North Korean leader Kim Jong Un vowed to accelerate development and ensure that “more substantial benefits” reach the public in a speech on the fifth day of the Ninth Party Congress, criticizing “extreme negligence” in the management of newly built facilities.
Kim’s remarks appeared to point to problems with his signature regional development initiative, which aims to build new factories across the country but which experts say is unlikely to receive adequate government support.
North Korean leader Kim Jong Un vowed to accelerate development and ensure that “more substantial benefits” reach the public in a speech on the fifth day of the Ninth Party Congress, criticizing “extreme negligence” in the management of newly built facilities.
Kim’s remarks appeared to point to problems with his signature regional development initiative, which aims to build new factories across the country but which experts say is unlikely to receive adequate government support.
Chinese President Xi Jinping congratulated North Korean leader Kim Jong Un on Monday over his reelection as general secretary of the Workers’ Party of Korea (WPK) at the Ninth Party Congress, according to Beijing’s foreign ministry.
Xi sent the congratulatory message praising the WPK for uniting the Korean people and having achieved “new accomplishments” for socialism since its Eighth Party Congress in Jan. 2021, the ministry said in a press release.
North Korean leader Kim Jong Un attended a groundbreaking ceremony for the fifth stage of construction in the Hwasong area of Pyongyang on Wednesday, according to state media, where he promised to open more “service sectors” to meet growing public demand.
The possible reference to economic reforms comes after Kim relaxed government restrictions on private car ownership, and as he recently promoted video games and pet ownership for the first time.
(GREENVILLE, Wis.) February 16, 2026 – School Specialty, a leading provider of learning environments, instructional solutions, and supplies for preK-12 education, is proud to celebrate outstanding educators with its 12th annual Crystal Apple Awards. Starting today, students, parents, administrators, and peers are encouraged to nominate educators who embody inspiration, leadership, and a tireless passion for teaching.
Each year, students, parents, administrators, and fellow teachers nominate teachers who, like last year’s inspiring finalists and winners, go above and beyond to touch the lives of students every day. This year, School Specialty will award 16 finalists from the nominees, five of whom will be selected as winners through a public vote.
“Entering our 12th year of the Crystal Apple Awards is a milestone that reminds us why we do what we do,” said Dr. Sue Ann Highland, National Education Strategist at School Specialty. “These awards are about more than just recognizing phenomenal educators; they are about providing dedicated teachers with the resources they need to keep inspiring the next generation of thinkers and leaders.”
Crystal Apple Finalists receive a $100 School Specialty merchandise certificate for themselves and an additional $100 certificate for their school. This year’s winners will each receive a personalized trophy and a $500 gift certificate from School Specialty for themselves, as well as a $250 School Specialty gift certificate for their school.
Public voting on nominees will be open from April 6 to 12, 2026, and the winners will be announced on April 21.
About School Specialty, LLC
With a 60-year legacy, School Specialty is a leading provider of comprehensive learning environment solutions for the preK-12 education marketplace in the U.S. and Canada. This includes essential classroom supplies, furniture and design services, educational technology, sensory spaces featuring Snoezelen, science curriculum, learning resources, professional development, and more. School Specialty believes every student can flourish in an environment where they are engaged and inspired to learn and grow. In support of this vision to transform more than classrooms, the company applies its unmatched team of education strategists and designs, manufactures, and distributes a broad assortment of name-brand and proprietary products. For more information, go toSchoolSpecialty.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Japanese Prime Minister Sanae Takaichi on Tuesday reaffirmed her desire to meet Kim Jong Un face-to-face to resolve the decades-old issue of North Korea’s abduction of Japanese nationals, a week after a runaway election win strengthened her mandate.
During a meeting with families of abduction victims at her official residence, Takaichi pledged to “exhaust every possible means” before time runs out for the last of the victims’ aging parents.
In schools across the country, teacher turnover and burnout have reached crisis levels. Educators are stretched thin, often working in isolation, and many professional learning communities (PLCs) fail to deliver meaningful results. After decades of studying and implementing PLCs, we realized that the model from the 1990s no longer meets the needs of today’s classrooms. That’s why we developed PLC+, the next generation of professional learning communities.
The traditional PLC model emphasized student learning outcomes but often overlooked adult learning, instructional practices, and the spread of innovation. Teams frequently addressed surface-level goals, such as “raise reading scores,” without a shared understanding of the root challenges. PLC+ restores focus on adult learning alongside student learning, encourages teachers to spend time in each other’s classrooms, and ensures effective practices are shared across the entire school.
Rethinking PLCs: Focusing on real problems
A trap that many schools fall into is setting broad outcome goals–like raising reading or math scores–without examining underlying instructional challenges. The common challenge is not the reading scores. That’s an outcome measure, but it’s not actually the problem we’re trying to solve. Rather, an example of a common challenge names the issue: “We want to leverage close reading to help students better understand complex texts (i.e., primary sources, scientific articles, and informational essays).” The common challenge then drives the investigation. PLC+ helps teams first identify the common challenge that matters most and then use five guiding questions to create evidence of impact in real time:
Where are we going?
Where are we now?
How do we move learning forward?
What did we learn today?
Who benefited and who did not?
By focusing on these challenges, schools can generate actionable data and meaningful insights rather than waiting for annual test results.
Innovation must spread beyond a single team or department. If nobody else in the school ever gets to learn about what the science team learned, then that innovation stays locked into one department. By clarifying problems and sharing solutions, PLC+ allows the entire organization to benefit through the regular use of check-ins, gallery walks, and other collaborative events that allow teams to learn about each other’s progress and discoveries.
Building collegial affiliation to fight burnout
Educators spend most of their days with students, often with little interaction with other caring adults. Research shows that teacher burnout is closely tied to isolation. PLC+ combats this by fostering strong collegial affiliation and shared purpose.
Strong collegial affiliation not only fosters collaboration but also helps teachers stay in the profession, reducing burnout across the school.
PLC+ also incorporates emerging tools like AI–but ethically and effectively. We recommend treating AI like an intern: It can handle routine tasks such as drafting learning intentions or success criteria, but teachers remain in control. The human in the loop is the one with the expertise and the wisdom.
Measuring what matters beyond test scores
Evidence shows that schools engaging deeply with PLC+ see meaningful results. In Wake County, North Carolina, student outcome data from 121 of the district’s elementary schools indicate higher levels of engagement in PLC+ correlated with greater gains on standardized tests. While correlation does not prove causation, these findings highlight the importance of collaborative problem-solving in driving student outcomes.
However, test scores are just one indicator. PLC+ emphasizes real-time impact data, the spread of innovation across departments, teacher retention, and overall satisfaction. Without this evidence, educators cannot fully appreciate their collective efficacy or the impact of their work. True collective efficacy requires concrete evidence. Collective efficacy is sometimes misunderstood as being “rah, go team, we can do it.” That’s not it. You have to have evidence that your school organization is capable of addressing this particular issue. Without it, it becomes really difficult for educators to understand their impact.
By tracking multiple indicators, including progress and achievement analyses resulting from PLC+ cycles, schools gain a comprehensive understanding of what works–and what doesn’t–allowing teams to refine strategies in real time.
The payoff: Teachers who stay and students who thrive
PLC+ transforms school improvement from an isolated effort into a collaborative, evidence-informed process. It strengthens teacher affiliation, builds professional efficacy, and creates a pathway for that instructional innovation to spread across the organization. Ethical use of tools like AI allows teachers to focus on what they do best: knowing their students, designing effective lessons, and fostering learning communities that thrive.
The result is a school culture where teachers can solve real problems, see the impact of their work, and remain in the profession with a renewed sense of purpose and support. By focusing on the right challenges and creating collegial support, PLC+ helps educators stay engaged, effective, and resilient–benefiting students and the entire school community.
Douglas Fisher & Nancy Frey, San Diego State University & Health Sciences High and Middle College
Douglas Fisher is a professor and chair of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook, PLC+, Artificial Intelligence Playbook, How Scaffolding Works, Teaching Reading, and Teaching Students to Drive their Learning. He can be reached at dfisher@sdsu.edu. Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California.She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include How Teams Work, Kids Come in All Languages, The Social-Emotional Learning Playbook, and How Feedback Works. She can be reached at nfrey@sdsu.edu.
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Douglas Fisher & Nancy Frey, San Diego State University & Health Sciences High and Middle College
North Korean leader Kim Jong Un declared that the country’s military will “widen” its “fighting front” this year, speaking during a visit to the defense ministry on the army’s founding anniversary Sunday.
“This year is a grand year of transformation, in which our military’s fighting front must widen further and we must struggle more boldly,” Kim said, according to the Korean Central News Agency(KCNA) on Monday.
Russia’s Tatarstan has emerged as the leading purebred horse supplier for North Korean leader Kim Jong Un and his generals, authorities announced, after a local breeding farm shipped multiple elite Orlov Trotters to the DPRK in recent years.
The Tatarstan Republic’s agriculture ministry said in June that Tatar Stud Farm No. 57 supplied more than 15 purebred Orlov Trotters to Kim and his cavalry regiment over the past seven years.
North Korean leader Kim Jong Un oversaw a test of an “upgraded” version of the country’s 600mm multiple-launch rocket system (MLRS) on Tuesday in order to present a “grave threat” to enemies, according to state media.
The Korean Central News Agency(KCNA) quoted Kim on Wednesday saying that unspecified enemies, likely referring to the U.S. and South Korea, will “clearly” be convinced of new technological advancements demonstrated during the test.
North Korean leader Kim Jong Un inspected new statues for a memorial honoring DPRK soldiers who fought against Ukraine, though state media avoided any mention of military cooperation with Russia.
Kim, defense minister No Kwang Chol and high-ranking officials visited the Mansudae Art Studio on Sunday, according to the party daily Rodong Sinmun the following day.
North Korean leader Kim Jong Un inspected new statues for a memorial honoring DPRK soldiers who fought against Ukraine, though state media avoided any mention of military cooperation with Russia.
Kim, defense minister No Kwang Chol and high-ranking officials visited the Mansudae Art Studio on Sunday, according to the party daily Rodong Sinmun the following day.
North Korean leader Kim Jong Un publicly fired a top economic official and warned party cadres over what he sees as chronic incompetence at a ceremony for upgrading an industrial machine factory Monday, according to state media.
Pyongyang described the upgrade project as key to improving the economy, while NK News analysis suggests Kim’s attention on the factory is related to plans to upgrade weapons production capabilities as well.
From Airbnb and Booking.com to Amazon and Google, leading companies show how disciplined experimentation turns uncertainty into advantage. Unsplash+
Leaders at Airbnb wondered whether listings with professional photographs might perform better than those using user-uploaded images. Rather than relying on instinct or anecdote, they ran a controlled experiment: some listings were assigned professional photography, while others retained user-generated photos. The results were striking. Listings with professional photos received more than twice as many bookings and earned hosts over $1,000 more per month. What began as a simple test ultimately led Airbnb to launch a full-scale photography program, transforming how hosts presented their properties and how customers experienced the platform.
This is experimentation in action: a disciplined approach to uncertainty that allows organizations to uncover insights they might never reach through planning alone.
Booking.com reportedly runs over 25,000 experiments each year, a practice that has helped transform it from a small startup into a global travel powerhouse. According to Lukas Vermeer, its director of experimentation, Booking.com runs more than 1,000 experiments simultaneously, often tailoring tests to individual website visitors. These are primarily A/B tests, in which two alternatives are assessed side by side to determine which performs better. Over time, this approach allows the company to optimize entire customer journeys, refining everything from search results to booking flows based on real-world behavior rather than assumptions.
What these companies demonstrate is that sustained experimentation fundamentally changes how organizations learn.
Why experimentation matters more than ever
Building a culture of experimentation creates the conditions for unexpected opportunities to surface and be exploited. It encourages organizations to move beyond incremental improvement toward breakthrough innovation, while also improving internal processes and engagement. Employees in experimental cultures tend to be more curious, more resilient and more willing to challenge the status quo.
Creating this culture starts with the leaders. For experimentation to take root, leaders must be willing to redefine what success and failure mean. Instead of treating failure as something to be avoided or punished, leaders need to frame it as an essential part of learning. This shift enables a growth mindset in which teams are encouraged to generate ideas, test them quickly and scale what works. Crucially, leadership teams must model this behavior themselves. When leaders visibly test, learn and adapt, experimentation becomes embedded in the organization’s DNA rather than confined to innovation labs or product teams.
Empowering employees to test and learn
A true culture of experimentation empowers employees at every level to test hypotheses and iterate continuously. That requires time, tools and psychological safety. Providing dedicated time for experimentation sends a powerful signal. 3M famously allowed its researchers to spend 15 percent of their time exploring scientific topics or personal interests, regardless of immediate commercial relevance. The policy led to numerous innovations, including the invention of Post-It Notes.
Google adopted a similar philosophy, allowing employees to spend 20 percent of their time on side projects. While not every experiment succeeded, the approach produced significant breakthroughs like Gmail and AdSense. By making experimentation an expected part of the job, companies like Google and 3M normalized creative exploration and reduced the fear associated with trying something new.
Amazon has taken a related but distinct approach, fostering a culture of “many small bets.” Rather than seeking uncertainty upfront, Amazon continually tests new products, processes and business models, accepting that most experiments will fail, but that a few will deliver outsized returns.
Leaders don’t need to replicate these models exactly. Even modest steps, such as allocating one day per month for experimentation, offering workshops or providing small seed budgets, can be enough to spark momentum.
Making data the backbone of learning
Experiment without measurement is just trial and error. Effective experimentation depends on data. Leaders should encourage teams to document their experiments clearly: what hypothesis was tested, what data was collected and what was learned. Results, positive or negative, should be shared openly to maximize organizational learning. Over time, this creates a shared language or evidence and reduces reliance on opinion-driven decision-making.
As Adam Savage, the special effects designer and co-host of Mythbusters, has said: “In the spirit of science, there really is no such this as a ‘failed experiment.’ Any test that yields valid data is a valid test.” the essence of this approach is learning: rapid experimentation is vital for outpacing competitors, far more so than simply being right.
Reducing fear through structure and play
Many organizations struggle with experimentation due to fear—specifically, fear of failure. Psychologists describe loss aversion as our tendency to fear losses more than we value gains. In business, this often shows up as risk avoidance, perfectionism and decision paralysis. Leaders must actively normalize failure as a learning mechanism and a key part of progress. Amazon founder Jeff Bezos captured this succinctly when he said, “If you know it’s going to work, it’s not an experiment.” Booking.com’s Lukas Vermeer echoes this philosophy, emphasizing that experiments exist to discover what works, not to prove someone right.
Some organizations have gone further by gamifying experimentation. Platforms such as LabQuest have integrated points, badges and leaderboards into testing and user research, turning participation into a game. This approach has reportedly increased engagement and improved data quality, with significantly higher participation rates and more actionable insights compared to traditional methods. Gamification reduces the emotional stakes of failure and reframes experimentation as something engaging rather than intimidating.
A simple framework leaders can use
One practical framework for experimentation is the Build-Measure-Learn-Loop, popularized by Eric Ries in The Lean Startup. It begins with a clear hypothesis: We believe that changing X will improve Y. Teams then run a small, fast, low-cost test, measure the results using relevant metrics and decide whether to scale, refine or abandon the idea.
This loop isn’t limited to product development. HR teams can experiment with new onboarding processes. Marketing teams can trial messaging variations. Even finance teams can explore alternative budgeting allocation models. When every initiative is treated as a learning opportunity rather than a final verdict, organizations become more adaptive and resilient.
Steven Bartlett, founder of Social Chain and host of The Diary of a CEO podcast, underscores the role leadership plays in this process. “Get your team to conduct fast, fearless experiments—more often,” he advises. Bartlett has described how his social team reports weekly on the tests they’ve run, reinforcing that experimentation is a core expectation. As he puts it, whether teams behave this way ultimately comes “down to the leadership.”
Thriving through uncertainty
In a world changing at unprecedented speed, relying solely on past data and established models is increasingly risky. Markets shift, customer expectations evolve and competitive advantages erode quickly. Experimentation offers a way forward, not by eliminating uncertainty but by learning within it.
High-performing companies test, learn and adapt in real time. For leaders, the lesson is clear: the ability to foster experimentation is no longer optional. It is a core capability for navigating unpredictability and uncovering unexpected solutions.
In the spring of 2022, as the Russian military bombarded Kyiv and its troops swept into Ukrainian border regions, North Korean leader Kim Jong Un teamed up with Vladimir Putin to help Volodymyr Zelensky escape to safety in Western Europe.
Or at least, all the people involved in the operation looked like those global leaders.
In the spring of 2022, as the Russian military bombarded Kyiv and its troops swept into Ukrainian border regions, North Korean leader Kim Jong Un teamed up with Vladimir Putin to help Volodymyr Zelensky escape to safety in Western Europe.
Or at least, all the people involved in the operation looked like those global leaders.
The West Shore school board policy committee meeting came to a halt almost as soon as it began. As a board member started going over the agenda on July 17, local parent Danielle Gross rose to object to a last-minute addition she said hadn’t been on the district’s website the day before.
By posting notice of the proposal so close to the meeting, charged Gross, who is also a partner at a communications and advocacy firm that works on state education policy, the board had violated Pennsylvania’s open meetings law, failing to provide the public at least 24 hours’ notice about a topic “this board knows is of great concern for many community members interested in the rights of our LGBTQ students.”
The committee chair, relentlessly banging her gavel, adjourned the meeting to a nonpublic “executive session.” When the committee reconvened, the policy was not mentioned again until the meeting’s end, when a lone public commenter, Heather Keller, invoked “Hamlet” to warn that something was rotten in the Harrisburg suburbs.
The proposed policy, which would bar trans students from using bathrooms and locker rooms aligned with their gender identity, was a nearly verbatim copy of one crafted by a group called the Independence Law Center — a Harrisburg-based Christian right legal advocacy group whose model policies have led to costly lawsuits in districts around the state.
“Being concerned about that, I remembered that we don’t partner with the Independence Law Center,” Keller said. “We haven’t hired them as consultants. And they’re not our district solicitor.”
To those who’d followed education politics in the state, Keller’s comment would register as wry understatement. Over the past several years, ILC’s growing entanglement with dozens of Pennsylvania school boards has become a high-profile controversy. Through interviews, an extensive review of local reporting and public documents, In These Times and The Hechinger Report found that, of the state’s 500 school districts, at least 21 are known to have consulted with or signed formal contracts accepting ILC’s pro bono legal services — to advise on, draft and defend district policies, free of charge.
But over the last year, it’s become clear ILC’s influence stretches beyond such formal partnerships, as school districts from Bucks County (outside Philadelphia) to Beaver County (west of Pittsburgh) have proposed or adopted virtually identical anti-LGBTQ and book ban policies that originated with ILC — sometimes without acknowledging any connection to the group or where the policies came from.
In districts without formal partnerships with ILC, such as West Shore, figuring out what, exactly, their board’s relationship is to the group has been a painfully assembled puzzle, thanks to school board obstruction, blocked open records requests and reports of backdoor dealing.
Although ILC has existed for nearly 20 years, its recent prominence began around 2021 with a surge of “parents’ rights” complaints about pandemic-era masking, teaching about racism, LGBTQ representation and how library books and curricula are selected. In many districts where such debates raged, calls to hire ILC soon followed.
In 2024 alone, ILC made inroads of one kind or another with roughly a dozen districts in central Pennsylvania, including West Shore, which proposed contracting ILC that March and invited the group to speak to the board in a closed-door meeting the public couldn’t attend. (ILC did not respond to multiple interview requests or emailed questions.)
On the night of that March meeting, Gross organized a rally outside the school board building, drawing roughly 100 residents to protest, even as it snowed. The board backed down from hiring ILC, but that didn’t stop it from introducing ILC policies. In addition to the proposed bathroom policy, that May the board passed a ban on trans students joining girls’ athletics teams after they’ve started puberty and allowed district officials to request doctors’ notes and birth certificates to enforce it.
Danielle Gross at her communications and advocacy firm in downtown Harrisburg, Pennsylvania, on Aug. 19. Gross, who has lived in the nearby West Shore school district that her children attend for decades, has expressed concern during local school board meetings over what and how proposals are introduced and the lack of transparency to parents. Credit: Michelle Gustafson for The Hechinger Report
To Gross, it’s an example of how West Shore and other school boards without formal relationships with ILC have still found ways to advance the group’s agenda. “They’re waiting for other school boards to do all the controversial stuff with the ILC,” Gross said, then “taking the policies other districts have, running them through their solicitors, and implementing them that way.” (A spokesperson for West Shore stated that the district had not contracted with ILC and declined further comment.)
“It’s like a hydra effect,” said Kait Linton of the grassroots community group Public Education Advocates of Lancaster. “They’ve planted seeds for a vine, and now the vine’s taking off in all the directions it wants to go.”
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ILC was founded in the wake of a Pennsylvania lawsuit that drew nationwide attention and prompted significant local embarrassment.
In October 2004, the Dover Area School District — situated, like West Shore, in York County, south of Harrisburg — changed its biology curriculum to introduce the quasi-creationist theory of “intelligent design” as an alternative to evolution. Eleven families sued, arguing that intelligent design was “fundamentally a religious proposition rather than a scientific one.” In December 2005, a federal court agreed, ruling that public schools teaching the theory violated the U.S. Constitution’s establishment clause.
During the case, an attorney named Randall Wenger unsuccessfully tried to add the creationist Christian think tank he worked for — which published the book Dover sought to teach — to the suit as a defendant, and, failing that, filed an amicus brief instead. When the district lost and was ultimately left with $1 million in legal fees, Wenger found a lesson in it for conservatives moving forward.
Speaking at a 2005 conference hosted by the Pennsylvania Family Institute — part of a national network of state-level “family councils” tied to the heavyweight Christian right organizations Family Research Council and Focus on the Family — Wenger suggested Dover could have avoided or won legal challenges if officials hadn’t mentioned their religious motivations during public school board meetings.
“Give us a call before you do something controversial like that,” Wenger said, according to LancasterOnline. Then, in a line that’s become infamous among ILC’s critics, Wenger invoked a biblical reference to add, “I think we need to do a better job at being clever as serpents.” (Wenger did not respond to multiple requests for comment.)
The following year, in 2006, the Pennsylvania Family Institute launched ILC with Wenger as its chief counsel, a role he remains in today, in addition to serving as chief operating officer. ILC now has three other staff attorneys and has worked directly as plaintiff’s attorneys on two Supreme Court cases: one was part of the larger Hobby Lobby decision, which allows employers to opt out of employee health insurance plans that include contraception coverage; the other expanded religious exemptions for workers.
ILC has financial ties and a history of collaborating with Christian right legal advocacy behemoth Alliance Defending Freedom, including on a 2017 lawsuit against a school district outside Philadelphia that allowed a trans student to use the locker room aligned with their gender. ILC has filed amicus briefs in support of numerous other Christian right causes, including two that led to major Supreme Court victories for the right in 2025: Mahmoud v. Taylor, which limited public schools’ ability to assign books with LGBTQ themes; and United States v. Skrmetti, which affirmed a Tennessee ban on gender-affirming care for minors. In recent months, the group filed two separate amicus briefs on behalf of Pennsylvania school board members in anti-trans cases in other states. In both cases, which were brought by Alliance Defending Freedom and concern school sports and pronoun usage, ILC urged the Supreme Court to “resolve the issue nationwide.”
In lower courts, ILC has worked on or contributed briefs to lawsuits seeking to start public school board meetings with prayer and to allow religious groups to proselytize public school students, among other issues. More quietly, as the local blog Lancaster Examiner reported — and as one ILC attorney recounted at a conference in 2022 — ILC has defended “conversion therapy,” the broadly discredited theory that homosexuality is a disorder that can be cured.
To critics, all of these efforts have helped systematically chip away at civil rights protections for LGBTQ students at the local level, seeding the policies that President Donald Trump’s administration is now trying to make ubiquitous through executive orders. And while local backlash is building in some areas, activists are hindered by the threat that the ILC’s efforts are ultimately aimed at laying the groundwork for a Supreme Court case that could formalize discrimination against transgender students into law nationwide.
But ILC’s greatest influence is arguably much closer to its Harrisburg home, in neighboring Lancaster and York counties, where nine districts have contracted ILC and at least three more have adopted its model policies.
The rural hillside and farmland in Lancaster County, Pennsylvania, are seen on Aug. 15, 2025. The local school district, Penn Manor, adopted anti-trans and anti-LGBTQ policies presented by the Independence Law Center, a Harrisburg-based Christian-right legal advocacy group. Credit: Michelle Gustafson for The Hechinger Report
A sign is seen in a residential neighborhood in Holtwood, Pennsylvania. Credit: Michelle Gustafson for The Hechinger Report
In Lancaster’s Hempfield district, it started with a 2021 controversy over a trans student joining the girls’ track team. School board meetings that had already grown tense over pandemic masking requirements erupted in new fights about LGBTQ rights and visibility. In the middle of one meeting, recalled Hempfield parent and substitute teacher Erin Small, a board member abruptly suggested hiring ILC to write a new district policy. The suddenness of the proposal caused such public outcry, said Small, that the vote to hire ILC had to be postponed.
But within a few months, the district signed a contract with ILC to write what became Pennsylvania’s first school district ban on trans students participating in sports teams aligned with their gender identity. Other ILC policy proposals followed, including a successful 2023 effort to bar the district from using books or materials that include sexual content, which immediately prompted an intensive review of books written by LGBTQ and non-white authors. (The Hempfield district did not respond to requests for comment.)
In nearby Elizabethtown, the path to hiring ILC began with a fraudulent 2021 complaint, when a man claimed, during a school board meeting, that his middle schooler had checked out an inappropriate book from the school library. Although it later emerged that the man had reportedly used a fake name and officials found no evidence he had children attending the school, his claim nonetheless sparked a long debate over book policies, which eventually led to the district contracting ILC as special legal counsel in 2024. Two anti-trans policies were subsequently passed in January 2025, and a ban on “sexually explicit” books, also based on ILC’s models, was discussed this past spring but has not moved forward to date. (The Elizabethtown district did not respond to requests for comment.)
Across the Susquehanna River in York County — where five districts have contracted ILC and two more have considered or passed its policies — the group’s influence has been broad and sometimes confounding. In one instance, as the York Dispatch discovered, ILC not only authored four policy proposals for the Red Lion Area School District, but ILC senior counsel Jeremy Samek, a registered Pennsylvania lobbyist, also drafted a speech for the board president to deliver in support of three anti-trans policies, all of which passed in 2024. (The Red Lion district did not respond to requests for comment.)
The same year, South Western School District, reportedly acting on ILC advice, ordered a high school to cut large windows into the walls of two bathrooms that had been designated as “gender identity restrooms,” allowing passersby in the hallway to see inside, consequently discouraging students from using them. (The district did not respond to requests for comment, but in a statement to local paper the Evening Sun, school board President Matt Gelazela cited student safety and said the windows helped staff monitor for vaping, bullying and other prohibited activities.)
In many districts, said Lancaster parent Eric Fisher, ILC’s growing relationships with school boards has been eased by the ubiquitous presence around the state of its sister organizations within the Pennsylvania Family Institute, including the institute’s lobbying arm, voucher group, youth leadership conference and Church Ambassador Network, which brings pastors from across Pennsylvania to lobby lawmakers in the state Capitol.
As a result, said Fisher, when ILC shows up in a district, board members often are already familiar with them or other institute affiliates, “having met them at church and having their churches put their stamp of endorsement on them. I think it makes it really easy for [board members] to say yes.”
But in nearly every district that has considered working with ILC, wide-scale pushback has also followed — though often to no avail. In June 2024, in Elizabethtown — where school board fights have been so fractious that they inspired a full-length documentary — members of the public spoke in opposition to hiring ILC at a ratio of roughly 5 to 1 before the board voted unanimously to hire the group anyway.
In the Upper Adams district in Biglerville, southwest of Harrisburg, the school board voted to contract ILC despite a cacophony of public comments and a 500-signature petition in opposition.
In Lancaster’s Warwick district, the school board’s vote to hire ILC prompted the resignation of a superintendent who had served in her role for 15 years and who reported that the district’s insurance carrier had warned the district might not be covered in future lawsuits if it adopted ILC’s anti-trans policies.
Since then, Warwick resident Kayla Cook noted during a public presentation about ILC this past summer, the mood in the district has grown grim. “We do not have any students at the moment trying to participate [in sports] who are trans. However, we have students who simply have a short haircut being profiled as being trans,” Cook said. “It’s tipped far into fear-based behaviors, where we are dipping our toes into checking the student’s body to make sure that they’re identifying as the appropriate gender.” (A district spokesperson directed interview requests to the school board, which did not respond to requests for comment.)
But perhaps nowhere was the fight as fraught as in Lancaster’s Penn Manor School District, which hired ILC to draft new policies about trans students just months after the suicide of a trans youth from Penn Manor — the fifth such suicide in the Lancaster community in less than two years.
Before the Penn Manor school board publicly proposed retaining ILC, in June 2024 — scheduling a presentation by and a vote on hiring ILC for the same meeting — district Superintendent Phil Gale wrote to the board about his misgivings. In an email obtained by LancasterOnline, Gale warned the board against policies “that will distinguish one group of students from another” and passed along a warning from the district’s insurance carrier that adopting potentially discriminatory policies might affect the district’s coverage if it were sued by students or staff.
In a narrow 5-4 vote, the all-Republican board declined to hire ILC that June. But after one board member reconsidered, the matter was placed back on the agenda for two meetings that August.
Malinda Harnish Clatterbuck and her husband, Mark Clatterbuck, sit on the back porch of their home in Holtwood, Pennsylvania. Credit: Michelle Gustafson for The Hechinger Report
Members of the community publicly presented an open letter, signed by roughly 80 Penn Manor residents, requesting that, if policies about trans students were truly needed, the district establish a task force of local experts to draft them rather than outsource policymaking to ILC. One of the letter’s organizers, Mark Clatterbuck, a religious studies professor at New Jersey’s Montclair State University, said the district never acknowledged it or responded. (Maddie Long, a spokesperson for Penn Manor, said the district could not comment because of the litigation.)
That February, Clatterbuck’s son, Ash — a college junior and transgender man who’d grown up in Penn Manor — had died by suicide, shortly after the nationally publicized death of Nex Benedict, a nonbinary 16-year-old in Oklahoma who died by suicide the day after being beaten unconscious in a high school girls’ bathroom.
In the first August meeting to reconsider hiring ILC, Clatterbuck told the Penn Manor board, through tears, how “living in a hostile political environment that dehumanizes them at school, at home, at church and in the halls of Congress” was making “life unlivable for far too many of our trans children.”
Two weeks later, at the second meeting, Ash’s mother, Malinda Harnish Clatterbuck, pleaded for board members talking about student safety to consider the children these policies actively harm.
“ILC does not even recognize trans and gender-nonconforming children as existing,” said Harnish Clatterbuck, a pastor whose family has lived in Lancaster for 10 generations. “That fact alone should preclude them from even being considered by the board.”
A painted portrait of Ash Clatterbuck in his parents’ home in Holtwood, Pennsylvania. Credit: Michelle Gustafson for The Hechinger Report
Malinda Harnish-Clatterbuck walks a labyrinth made in 2023 by her late son Ash on their property in Holtwood. Credit: Michelle Gustafson for The Hechinger Report
Hand-painted signs that once hung on the walls of Ashton’s dorm room Credit: Michelle Gustafson for The Hechinger Report
Her husband spoke again as well, telling the board how Ash had frequently warned about the spread of policies that stoke “irrational hysteria around” trans youth — “the kind of policies,” Mark Clatterbuck noted, “that the Pennsylvania-based Independence Law Center loves to draft.”
Reminding the board that five trans youth in the area had died by suicide within just 18 months, he continued, “Do not try to tell me that there is no connection between the kind of dehumanizing policies that the ILC drafts and the deaths of our trans children.”
But the board voted to hire ILC anyway, 5-4, and in the following months adopted two of ILC’s anti-trans policies.
In anticipation of such public outcry, some school boards around Pennsylvania have taken steps to obscure their interest in ILC’s agenda.
Kristina Moon, a senior attorney at the Education Law Center of Pennsylvania, a legal services nonprofit that advocates for public school students’ rights, has watched a progression in how school boards interact with ILC.
When her group first began receiving calls related to ILC, around 2021, alarmed parents told similar stories of boards proposing book bans targeting queer or trans students’ perspectives, or identical packages of policies that included restrictions about bathrooms, sports and pronouns.
“At first, we would see boards openly talking about their interest in contracting with ILC,” said Moon. But as local opposition began to grow, “board members stopped sharing so publicly.”
Instead, Moon said, reports began to emerge of school boards discussing or meeting with ILC in secret.
In Hempfield, in 2022, the board moved some policy discussions into committee sessions less likely to be attended by the public, and held a vote on an anti-trans sports policy without announcing it publicly, possibly in violation of Pennsylvania’s Sunshine Act, as Mother Jones reported.
Across the state, in Bucks County, one Central Bucks school board member recounted in an op-ed for the Bucks County Beacon how her conservative colleagues had stonewalled her when she asked about the origins of a new book ban policy in 2022, only to have the board later admit ILC had performed a legal review of it “pro bono,” as PhillyBurbs reported.
Subsequent reporting by the York Daily Record and Reuters revealed the board’s relationship with ILC was more involved and included discussions about other policies related to trans student athletes and pronoun policy. (Both Central Bucks’ books and anti-LGBTQ policies were later cited in an ACLU federal complaint that cost the district $1.75 million in legal fees, as well as in a related Education Department investigation into whether the district had created a hostile learning environment for LGBTQ students.)
The Pennsylvania State Capitol building in downtown Harrisburg. Credit: Michelle Gustafson for The Hechinger Report
But the sense of backroom dealing reached an almost cartoonish level in York County, where, in March 2024, conservative board members from 12 county school districts were invited to a secret meeting hosted by a right-wing political action committee, along with specific instructions about how to keep their participation off the public radar. According to the York Dispatch, the invitation came from former Central York school board member Veronica Gemma, who (after losing her seat) was hired as education director for PA Economic Growth, a PAC that had helped elect 48 conservatives to York school boards the previous fall. (Gemma did not respond to interview requests.)
Gemma’s invitation was accompanied by an agenda sent by the PAC, which included a discussion about ILC and how board members could “build a network of support” and “advance our shared goals more effectively countywide.” The invitation also included the admonition that “confidentiality is paramount” and that each district should only send four board members or fewer — to avoid the legal threshold for a quorum that would make the meeting a matter of public record.
“Remember, no more than 4 — sunshine laws,” Gemma wrote.
In the wake of stories like these, Wenger’s 2005 suggestion that conservatives “become as clever as serpents” in concealing their intentions became ubiquitous in coverage of and advocacy against ILC — showing up in newspaper articles, in editorials and even on a T-shirt for sale online.
“I think it’s very obvious,” reflected Moon, “but if something has to be taking place in secrecy, I’m not sure it can be good for our students.”
But the lack of transparency shows up in subtler ways too, in the spreading phenomenon of districts adopting ILC policies without admitting where the policies come from. That was the case in Eastern York in 2025, where board members who had previously lobbied for an ILC pronoun policy later directed their in-house attorney to write an original policy instead, following the same principles but avoiding the baggage an ILC connection would bring.
In Elizabethtown (which did contract ILC), one policy was even introduced erroneously referencing clauses from another district’s code, in an indication of how directly districts are copy-pasting from one another.
In 2025, ILC attorney Jeremy Samek even seemed to acknowledge the trend, predicting that fewer districts might contract ILC going forward, since the combination of Trump’s executive orders on trans students and the general spread of policies similar to ILC’s meant “it’s going to be a lot easier for other schools to do that without even talking to us.”
In the face of what appears like a deliberate strategy of concealment, members of the public have increasingly turned to official channels to compel boards to disclose their dealings with ILC. Mark Clatterbuck did so in 2024 and 2025, filing 10 Right-to-Know requests with Penn Manor for all school board and administration communications with or about ILC and policies ILC consulted on and any records related to a set of specific keywords.
Thirty miles north, three Elizabethtown parents sued their school board in the spring of 2025, alleging it deliberately met and conferred with ILC in nonpublic meetings and private communications to “circumvent the requirements of the Sunshine Act.”
In both cases, and more broadly in the region, ILC critics are keenly aware that, by bringing complaints or lawsuits against the group or the school boards it works with, they might be doing exactly what ILC wants: furthering its chances to land another case before the Supreme Court, where a favorable ruling could set a dangerous national precedent, such as ruling that Title IX protections don’t cover trans students.
“They’re itching for a case,” said Clatterbuck. To that end, he added, his pro bono attorneys — at the law firm Gibbel Kraybill & Hess LLC, which also represents the Elizabethtown plaintiffs pro bono — have been careful not to do ILC’s work for it.
Largely, that has meant keeping the cases narrowly focused on Sunshine Act violations.
But in both cases, there are also hints of the larger issue at hand — of whether, in a repeat of the old Dover “intelligent design” case, ILC’s policies represent school boards imposing inherently religious viewpoints on public schools. After all, ILC’s parent group, the Pennsylvania Family Institute, clearly states its mission is to make Pennsylvania “a place where God is honored” and to “strengthen families by restoring to public life the traditional, foundational principles and values essential for the well-being of society.” And in 2024, the institute’s president, Michael Geer, told a Christian TV audience that much of ILC’s work involves working with school boards “on the transgender issue, fighting that ideology that is pervasive in our society.”
In the Elizabethtown complaint, the plaintiffs argue that district residents must “have the opportunity to observe Board deliberations regarding policies that will affect their children in order to understand the Board members’ true motivation and rationale for adopting policies — particularly when policies are prepared by an outside organization seeking to advance a particular religious viewpoint and agenda.”
The public has ample cause to suspect as much. Five current and former members of Elizabethtown’s school board are connected to a far-right church in town, where the pastor joined 150 other locals in traveling to Washington, D.C., on Jan. 6, 2021. Among them were current board members Stephen Lindemuth — who once preached a sermon at the church arguing that “gender identity confusion” doesn’t “line up with what God desires” — and his wife, Danielle Lindemuth, who helped organize the caravan of buses that went to Washington. (Stephen Lindemuth replied by email, “I have no recollection of making any judgmental comments concerning LGBTQ in my most recent preaching the past few years.” Neither he nor his wife were accused of any unlawful acts on Jan. 6.)
Another board member until this past December, James Emery, went through the church’s pastoral training program and in 2022 served as a member of the security detail of far-right Christian nationalist gubernatorial candidate Doug Mastriano.
The West Shore School District Administration Center, where school board meetings are held, in Lewisberry, Pennsylvania. Credit: Michelle Gustafson for The Hechinger Report
School board meetings in Elizabethtown have also frequently devolved into religious battles, with one local mother, Amy Karr, board chair of Elizabethtown’s Church of the Brethren, recalling how local right-wing activists accused ILC’s opponents of being possessed by demonic spirits or a “vehicle of Satan.”
In Penn Manor, Clatterbuck similarly hoped to lay bare the “overtly religious nature” of the board’s motivation by including in his Right-to-Know requests a demand for all school board communications about ILC policies containing keywords like “God,” “Christian,” “Jesus,” “faith” and “biblical.”
For nearly a year, the district sought to avoid fulfilling the requests, with questionable invocations of attorney-client privilege (including one board member’s claim that she had “personally” retained ILC as counsel), sending back obviously incomplete records and protestations that Clatterbuck’s keyword request turned up so many results that it was too burdensome to fulfill. Ultimately, Clatterbuck appealed to the Pennsylvania Office of Open Records to compel the board to honor the request.
This fall, Clatterbuck received a 457-page document from the board containing dozens of messages that suggest his suspicions were correct.
In response to local constituents writing in support of ILC — decrying pronoun policies as a violation of religious liberty, claiming “the whole LGBTQ spectrum is rooted in the brokenness of sin” and calling for board members to rebuke teachers unions in “the precious blood of Jesus” — at least three board members wrote back with encouragement and thanks. In one example, board member Anthony Lombardo told a constituent who had written a 12-page message arguing that queer theory is “inherently atheistic” that “I completely agree with your analysis and conclusions.”
When another community member sent the board an article from an evangelical website arguing that using “transgendered pronouns … falsifies the gospel” and “tramples on the blood of Christ,” board member Donna Wert responded, “Please know that I firmly agree with the beliefs held in [this article]. And please know that heightened movement is finally being made concerning this, as you will see.”
To Clatterbuck, such messages demonstrate the school board’s religious sympathies, as well as how Christian nationalism plays out at the local level. While national examples of Christian right dominance, like Defense Secretary Pete Hegseth’s Crusader tattoos or Supreme Court Justice Samuel Alito’s “Appeal to Heaven” flag, get the most attention, Clatterbuck said, “this is what it looks like when you’re controlling local school boards and passing policies that affect people directly in their local community.”
But the local level might also be the place where advocates have the best chance of fighting back, said Kait Linton of Public Education Advocates of Lancaster.
Speaking ahead of a panel discussion on ILC at Elizabethtown’s Church of the Brethren last June — one of several panels PEAL hosted around Lancaster in the run-up to November’s school board elections — Linton emphasized the importance of focusing on the “hyperlocal.”
“With everything that’s happening at the national level,” Linton said, “we find a lot of folks get caught up in that, when really we have far less opportunity to make a difference up there than we do right here.”
PEAL’s efforts have been matched by other groups at the district level, like Elizabethtown’s Etown Common Sense 2.0, which local parent and former president Alisha Runkle said advocates against the sort of policies ILC drafts and also seeks to support teachers “being beaten down and needing support” in an environment of relentless hostility and demands to police their lesson plans, libraries and language.
They’re also reflected in the work of statewide coalitions like Pennsylvanians for Welcoming and Inclusive Schools, which helps districts share information about ILC policies — including a searchable map of ILC’s presence around the state — and resources like the Education Law Center, which has sent detailed demand or advocacy letters to numerous school districts considering adopting ILC-inspired policies.
This past November, that local-level work resulted in some signs for cautious hope. In Lancaster County’s Hempfield School District — one of the first districts in the state to hire ILC — the school board flipped to Democratic control. Among the new board members are Kait Linton and fellow PEAL activist Erin Small.
Across the river, in West Shore, the departure of three right-wing board members — one who resigned and two who lost their elections — left the board with a new 5-4 majority of Democratic and centrist Republican members. After the election, the board promptly moved to table three contentious policy proposals, including the anti-trans bathroom policy the board had copied from ILC and a book ban policy that drew heavily on ILC’s work.
While in other Lancaster districts — including Elizabethtown, Warwick and Penn Manor — school boards remained firmly in conservative control, there are also signs of growing pushback, as in Elizabethtown, where Runkle noted the teachers union has recently begun challenging the board during public meetings and local students have gotten active protesting book bans.
Similar trends have happened statewide, said the Education Law Center’s Kristina Moon, who noted that voters “were so concerned about the extremist action they saw on the boards that it was kind of a wake-up call: that we can’t sleep on school board elections, and we need to have boards that reflect a commitment to all of the students in our schools.”
While reports of ILC’s direct involvement with school boards seem to have waned in recent months, said Moon, that “does not mean the threat to our public schools is over. We see continued use of those discriminatory policies by school boards just copying the policy exactly as it was adopted elsewhere. And it causes the same harm in a district, whether the district is publicly meeting with ILC or not.”
Plus there are now Trump’s anti-trans executive orders, which have spread confusion statewide. And just this December, a legal challenge brought by another Christian right law firm, the Thomas More Society, is challenging the authority of Pennsylvania’s civil rights commission to apply anti-discrimination protections to trans students in public schools.
As a consequence, the Education Law Center has spent much of the past year trying to educate school and community leaders that executive orders are not the law itself, and they cannot supersede case law supporting the rights of LGBTQ students.
“We’re trying to cut through the noise,” Moon said, “to ensure that schools remain clear about their legal obligations to provide safe environments for all students … so they can focus on learning and not worrying about identity-based attacks.”
Contact editor Caroline Preston at 212-870-8965, via Signal at CarolineP.83 or on email at preston@hechingerreport.org.
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PEACHAM, Vt. — Early on a chilly fall morning in this small Vermont town, Principal Lydia Cochrane watched a gaggle of kids chase one another and a soccer ball around their school recess yard. Between drop-off and first bell, they were free, loud and constantly moving.
With only about 60 students in prekindergarten through sixth grade, Peacham Elementary is the sort of school where all the kids know one another and locals regularly respond to calls for supplies and volunteers for field trips and other school activities. Cochrane gestured at the freshly raked wood chips around the swings and climbing structures, one of many tasks Peacham families completed at a recent community workday.
“With a small school, the families know how crucial it is to support it and ensure it succeeds, and so they show up for it,” said Cochrane.
Peacham is also a type of school that’s disappearing nationwide, as education systems grapple with plunging enrollments and rising costs. Amid declining birth rates and growing competition from private-school voucher programs, the number of students in U.S. public schools dropped about 2.5 percent between 2019 and 2023, according to the most recent federal data. Fewer students leads to higher per-pupil spending, because district staffing and other expenses largely remain in place despite enrollment drops, and states are increasingly trying to escape the education budget crunch via school consolidation: In the past three years alone, at least 10 states have considered measures to mandate or incentivize district mergers.
Lydia Cochrane is the principal of Peacham Elementary School, in Peacham, Vt. Credit: Oliver Parini for The Hechinger Report
These pressures are especially keen in rural areas where the smallest schools predominate and play an outsized role in community life. Vermont, the nation’s most rural state, has lost about 20 percent of its K-12 public school student population in the past two decades. That’s helped push per-pupil costs and property taxes to the breaking point. Early in 2025, the state’s governor and education secretary released a plan to overhaul Vermont education, proposing massive district consolidation as the foundation for sweeping changes in school funding, curricula and academic standards.
The Legislature responded with its own comprehensive plan, which passed last summer as Act 73, calling for a minimum of 4,000 students per district, a threshold now met by only 1 of the state’s 119 districts.
District mergers are not the same as school closures, but one invariably leads to the other, as they have in Vermont’s other recent waves of district consolidations. The scope of Act 73’s proposals have ignited intense pushback from people fearing the loss of local control over education, even from a majority of the task force created to map options for bigger districts.
This month, the state Legislature will consider whether to push forward or completely rethink the process, a debate that will be closely watched by rural education advocates nationwide. Backers of school consolidation maintain that the crises of declining enrollment, falling test scores and tight education budgets demand a bold response and that consolidating schools is necessary to control costs and more equitably distribute resources and opportunities.
Opponents say the evidence that widespread school consolidation saves money — or helps students — is mixed at best, and that success depends highly on local context. They want any mergers and closings to be voluntary and done with a clear-eyed accounting of what’s to be gained and lost.
Vermont’s student-teacher ratio of 11 to 1 is the lowest in the nation, and the state now spends nearly $27,000 per student, second only to New York State. That has triggered spikes in local taxes: In 2024, Vermonters facing double-digit property tax increases subsequentlyrejected nearly one-third of school budgetswhen they next went to the polls.
The school budget revolts led Republican Gov. Phil Scott and his recently appointed education secretary, Zoie Saunders, to propose an education overhaul in January 2025 that would have divided the state into five regional districts serving at least 10,000 kids each. That plan was then superseded by Act 73, which created a redistricting task force of lawmakers and education leaders to map options for the Legislature to consider when it returns to work this month.
Saunders argues that school consolidation is key to the broader education transformation that Vermont needs in order to tackle several interconnected challenges, including rising student mental health issues, falling test scores and stubborn achievement gaps. “Many of these issues are hard to solve unless we address our issues around scale and funding,” she said in an interview. “We had to think about reform in a way that was going to focus on funding, quality and governance, because they’re all connected.”
The state has consolidated schools several times before. Most notably, in 2015, Act 46 triggered several years of mergers — first voluntary, then required — that eliminated dozens of districts and led many small schools to close.
Jessica Philippe, a Peacham parent who was on the school board at the time, recalled the worry that the district and its elementary school would be swallowed up. Many of Vermont’s smallest districts, including Peacham, operate only an elementary school and cover the higher grades by paying tuition for students to attend public or certain private schools outside the district.
Third and fourth grade students work at their desks at Peacham Elementary School, in Peacham, VT. Credit: Oliver Parini for The Hechinger Report
“It seems like this is a cycle we have to go through,” she said. “Every five or 10 years, we have to fight to keep this place, because people from away think, oh, that’s just a few kids we have to disperse.”
The Peacham school board fended off that threat by showing the state board of education ample data that Peacham Elementary was viable and that there wasn’t much money to be saved from a merger. In fact, the state has never done a full financial analysis of Act 46. At the very least, the mergers failed to stem the spending and tax hikes that triggered Act 73.
The only comprehensive accounting of Act 46 was done by a Vermont native, Grace Miller, for her 2024 undergraduate thesis at Yale University where she studied economics and education. In her analysis of 109 districts between 2017 and 2020, she found that mergers did yield some savings, but it was soaked up by new spending such as higher salaries in newly combined districts and higher costs to bus students to and from schools farther away.
Meanwhile, some of the fastest-growing educational costs in Vermont are arguably outside school and district control, such as skyrocketing health care premiums, which account for about 15 percent of district spending. According to data from KFF (formerly the Kaiser Family Foundation), Vermonters pay the highest “benchmark” health care premiums of any state, nearly $1,300 a month, almost double what they paid just five years ago. The state has also shifted other financial burdens onto districts, such as capital construction costs for schools, which the state hasn’t funded in nearly two decades.
“We need to be focused on those core cost drivers,” said Rebecca Holcombe, a Vermont state representative and member of the redistricting task force, “not because there aren’t small schools that are inefficient and might not make it, but because even if we addressed them, we’d barely touch the real problem.”
Holcombe, who was the state’s education secretary when Act 46 passed, believes some school consolidation makes sense for Vermont, but not mandated mergers, especially at the scale proposed by Act 73. She was among the eight of 11 task force members who voted not to include maps of new, bigger district options in their final report in early December.
Instead they proposed a 10-year plan to create five regional “cooperative education service areas” where districts would pool resources to coordinate services — such as transportation, special education and professional development — and generate savings through scale. It also proposed that the state offer financial incentives to districts that voluntarily merge, centered on creating or strengthening high schools to serve students from combined districts and beyond.
Speaking to reporters, Gov. Scott admonished the task force a few days after its members voted to forward only the shared services plan to the state Legislature without mapping options for consolidating districts. “They didn’t redraw the lines,” he said. “They failed.”
When lawmakers reconvene on Jan. 6, it’s unclear how they’ll handle recommendations from a task force that arguably rebuked its founding legislation. They could ignore the task force and create their own maps of 4,000-student districts. They might amend Act 73 to fit the task force’s proposal.
Seated in her office at Doty Memorial School in Worcester, a small Vermont town north of Montpelier, Principal Gillian Fuqua choked up when explaining her change of heart — from opposing to supporting a plan to close the school she’s overseen since 2019. Doty has about 60 K-6 students this year, and Fuqua slides a paper across her desk showing projections based on town birth records that enrollment could drop to 40 by the fall of 2028.
“It’s absolutely heartbreaking to me,” she said. “But we have to think about what we want for our kids, and we’re not in a good place right now.”
Worcester is one of five towns merged into a single district by Act 46 in 2019. For two years in a row, the district has considered closing Doty, which would require voter approval. Last year, the plan was shelved without a vote after residents protested. But now a vote has been scheduled for February 10.
This past fall, when the district restarted consolidation discussions, Fuqua joined the “configuration committee” and dropped her previous opposition to closing the school. It already must combine two grades in classrooms to meet state minimums for class size. Fuqua worried that if classes shrink further, teachers might struggle to foster soft skills such as teamwork, collaborative problem solving and navigating a diversity of opinions. A larger school, she continued, could also support a full-time instrumental music teacher instead of the one-day-a-week instructor that Doty kids get, as well as a full-time librarian.
Doty Memorial School, which could close depending on the results of a vote in February. Credit: Oliver Parini for The Hechinger Report
The town of Worcester, Vt. Doty Memorial School (center) is visible in the foreground. Credit: Oliver Parini for The Hechinger Report
Indeed, there is ample evidence from Vermont and other states that merged schools can expose students to more and varied learning opportunities. A report released in 2024 by the Vermont Agency of Education, based on surveys and superintendent interviews from seven districts that merged early in the Act 46 era, highlighted merged districts saving, adding or restarting school offerings such as literacy intervention services, world languages and after-school extracurricular activities.
Nevertheless, education researchers stress that sending students to a bigger school with more resources doesn’t necessarily mean improved academic achievement or well-being. “These students are often experiencing an enormous transition, and there are a whole bunch of factors that can affect that,” said Mara Tieken, an education professor at Bates College who studies school consolidation.
School closings tend to be in more disadvantaged areas, for instance, and students there now take longer bus rides that cut into time for studying, sleep and after-school programs. Another variable is whether students from a closed school all transfer to the same new school, or are “starburst” out because no single school can accommodate them all. Tieken said it takes serious planning “to smooth that transition for new students, to create a culture that’s welcoming.”
“The answer to virtually every question about school consolidation is: It depends,” said Jerry Johnson, director of the Rural Education Institute and professor of educational leadership at East Carolina University, who has researched school consolidation for decades.
Whatever might be gained from a merger, many Doty parents (and students) remain opposed. In interviews, several said their tiny school provides something incredibly valuable and increasingly rare: human connection and community. In places like Worcester, a local school is one of the few spaces that regularly brings folks together and serves as a magnet for the young families that sustain small-town life.
Rosie Close, a fifth grader at Doty, described a tradition of students making and serving soup at the town’s free “community lunch” held every Wednesday at the town hall. “If they closed Doty,” she said, “that would kind of take away part of the town, too.”
While some Doty families had deep roots in the area, others moved to town more recently, including Caitlin Howansky, mother of a third grader. Howansky grew up in New York City, where she went to an elementary school with more than 30 kids per class.
“Nobody outside of that classroom necessarily knew my name or knew me as a whole person. I was just one of the crowd,” she said.
By contrast, Howansky said, the teachers at Doty “know every kid’s strengths and weaknesses across the whole building.”
That doesn’t mean that she and her neighbors are blind to demographic or economic realities, especially when housing, health care and so much else is getting more expensive. Early in December, for instance, Vermonters learned that property taxes would likely be spiking again next year, by nearly 12 percent on average.
“A lot of people are saying, if we fight this again, are they just going to come back and try again next year?” Howansky said. “And is it fair to the children to live under this constant threat and this constant stress of not knowing?”
She still thinks the fight against a merger is worth it, but said, “Everyone has to figure out where to draw their individual line.”
Contact editor Caroline Preston at 212-870-8965, via Signal at CarolineP.83 or on email at preston@hechingerreport.org.
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As A.I. automates information and routine decision-making, it is forcing managers to confront whether they truly know how to lead people. Unsplash+
The discourse surrounding artificial intelligence in the workplace is thick with dystopian forecasts and utopian promises. Will it eradicate jobs or usher in a new era of human creativity? For managers and leaders, the question is more pointed: will advances in A.I. make my role obsolete? The answer is a definitive no. A.I. will not replace managers. It will, however, act as a great accelerant, stripping away the administrative crutches many have leaned on for decades and laying bare a critical deficit in our organizations: the inability to genuinely manage people.
For more than a century, the prevailing management model has been one of command-and-control. Managers were expected to be the nexus of knowledge, the primary problem-solvers and the arbiters of work. Promotion into management was typically a reward for attaining technical proficiency in a particular area, creating a legion of what the Chartered Management Institute (CMI) has called “accidental managers”—individuals promoted for their knowledge but utterly unprepared for the human complexities of leadership. In the U.K. alone, the CMI estimates that 82 percent of managers receive no formal preparation or training to take on the people management aspects of their role.
This is the category of manager that A.I. is coming for. The manager whose primary value lies in holding information, creating reports, assigning tasks and resolving routine problems is standing on a trapdoor. Generative A.I. and advanced analytics can now perform these functions with unprecedented speed and efficiency. Knowledge is no longer power because knowledge is ubiquitous. A recent MIT Sloan study found that access to A.I. toolsincreased productivity for knowledge workers by over 40 percent, largely by automating the synthesis and retrieval of information—the very tasks that once consumed a manager’s day. When the “what” and the “how” of a task are automated, what is left for a manager to do?
The answer is everything that truly matters: the “who” and the “why.” What remains are the deeply human skills that A.I. cannot replicate. These include fostering psychological safety, building trust, inspiring motivation, navigating conflict and cultivating an employee’s innate potential. In this new landscape, the manager’s role shifts from chief problem-solver to chief enabler. Success will no longer be measured by the solutions a manager provides, but by the problem-solving capabilities they build within their teams.
This is where the crisis in management becomes painfully evident. Despite decades of investment the world over in leadership development programs, each busying itself inventing its own version of a management wheel, employee engagement levels remain stubbornly low. Gallup reports that only 10 percent of workers in the U.K., for example, feel engaged in their work. Globally, the share of employees experiencing high daily stress has steadily climbed over the past 20 years to 41 percent, rising to nearly 60 percent for those working under poor management. Together, disengagement and stress are estimated to cost the global economy $8.9 trillion annually, roughly nine percent of global GDP.
Traditional management approaches, which emphasize telling, directing and correcting, are misaligned with how people learn and perform. By removing autonomy and short-circuiting learning, they unintentionally fuel disengagement and burnout, precisely the outcomes organizations can least afford in an A.I.-accelerated environment.
The solution requires a fundamental reboot of our management operating system. For years, organizations have attempted to retrofit coaching skills onto managers through formal, session-based models like GROW. These models, while effective in executive coaching contexts, are ill-suited for the dynamic, fast-paced reality of frontline management. Time-starved managers rarely have the capacity for scheduled, hour-long coaching conversations, nor the psychological distance required to coach their direct reports while holding them accountable for performance.
What’s needed instead is a more integrated, behavioral approach that embeds coaching into the fabric of daily interactions. This means shifting from reflexively fixing problems to facilitating better thinking in others, and bringing development into the flow of work.
At its core, this approach can be distilled into a simple behavioral sequence summarized as STAR.
Stop: The first, and most difficult, step is resisting the instinct to immediately solve the problem when an employee raises an issue. Instead of jumping to an answer, the manager pauses and takes a step back. Think: In that pause, the manager assesses whether this is a coachable moment. Is the situation non-urgent? Is there an opportunity for learning rather than rescue? Ask: Rather than telling, the manager adopts an inquiry-led approach, using questions to prompt reflection and ownership. A subtle but effective shift is moving from blame-oriented “why?” questions to solution-focused “what?” questions. For example, replacing “Why is this late?” with “What obstacles came up, and what options do we have now?” changes the tone from accusation to collaboration.
Result: The interaction concludes with clear next steps and follow-up, reinforcing accountability while ensuring the employee owns the outcome and and that there will be an opportunity for appropriate feedback.
This is not coaching as a formal, scheduled meeting. It’s a 90-second interaction in the hallway or a two-minute exchange on a video call. It’s coaching as a continuous micro-practice. The cumulative impact, however, is macro. Government-sponsored research conducted by the London School of Economics has shown that managers trained in this approach increased the amount of time they spent coaching in the flow of work by 70 percent. The benefits ripple outwards: managers regain time as their teams become more self-sufficient, employees feel more valued and trusted and the organization develops a resilient, adaptive and highly engaged culture.
A.I. is an epochal technology that will automate complexity and democratize access to knowledge. This transition will be uncomfortable for managers who have built their authority on being the expert in the room. But for those who recognize that the future of leadership lies in human connection, judgment and meaning-making, it represents the greatest opportunity in a generation.
The challenge is clear: evolve from a director of tasks into a developer of people. A.I. will increasingly manage the tasks. Leaders must manage meaning and the conditions in which people can do their best thinking. A.I. won’t replace those who fail to make this shift, but it will make them increasingly irrelevant by revealing a new, higher standard of leadership.
Kim Jong Un sent New Year’s greetings to North Korean soldiers dispatched overseas in a midnight address Thursday, highlighting the importance the country attaches to troops dispatched in support of Russia’s war against Ukraine.
At a New Year’s Eve event in Pyongyang’s May Day Stadium, the leader extended “militant salutations” to overseas units who are ushering in 2026 “far from home with warm hearts yearning for the motherland,” the ruling party’s official newspaper Rodong Sinmunreported Thursday.
FinAi leadership took to “The Buzz” podcast in 2025 to discuss approaches to AI.
Chief executives from banks and fintechs shared insights on AI strategy, how to combat fraud and opportunities for AI-driven lending.
The following CEOs sat down with FinAi News in 2025:
Austin Capital Bank CEO Erik Beguin on AI-driven fraud
AI is part of the problem and part of the solution for fraud at large, Austin Capital Bank CEO Erik Beguin says on this episode of “The Buzz.”
Fraudsters are using AI to target individuals, read social profiles and identify the best way to attack a person, he says. The technology streamlines a laborious task for bad actors.
White Clay CEO Mac Thompson talks 8 steps for AI implementation
Financial institutions are implementing AI at scale, but logistics should be the focus before diving headfirst into emerging technology, Mac Thompson, CEO of software provider White Clay says on “The Buzz.”
He shares eight steps for AI strategy, including building a business strategy, prioritizing market research, organizing data and more.
There is a squeaky old merry-go-round in my neighborhood that my own children play on from time to time. Years of kids riding on it have loosened its joints so it spins more freely and quickly. The last time they played on the merry-go-round, my children learned the important lesson that the closer to the center they sit the more stable and in control they feel.
While being a school leader has always felt like being on a spinning piece of playground equipment, leading since the inauguration of President Donald Trump has made me feel as if I moved from the center to the edges in this merry-go-round metaphor. Immigration raids and attacks on civil liberties have made the work feel blindingly fast.
The school I serve has a large population of immigrant students. Teens who just weeks ago felt like our school was a safe and secure place now carry a new level of concern into our classrooms and hallways. My school has seen a significant drop in attendance since January with parents and guardians citing the desire to keep their children home instead of sending them to school and putting them in harm’s way as ICE raids happen across the city.
Our staff feels the impact of the rhetoric and policy shifts out of Washington as well. They fear for the physical and emotional safety of our students when they leave the school.
For my part, I wonder if my decisions that prioritize equity and inclusion will make me the target of criticism–or worse, an investigation. This year, we have had ongoing professional development opportunities to teach staff how they can better support our queer students and employees. Each time we engage in these discussions, I find myself worrying about the repercussions.
But I am determined that the programs and people in place to support and protect our most vulnerable students will not go away. Rather, they will be reinforced. My role as a school leader is to create an environment so safe and accepting that students and staff never feel like they must look over their shoulder while they are at school. We want them to breathe easily knowing that, at least during the school day, they can be seen, safe, and successful.
To be sure, this job has always been a juggle, which includes instructional leadership, behavioral support, budgeting, staffing, and–in my case–fighting the stigma of historically being identified as a low-performing school by the Colorado Department of Education. But the changes out of Washington have taken things to the next level. As I navigate it all, I do my best to be energetic, optimistic, and reliable. Each day is an exercise in finding joy in my interactions with students and staff.
I find joy in seeing students cheer on their peers at basketball games. I find joy in watching a teacher sit with a student until they grasp a challenging concept. I find joy when I see staff members step in to teach a class for a colleague who is sick or just needs a break. I find joy and hope in my daily interactions with students and staff; they are the core of my work and are the bravest people I have worked with in my career.
When I push my children on the merry-go-round, I tell them to get to the center because the spinning seems to slow down and the noise decreases. This is the same advice I would give to school leaders right now. Get right to the center of your work by being with students and staff as much as possible. Even at the center, the spinning does not stop. The raids, political attacks, and fear tactics do not decrease, but the challenge of facing them becomes a little more manageable. While every force out there may be pushing leaders away from the center of their work, prioritizing that values-based work reminds us exactly why we do what we do.
Chalkbeat is a nonprofit news site covering educational change in public schools.
Dr. Chris DeRemer is the principal of Manual High School in Denver. He has been teaching and leading schools in the Denver metro area for the past 15 years. When he is not working in or thinking about schools, he can be found running or playing outside with his wife and three kids.
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North Korean leader Kim Jong Un oversaw a “long-range strategic cruise missile” test on Sunday, according to state media, calling it an “exercise of war deterrence in the current situation where we are facing various security threats.”
The Korean Central News Agency (KCNA) reported Monday that the DPRK military launched two cruise missiles on the west coast, each flying around 170 minutes before striking a target building. NK News analysis shows the target is on an island near Nampho which has been used numerous times during missile tests in recent years.