co-authored “Women Who Lead in Education Featuring School Principals” and serves as co-host of the Class Dismissed Podcast, where she discusses educational news and shares inspirational ideas.

    Stoney Rogers, Technology Integration Specialist, Pascagoula-Gautier School District, Mississippi

    Stoney Rogers is a Technology Integration Specialist for the Pascagoula-Gautier School District (PGSD), where he collaborates with Pre-K through 12th-grade teachers to seamlessly integrate technology resources into the classroom. With a strong passion for enhancing education through technology, he has presented at the annual Mississippi Educational Computing Association (MECA) conference numerous times and has served on the MECA board, helping to advance technology integration across the state. Before joining the PGSD Technology Department, Stoney was a Language Arts teacher at Trent Lott Academy for five years. His dedication and expertise in educational technology were recognized when he was named the Mississippi Educational Computing Association’s Technology Integration Specialist of the Year in 2024. Stoney is also a devoted husband and father, sharing his life with his wife and their four children.

    Amanda Samples, Assistant Superintendent, DeSoto County Schools, Mississippi

    Amanda Samples is an education veteran with 23 years of dedication to fostering student success. She served as a head principal for nine years and spent six years at the district office, and is now embarking on an exciting journey as the Assistant Superintendent of Academic Services. Beyond the professional realm, she is a proud mom to a rising Senior in high school and a 6th grader beginning middle school. In her downtime, you’ll find Amanda immersed in the pages of a good book, tending to her flowers, or indulging in the guilty pleasure of reality TV.

    Dr. Jeff Seeton, Assistant Superintendent, Lake Worth ISD, Texas

    Dr. Jeff Seeton’s distinguished 21 years in education, including years in educational leadership, show his dedication to fostering an environment of academic excellence. Before being appointed Assistant Superintendent, Dr. Seeton served as Principal at Lake Worth High School and held various roles related to the success of Career and Technical Education (CTE) programs, including Director of CTE at White Settlement ISD, Dean of Students at Crowley ISD, and CTE Instructor at Crowley ISD, Katy ISD, and Alvarado ISD.

    He earned his Doctorate in Educational Leadership from The University of Texas at Arlington and his Master of Business Administration and Bachelor of Arts in Psychology with a Minor in Criminal Justice from the University of Texas at El Paso. As Assistant Superintendent of Teaching and Learning, Dr. Seeton plays a vital role in advancing the district’s educational goals, implementing innovative teaching strategies, and ensuring a comprehensive and inclusive learning experience for Lake Worth ISD students.

    Dr. LaTonya Shepherd, Public Information and Family & Community Outreach Officer, Santa Rosa County District Schools, Florida

    Dr. LaTonya Shepherd received her leadership foundation at Liberty Hill Missionary Baptist Church. She currently resides in Milton, Florida where she remains active in ministry. She serves on several community action organizations, as a consultant for the MIA (Men in Action) Program, and a member of the Department of Juvenile Justice Urban League. Dr. Shepherd was the Asst. Principal and Principal for Avalon Middle School from 2014-2018 before being appointed the district’s Public Information and Family and Community Outreach Officer. While serving as an administrator at Avalon, she led one of the district’s largest school climate and culture shifts; thus, advancing the school from a seven-year run of being a B-graded school, to being an A-graded school. Under her leadership, Avalon became a premiere education destination for both students and their families, and those seeking employment in the educational field. Dr. Shepherd is married to Brett (18 years), a history teacher, and is the adoptive mother to Kayden. She is a fierce educational advocate who consistently seeks to provide students and educators with the practical tools they need to be successful. 

    Jastassia White, Assistant Principal, Hattiesburg High School, Mississippi 

    Jastassia White is a proud alumnus of Mississippi State University. She holds an undergraduate degree in Interdisciplinary Studies, a Master’s Degree in Counseling, and a Specialist’s Degree in Educational Leadership, all of which have equipped her with the necessary skills and knowledge to serve her students effectively. Jastassia serves as Treasurer of Delta Kappa Gamma Society, Alpha Gamma Chapter, is a member of the Woodlawn Church, and is a Board member of Divine Girl Coalition, Mississippi Professional Educators, and Zeta Phi Beta Sorority, Incorporated, Lambda Kappa Zeta Chapter. Jastassia has volunteered for many community organizations but is most excited about the potential opportunity to serve as a member of the Customer Advisory Board for School Status. In her downtime, she enjoys reading and spending quality time with her family. 

    For more information on SchoolStatus, visit www.schoolstatus.com.

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  • MIND Education Enhances Flagship Math Program ST Math with Transformative Back-to-School Upgrades

    MIND Education Enhances Flagship Math Program ST Math with Transformative Back-to-School Upgrades

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    IRVINE, Calif. — MIND Education, a leader in neuroscience-driven math education solutions, has released transformative upgrades to the ST Math experience for students and teachers. The revolutionized curriculum introduces brand new games, an engaging island-themed student journey, an improved educator dashboard, enhanced puzzle talks to foster mathematical discourse, and comprehensive teacher workshops and professional learning.

    Drawing on over 25 years of neuroscience research, MIND’s approach in ST Math emphasizes learning by doing – an approach proven to foster critical thinking, creativity, and ensure deep conceptual understanding. These enhancements ensure learning experiences that are both engaging and effective at impacting positive outcomes.

    “ST Math’s new enhancements will accelerate math learning and conceptual understanding in less time,” said Jason Mendenhall, chief product officer at MIND Education. “Students will make remarkable progress with less ‘unproductive struggle,’ resulting in significantly improved math learning outcomes. Games that actively engage students help them avoid the passive learning trap of merely seeking the right answers, instead equipping students with the skills they need to tackle real-world problems.”

    The 34 new games for grades 3-5 offer: 

    • Low floor, high-ceiling learning to meet each student where they are; 
    •  Immediate formative feedback; 
    • Insightful, interactive virtual manipulatives; 
    • Visual reasoning challenges to develop strong problem-solvers; 
    • Exercises that facilitate conceptual grasp and sense-making; and
    • Tools to motivate students to tackle challenges, build perseverance, and boost their self-confidence as “math people.”

    ST Math’s new island-themed user experience is designed to empower, engage, and inspire students to embark on  their learning journey and bring their math objectives to life. Using a map, students can visually track their progress, celebrate achievements, and stay motivated by seeing their milestones come to life along an interactive pathway.

    The program’s upgraded, user-friendly teacher dashboard empowers educators to stay connected to student progress, providing quick access to a streamlined reporting system and easy access to student data. With expanded performance metrics, the advanced dashboard offers deeper insights to tailor instruction to meet individual student needs. 

    ST Math Puzzle Talks have been redesigned to better fit into fast-paced schedules, to be easier to find and use for teachers within the ST Math platform, and to be more accessible to all users. Similar to number talks or math talks, Puzzle Talks are designed to encourage students to communicate and deepen their mathematical understanding. They can be used to:

    • Leverage the visual puzzles of ST Math;
    • Launch or review a topic;
    • Offer intentional sequences of 3-6 puzzles;
    • Cover major grade-level topics and focus areas; and
    • Engage students in meaningful mathematical discourse.

    New educator professional learning packages seamlessly integrate ST Math into educators’ core instruction. The Curriculum Integration Package features dynamic, collaborative sessions to empower curriculum writers, enabling them to easily embed ST Math into their district’s core curriculum. The Math Discourse with Puzzle Talks package invites educators to participate in a multi-session workshop using a modeling package designed to empower educators in facilitating rich mathematical discourse. 

    Newly updated workshops will empower educators to maximize the instructional power of ST Math. The Facilitating Math Discourse with Puzzle Talks Workshop focuses on engaging students in meaningful mathematical discourse and problem-solving using ST Math’s completely redesigned Puzzle Talks. The Curriculum Integration & Targeting Standards Workshop allows educators to explore and experience the flexibility of ST Math within their core math program, while also building a deep understanding of how to target specific standards.

    To discover how ST Math’s new enhancements can transform math learning in your classrooms, visit ST Math – What’s New?. 

    About MIND Education

    MIND Education engages, motivates, and challenges students towards mathematical success through its mission to mathematically equip all students to solve the world’s most challenging problems. MIND is the creator of ST Math, a pre-K–8 visual instructional program that leverages the brain’s innate spatial-temporal reasoning ability to solve mathematical problems; and InsightMath, a neuroscience-based K-6 curriculum that transforms student learning by teaching math the way every brain learns so all students are equipped to succeed. During the 2023-24 school year, MIND Education and ST Math reached more than 2.17 million students and 115,000 educators across the country. Visit MINDEducation.org. 

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  • Proximity Learning Partners With LinkIt! To Empower Certified Virtual Teachers With Advanced Assessment Solutions

    Proximity Learning Partners With LinkIt! To Empower Certified Virtual Teachers With Advanced Assessment Solutions

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    AUSTIN, Texas–( BUSINESS WIRE)–Proximity Learning Inc., the pioneering provider of synchronous virtual instruction for K-12 education, announced today its partnership with LinkIt!, a market leader providing data warehousing, analytics, assessment and multi-tiered system of support (MTSS) solutions for K-12 schools.

    Proximity Learning teachers can now access LinkIt!’s assessment creation and analysis tools to personalize their virtual learning programs, which have proven to increase grades across core subjects by up to 56 percent in some districts.

    “Our teachers have provided standard-setting instruction to over 500,000 students,” said Evan Erdberg, president and founder of Proximity Learning. “Our goal is to equip teachers with the training and resources they need to not only provide a stellar virtual learning experience but to deeply connect with their students to understand their individual and group learning needs. Tools like LinkIt! allow us to measure the effectiveness of our educational program by monitoring and nurturing student progress.”

    Designed by K-12 educators, technologists and data experts, the LinkIt! platform offers assessment management, data analytics and intervention support to drive student performance. With the addition of LinkIt!, Proximity Learning teachers can better measure pre- and post-test performance to meet every student’s academic needs.

    “We founded LinkIt! to close the gap between curriculum assessment and mastery for standardized testing. Since then, we’ve evolved our tool to support hundreds of districts and partners throughout the U.S. with capturing student data and improving educational outcomes,” said Joshua Powe, co-founder and executive chairman of LinkIt!. “Assessment data is a powerful tool for educators, administrators, parents and the students themselves. Tracking and analyzing progress is critical to surrounding students with a holistic learning environment focused on their success.”

    To learn more about LinkIt!’s data collection and analysis platform, visit www.linkit.com. To find out more about how Proximity Learning is empowering school districts and improving the learning experience, visit www.proxlearn.com.

    About Proximity Learning Inc.

    Established in 2009, Proximity Learning Inc., an Education Solutions Services company, has pioneered using web conferencing technology to stream certified teachers into a classroom when a teacher could not be found locally. Students are able to see, learn and interact with a teacher “live” each day from within their school classrooms. This PLI model directly addresses the acute and growing teacher shortage crisis plaguing school districts across the U.S. To learn more, visit www.proxlearn.com.

    About LinkIt!

    LinkIt! is a market leader providing data warehousing, analytics, assessment and MTSS solutions for K-12 schools. We help school districts streamline collecting, managing and analyzing student performance data to improve academic achievement, save time and increase overall productivity. Specifically, the company’s data warehouse and assessment platform enable schools to store and analyze third-party and locally created data for all grade levels and subject areas. LinkIt! also provides custom analytical services to help schools better understand their data for more effective decision-making and action planning. Lastly, our MTSS solution helps schools optimize workflows to create individualized student learning plans. At LinkIt, we come to work every day knowing that our work directly impacts students, teachers and their ability to succeed. While we differentiate our products by being comprehensive, easy to use and innovative, our unique value proposition is our relentless focus on customer service and support.

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  • Discovery Education Unveils New, Free Environmental Focused Learning Resources 

    Discovery Education Unveils New, Free Environmental Focused Learning Resources 

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    Charlotte, NC — Discovery Education today announced a new curated collection of free dynamic digital resources that encourages students to follow their curiosity and explore the natural world. These resources are made available to all students, teachers, and caregivers in the United States at no cost through the Environmental Education Initiative. Powered by worldwide edtech leader Discovery Education, the Environmental Education Initiative is a first-of-its-kind initiative designed to empower students to make informed decisions that support healthy environments and civic engagement. 

    The Environmental Education Initiative empowers learners with standards-aligned resources to explore contemporary topics in environmental studies. The newest content includes video lesson bundles and student activities exploring subjects such as energy conservation, forestry, clean drinking water, and more. 

    The resources from the Environmental Education Initiative are created with The National Environmental Education Foundation and other partners including Honeywell, LyondellBasell, Nucor, and Subaru of America, Inc. Each partner provides expertise, insight, and access to enable the creation of high-quality and standards-aligned dynamic digital resources and will help provide under-resourced schools across the United States no-cost access to the award-winning Discovery Education Experience learning platform.  

    “Experts at Stanford University carefully reviewed a body of academic literature over a 20-year period that measured the impacts of environmental education for K-12 students,” said Amy Nakamoto, Executive Vice President of Corporate Partnerships. “Among the benefits of environmental education were improved academic performance, enhanced critical thinking skills, improved life-building skills, and greater confidence, autonomy, and leadership. We are proud to work alongside our partners to help engage students in the world around them and build these essential skills.” 

    To access Environmental Education Initiative resources, visit environmentaleducationinitiative.discoveryeducation.com. Educators with access to Discovery Education Experience can find these resources on the Environmental Education Initiative Channel. 

    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 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. 

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  • Electude, the leader in automotive and truck e-learning, announces the release of Heavy Vehicle Classroom!

    Electude, the leader in automotive and truck e-learning, announces the release of Heavy Vehicle Classroom!

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    BRAINTREE, Mass. (GLOBE NEWSWIRE) — Electude North America is pleased to announce the release of Heavy Vehicle Classroom, its expanded solution for heavy vehicle technology education. Electude is recognized as a global leader in e-learning for automotive technology. Electude has been developing new heavy vehicle learning materials for the last several years, culminating in the release of Heavy Vehicle Classroom.

    Topical coverage is comprehensive including fundamentals, diesel engines, transmissions and drive systems, brake systems, steering suspension and trailers, electricity and electronics, air conditioning and accessories, preventative maintenance and hydraulics. Key topics – such as diesel after treatment, hydraulics and electronics – are up-to-date and covered in detail.

    Heavy Vehicle Classroom adds numerous teaching and support features. Amongst these:

    2,400 lesson modules

    ASE test prep questions

    351 lab task sheets, both digital and printable pdf

    How-to modules that use video to demonstrate diagnostic, repair and maintenance procedures

    e-book

    Virtual labs

    Pre-built Kahoot! modules

    Lesson plans

    Analytics dashboard

    Darrell Christopher, Regional Director, North America, said, “Our product development team has worked hard to make Heavy Vehicle Classroom a premier product for teachers and students. We are proud of the high level of student engagement Electude delivers through its assessment based, highly interactive and visually superior heavy vehicle content. We’re excited to bring our customers this important new product.”

    About Electude:

    Electude has been a global innovation leader in automotive technology education for over 30 years. Electude is in use today globally by over 900,000 students and over 50,000 instructors in 70 nations, translated into 35 languages. Using an integrative, highly interactive gamified learning method, Electude has revolutionized the automotive education industry by empowering vocational students to learn effectively and give instructors custom time-saving tools. Electude North America provides a localized version of Electude to customers in the United States, Canada and the Caribbean. Visit www.electude.com for more information.

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  • 3P Learning’s Mathletics Program Earns ESSA Level II Certification and ISTE Seal

    3P Learning’s Mathletics Program Earns ESSA Level II Certification and ISTE Seal

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    NEW YORK — 3P Learning, a global leader in online education for school-aged students, announces Mathletics, the company’s math program for intermediate learners, has achieved Level II certification under the Every Student Succeeds Act (ESSA). Mathletics also earned the ISTE Seal this spring. These acknowledgments, granted to programs demonstrating exceptional quality and evidence-based positive impact on student success, come as education leaders double down on programs shown to increase academic achievement. 

    LearnPlatform by Instructure conducted an independent study in accordance with ESSA Level II requirements to evaluate the effectiveness of Mathletics in improving academic achievement. The study analyzed NWEA MAP® testing scores from 1,885 third- through fifth-grade students across eight schools within a single district. The comparison focused on the performance of 1,561 students who used Mathletics versus 324 who did not use the program. 

    The research team found: 

    • Students who used the Mathletics program “moderately” or “heavily” had higher end-of-year scores than those who had not used the program often.
    • If a student at the 50th percentile had used Mathletics, it would result in the student moving to the 54th percentile on average—a 4 percentile point improvement.

    Mathletics joins 3P Learning’s K-3 math program, Mathseeds, in achieving ESSA Level II certification. Combined, the duo provides a comprehensive, evidence-based math solution from kindergarten through middle school. 

    The ISTE Seal is awarded to educational technologies that excel in innovation, accessibility and enhancing student learning experiences. Mathletics was recognized for its:

    • Engaging and Personalized Learning: A gamified learning experience that tailors lessons to fit individual student needs.
    • User-Friendly Interface for Educators: An intuitive, navigable user experience including instructional videos for educators and differentiation tools to simplify classroom management.
    • Comprehensive Progress Tracking: A complete and comprehensive method for monitoring student progress via analytics and feedback.

    “Teachers and administrators tell us every day that evidence of effectiveness is crucial,” said Katy Pike, Chief Product Officer at 3P Learning. “These results underscore the ability of Mathletics to significantly improve math skills and effectively narrow the achievement gap. When educators provide students with engaging activities and motivating challenges, learning math becomes fun and rewarding—that’s what leads to academic growth.” 

    To learn more about Mathletics, please visit https://www.mathletics.com/us/. 

    About 3P Learning  

    3P Learning is a global leader in online education for school-aged students and offers a multi-award-winning suite of programs covering mathematics (Mathletics and Mathseeds) and reading (Reading Eggs). Serving more than 18,000 schools in over 130 countries, our classroom solutions have been created by experienced educators and are backed by over 20 years of research. 

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  • Really Great Reading® and OxEd & Assessment (OxEd) Partner to Bring Comprehensive Oral Language Solutions to the US Market

    Really Great Reading® and OxEd & Assessment (OxEd) Partner to Bring Comprehensive Oral Language Solutions to the US Market

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    Washington DC – Really Great Reading®, a leader in foundational reading instruction, and OxEd & Assessment (OxEd), a University of Oxford spinout company renowned for their best-in-class solutions for assessing and improving oral language, announced a strategic partnership to address critical oral language development needs in US school districts.

    The partnership will bring OxEd’s evidence-based oral language assessment, whole class instruction, and remediation programs to the US, providing school districts with tools to enhance their oral language protocols and ultimately improve reading comprehension and other aspects of educational attainment.

    “Many school districts need an oral language solution. We searched globally for the right partner and OxEd was the clear choice,” said Scott DeSimone, CEO of Really Great Reading®. “We are very proud to be working with them. Really Great Reading is committed to helping schools improve their oral language protocols, a critical foundational skill that enhances a wide range of academic achievements, including reading comprehension.”

    “Enriching oral language instruction supports overall academic achievement for all children, enhancing their reading comprehension and overall academic and social development,” said Dr. Charles Hulme, CEO and Founder of OxEd & Assessment. “Our intervention program, the NELI Intervention, part of the TEL Ted oral language toolkit, is the best-evidenced language intervention globally and has been shown to help children make up to seven months’ additional progress in their language skills. We’re proud to partner with Really Great Reading to bring these programs to school districts in the US.”

    Developmental Language Disorders (DLD) occur as frequently as dyslexia, affecting communication and academic performance. Many students with ADHD and dyslexia also struggle with DLD. By proactively identifying and remediating oral language deficits, OxEd helps unlock students’ full potential. Early identification and intervention are crucial, as oral language skill is the foundation for all education, making OxEd’s assessment tools and remediation strategies vital for educational programs.

    The COVID-19 pandemic has exacerbated oral language delays in many students, particularly those aged 4-12, who missed critical enrichment during formative years. While there is a focus on remediating pandemic-related skill deficits, oral language skills often receive less attention. OxEd bridges this gap by offering solutions to assess and teach these foundational skills, helping students overcome COVID-related setbacks. Dr. Hulme added, “By addressing these delays promptly, we can ensure comprehensive academic success and prepare students for future challenges.”

    About Really Great Reading®

    Really Great Reading, a pioneer in literacy education, leverages 18 years of Science of Reading expertise to create practical tools for educators and students of all ability levels. For more information, please visit www.reallygreatreading.com.

    About OxEd & Assessment (OxEd)

    OxEd is a University of Oxford spinout company launched to take decades of research into children’s early language and reading development through to practical application in schools. OxEd develops educational assessment apps, whole class instructional solutions, and interventions which have been proven to improve educational outcomes for children. For more information, please visit www.oxedandassessment.com.

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  • Metrasens Entrusted by Public Schools Nationwide as Strategic Partner in Extracurricular Event Safety

    Metrasens Entrusted by Public Schools Nationwide as Strategic Partner in Extracurricular Event Safety

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    NAPERVILLE, Ill. /PRNewswire-PRWeb/ —  Metrasens, a leading provider of advanced detection systems for security and safety applications, today announced its ongoing strategic partnerships with K-12 public school districts across the United States. By addressing the critical issue of extracurricular event safety, Metrasens solidifies its position as a leader in school safety and the go-to partner for enhancing security at campus events.

    In today’s dynamic security landscape within educational settings, ensuring safety during extracurricular events has become a top priority for school administrators and athletic directors nationwide. According to the  K-12 School Shooting Database, there has been a concerning increase in shooting incidents at these events. From 2022 to 2023 alone, there was a 50% rise in K-12 school shootings during school events, and a staggering 300% increase from 2019 to 2023.

    “School districts adopting safety and security partners like Metrasens are taking practical steps in prioritizing school safety,” stated Ryan Petty, Florida State Board of Education member and father of Alaina Petty, a victim of the 2018 Marjory Stoneman Douglas High School shooting. Post this

    Ryan Petty, Florida State Board of Education member and father of Alaina Petty, a victim of the 2018 Marjory Stoneman Douglas High School shooting, emphasizes the importance of proactive safety measures. “Schools can, and should continue to take practical steps towards building a safer environment for students on campuses, not only during school hours, but also during extracurricular events,” said Petty. “School districts adopting safety and security partners like Metrasens are taking practical steps in prioritizing school safety.”

    Recognizing this critical issue, Metrasens has been chosen by public schools nationwide as a strategic partner in enhancing extracurricular event safety and addressing related challenges, such as the prevalence of vaping on campuses. With 300 systems deployed across more than 30 school districts and 200 individual schools, Metrasens is at the forefront of safeguarding students and staff and prioritizing compliance.

    Fort Worth Independent School District (FWISD) selected Metrasens to bolster safety measures for graduation ceremonies and extracurricular events. Daniel Garcia, Safety & Security Executive Director at Fort Worth ISD stated: “With regards to Fort Worth ISD graduations and other ceremonies, it’s paramount that students, faculty, and visiting families feel assured and confident as they come together to commemorate these special occasions. As we open our facilities to families, it’s essential to offer reassurance that Metrasens Ultra systems provide a completely safe solution for all members of our school community.”

    In Tulsa Public Schools (TPS) independent school district in Oklahoma, Metrasens’ state-of-the-art security screening systems bolster safety protocols across 77 learning communities.

    Dr. Matthias Wicks, former Chief of Police at Tulsa Public Schools, emphasized the district’s unwavering commitment to securing all facilities and events, stating: “To accomplish our safety goals, we deployed Metrasens Ultra technologies and steadfast safety protocols to protect the well-being of everyone in attendance at our extracurricular events.”

    Similarly, Moore Public Schools (MPS), Oklahoma’s fourth-largest public school district, collaborated with Metrasens to bolster safety measures across 35 campus sites and large venues. Embracing a proactive stance towards safety, MPS integrated Metrasens Ultra detection systems to maintain the highest security standards. Dustin Horstkoetter, MPS Safety and Security Director, commended Metrasens for its unmatched reliability and quality, affirming, “the reliability and quality of Metrasens solutions are incomparable.”

    Further solidifying its position as a leader in school security, Barberton High School (BHS), situated within Ohio’s Barberton City School District, chose Metrasens as a pivotal partner in its proactive approach to campus security. Recognizing the need to enhance security protocols in light of recent incidents targeting schools nationwide, BHS aimed to stay ahead of potential risks and ensure the safety of its students and staff through this partnership.

    “We believe having another layer of security that is non-intrusive and is safe to use is a logical step forward,” said Jeff Ramnytz, Superintendent of Barberton City Schools. “We highly recommend Metrasens to other school districts seeking to enhance their security measures.”

    “Extracurricular events such as football games, basketball tournaments, and other school activities often attract individuals from inside as well as outside the immediate community, presenting unique security challenges,” said Todd Hokunson, Chief Commercial Officer at Metrasens. “In response to these concerns, Metrasens is committed to shaping the safety landscape in educational environments through innovative solutions and strategic partnerships.”

    These key partnerships underscore Metrasens’ dedication to providing innovative solutions that prioritize safety and compliance in educational settings. As administrators and safety directors continue to navigate evolving security challenges, whether securing extracurricular school activities or addressing the growing issue of vape usage on campus, Metrasens remains steadfast in its mission to empower educators and protect students, ensuring a secure environment conducive to learning and growth.

    About Metrasens
    Metrasens is the world’s leading provider of advanced magnetic detection technologies. With a technology center and manufacturing facility in the United Kingdom, a North American sales and customer service hub in Chicago and a global network of distributors, the company’s innovative products are designed to address deficiencies in conventional screening methods and make the world safer and more secure. Metrasens’ mission is to take cutting-edge science from the laboratory and use it to create revolutionary, award-winning products that meet the distinct and diverse security needs of its customers. Metrasens’ core technologies have a wide range of real-world applications, embodied by solutions that are easy to adopt and simple to use.

    For more information, visit  http://www.metrasens.com

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  • Trader vs. Hero Mindset: Why A Healthy Society Needs Both

    Trader vs. Hero Mindset: Why A Healthy Society Needs Both

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    Do you see yourself as more of a “trader” or a “hero?” Learn about these two distinct mindsets, and understand how balancing moral duty and economic ambition can lead to a more harmonious and sustainable future for humanity.

    The hero mindset vs. the trader mindset are two distinct ways people see their roles and responsibilities in a healthy society.

    Each one focuses on different values and priorities, but a balance of both is often needed for a society to function and flourish.

    Here’s an outline of what defines each mindset.

    Trader Mindset

    The trader mindset dominates our current culture. It places emphasis on individualism, material gain, and personal freedom. This mentality often asks, “What can life give me?” and is driven by the pursuit of happiness, pleasure, and profit.

    It’s especially characteristic of American life and contemporary Western thinking, where people tend to see their value only in terms of economic or material output: “What do you do for a living? How much money do you make? How big is your house?”

    Key attributes of the trader mindset include:

    • Rights-Oriented: The trader mindset focuses on personal rights and freedoms, operating on the principle of doing what one wants as long as it doesn’t harm others.
    • Materialism: The trader mindset is materialistic and money-driven, placing a high value on comfort, pleasure, and luxury.
    • Individualism: The trader mindset is competitive, individualistic, and often sees life as a series of transactions aimed at maximizing personal advantage rather than collective well-being.
    • Utilitarian Approach: They adopt a business-minded and utilitarian perspective, often focusing on what is pragmatic and realistic, rater than engaging in abstract and idealistic goals.
    • Status Climbing: Traders often strive for increased status, wealth, or power, engaging in frequent social comparison, and viewing most aspects of life as a social ladder to climb.

    The trader mindset is a product of liberal and Enlightenment philosophy, reflecting the values of individual rights and free market capitalism. It promotes a “mind your own business” attitude which emphasizes personal freedom and the pursuit of happiness, but can also lack a sense of social duty.

    In excess, the trader mindset can lead to negative behaviors such as excessive swindling, grifting, corruption, and fraudulent schemes. People become willing to seek material gain at any moral cost, believing that everyone is inherently greedy and selfish, thus creating a “dog eat dog” world.

    Hero Mindset

    The hero mindset is less common and in many ways it’s more needed in our current society.

    The heroic mindset is characterized by a focus on duty, sacrifice, and the greater good. Those with this mentality often ask, “What can I give to life?” rather than “What can life give me?” This approach emphasizes responsibilities over rights and prioritizes the well-being of others over personal gain.

    Key attributes of the hero mindset include:

    • Duties-Oriented: Heroes feel a strong sense of duty and responsibility toward others and society. They ask themselves how they can best serve their family, community, nation, or humanity as a whole.
    • Idealism: The hero mindset seeks higher ideals than just status or wealth, such as honor, loyalty, and devotion to a higher purpose, striving to do what is right at all costs, even if it means facing death.
    • Collectivism: The hero mindset is communitarian-minded, often emerging in contexts like the military, team sports, or tight-knit organizations where serving a greater whole is paramount.
    • Warrior Spirit: Heroes embrace challenges and are willing to sacrifice their comfort and security for the common good, embodying a warrior mindset that values moral and spiritual achievements over material ones. The hero isn’t afraid to ask, “What am I willing to die for?”
    • Leadership and Accountability: Heroes are willing to stand up and take charge when no one else will. This means assuming leadership roles and taking risks, as well as accepting blame and responsibility when things go wrong.

    In essence, the heroic mindset is about fighting for something greater than oneself.

    Heroes can take many different forms. It’s not only about sacrificing yourself on a battlefield or saving a child from a burning house. Being a hero can also mean dedicating your life to a social cause, being a leader in your local community, taking care of your family, or creating more beauty in the world through art or music.

    While the heroic mindset can lead to noble actions, in excess it can also result in zealotry, self-destructive martyrdom, or an inflexible approach to moral issues. Extreme idealism might push individuals to pursue their goals without considering practical consequences, potentially leading to conflict and alienation.

    Balancing the Mindsets

    Ultimately, both the hero and trader mindsets offer valuable insights into different motivations behind our behaviors and life choices. While the heroic mindset emphasizes sacrifice, duty, and the greater good, the trader mindset focuses on personal gain, freedom, and material success.

    A healthy and sustainable society needs both traders and heroes. A society run solely by traders may prioritize profit over moral values, leading to widespread corruption and a lack of social responsibility. On the other hand, a society with only a heroic mindset might struggle with practicality and flexibility, leading to social conflicts and unrest.

    Striking a balance between these mindsets can help us achieve a harmonious approach to personal fulfillment and social responsibility, creating a society that values both individual rights and communal well-being.


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    Steven Handel

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