ReportWire

Tag: Students

  • Mis-identifying “504-only” students

    Key points:

    Section 504 of the Rehabilitation Act, which prohibits discrimination against students and other individuals with disabilities, is far less visible than the Individuals with Disabilities Education Act (IDEA) in school districts.  Largely neglected in comparison to the IDEA, it poses growing problems and hidden costs on the general education side of the ledger.  In comparison to students with IEPs under the IDEA, students eligible under only the overlapping coverage of Section 504 are the responsibility of general education.

    The problems and costs start with mis-identification under Section 504’s definition of disability, which is broader than that under the IDEA.  Not limited to specified classifications, such as specific learning disability, or the need for special education, the requirements for Section 504 eligibility are (1) any physical or mental impairment that limits (2) a major life activity (3) substantially.  The students identified under Section 504 rather than the narrow eligibility definition of the IDEA are referred to as “504-only,” and they typically receive accommodations and services under a 504 plan as compared to an IEP.

    “504-only” rates

    The national rate of students with 504 plans has almost quadrupled in the past 15 years.  More specifically, in school year 2009–10, which was one year after Congress expanded the interpretive standards for determining eligibility under Section 504, the national percentage, according to data collected by the U.S. Department of Education, was 1.1 percent.  This percentage steadily increased, well beyond the effects of the Congressional amendments.  In 2021–22, which was the most recently released data from the Department, the national percentage was 3.9 percent.

    This growth is attributable in part to the increase in the identified incidence of not only ADHD, dyslexia, and anxiety but also various physical health issues, such as diabetes and food allergies.  However, another major reason is the loose identification practices for “504-only” students.

    Revealing not only resulting over- but also under-identification, for the most recent year of 2021–22, the rates varied at the state level from New Hampshire and Texas at almost double the national percentage to New Mexico and Mississippi at less than half that national rate.  California’s rate for that year was only 2.1 percent, but its variance was wide.  Its districts ranged from 0 percent to 13.9 percent, and schools ranged from 0 percent to 24.2 percent.  Districts and schools at the low end are particularly vulnerable to individual child find claim.  And one can only imagine what it’s like to be a general education teacher at a school for those at the high end in terms of paperwork, meetings, implementation, and resulting litigation.  Thus, both over- and under-identification warrant administrative attention.

    Mis-identification costs and consequences

    For over-identification, the hidden costs include not only providing related services, such as counseling and transportation, but also the time of teachers and administrators for meetings, forms, and potential complaint investigations, impartial hearings, and court proceedings.  Additionally, at a time of teacher shortage, high percentages of students with 504 plans contributes to current recruitment and attrition problems. Yet, unlike the IDEA, Section 504 provides no extra funding from either federal or state governments.  Thus, Section 504 implementation is part of the school district’s general education budget.  Moreover, along with under-identification, over-identification is a matter of social as well as legal justice, because it allocates limited school resources to students who do not really qualify and, thus, are false positives.  This hurts both the true positives (i.e., accurately identified) and the false negatives (i.e., should be identified).  The under-identified students pose a hidden cost of exposure to child find violations, which include attorneys’ fees and remedial orders.

    Quick tips for district consideration

    • Make sure that your administration annually collects and examines accurate information as to the percentage of students with 504 plans for the district as a whole and for the elementary, middle, and high school levels.  For percentages that are notably high or low in relation to extrapolated current national and state rates, extend the data collection and review to the identified impairments, major life activities, and the basis for the “substantial” connection between the impairment and major life activities
    • Under the leadership of a designated central administrator, make sure that each school has a carefully selected, officially designated, sufficiently trained, and solidly backed Section 504 coordinator  In general, the principal or an assistant principal is the presumptively correct choice; yet, principals too often delegate this key role to a relatively inexperienced school counselor or other staff member who lacks appropriate expertise and authority for proper 504-only identification.    
    • Make sure that the administration has uniform, effective, and legally defensible policies and practices that include:
      • Child find procedures parallel to those under the IDEA but keyed to the broader, three-part definition of disability under Section 504, which does not require educational impact or the need for special education.
      • Eligibility decision is by a team that meets the legal criteria of being reasonably knowledgeable about the child, evaluation data, and appropriate services/accommodations.
      • Regular training for the team, which includes legal updates on the identification procedures and criteria but also the longitudinal § 504-only rates for the district, school, and grade.
    • Invest general education resources on multi-tiered strategies and supports, differentiated instruction, and responsive accommodations for students that do not clearly qualify for either IEPs or 504 plans.  The more that districts meet student needs with such practices on a reliable and reasonable basis, the less that problems of over- and under-identification tend to arise.
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    Perry A. Zirkel, Retired Professor of Education Law

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  • When seconds matter: Why in-building coverage is a lifeline for school safety

    Key points:

    During a school emergency, every minute that passes is crucial, but in those moments, a reliable connection can mean the difference between confusion and coordinated response. Yet, across the country, there is an unseen danger confronting school staff, students, and emergency personnel. This is inadequate communication connectivity within school buildings.

    For years, schools have implemented fortified doors, cameras, and lockdown exercises. This is because communication is the unseen link that connects each safety measure. However, communication can weaken once someone enters a structure composed of concrete, steel, and reinforced glass. This is unacceptable during a time when almost every call to 9-1-1 is generated by a cell phone.

    The changing face of emergency response

    More than 75 percent of emergency calls now come from wireless phones, according to the Federal Communications Commission. When something goes wrong in a classroom or gym, the first instinct isn’t to reach for a landline–it’s to pull out a smartphone.

    But what happens when that signal can’t get out?

    This problem becomes even more pressing as the nation moves toward Next-Generation 9-1-1 (NG911), a major upgrade that allows dispatchers to receive text messages, images, and even live video. These new capabilities give first responders eyes and ears inside the building before they arrive–but only if the network works indoors.

    At the same time, new laws are raising the bar. Alyssa’s Law, named after Alyssa Alhadeff, a student killed in the 2018 Parkland school shooting, requires schools in several states to install silent panic alarms directly linked to law enforcement. Similar legislation is spreading nationwide. These systems rely on strong, reliable indoor wireless coverage–the very thing many older buildings lack.

    When walls become barriers

    School buildings weren’t designed for today’s communications reality. Thick concrete walls, metal framing, energy-efficient glass, and sprawling multi-story layouts often block or weaken wireless signals. During an active-shooter event or a tornado warning, students may shelter in basements, cafeterias, or interior hallways–places where signal strength is weakest.

    After several high-profile incidents, post-incident reports have revealed the same pattern: first responders losing radio contact as they entered, dispatchers unable to locate or communicate with callers, and delays caused by poor in-building connectivity. These breakdowns aren’t just technical–they’re human. They affect how quickly students are found, how fast responders can coordinate, and how well lives can be protected.

    Technology that saves seconds–and lives

    Fortunately, there are solutions available, and they are becoming more accessible.

    The Emergency Responder Radio Coverage Systems (ERRCS) can also be referred to as Distributed Antennas Systems (DAS) within a public safety setting. The technology is responsible for extending radio communication coverage within building infrastructures. ERRCS are required within schools due to measures put into place within fire regulations.

    For communication and safety needs, cellular DAS, also known as small cells, are required to expand cellular coverage on a campus. These enable students, faculty, and staff to make calls, send texts, and exchange vital multimedia messages to 9-1-1 dispatchers, which is crucial during the NG911 era.

    Despite such technologies, smaller schools on more limited budgets can still leverage signal boosters and repeaters to fill coverage gaps within gyms, cafeterias, and other similar areas. At the same time, newer managed Wi-Fi solutions that offer E911 functionality can serve as a backup safety net that can transmit multimedia messages over secure Internet communications when cellular connectivity is no longer available.

    Best practices for schools

    Start with a coverage assessment. A comparison of where signals are dropping, not only for public safety communications but generally across each of the main cellular providers, will provide school administration with information on where to make improvements.

    Schools should then coordinate with the fire departments, the office of emergency management, and wireless service providers prior to implementing any system. This will ensure that they comply with local regulations and interoperability with first responders.

    Finally, maintenance and functionality are just as important as final installation. Communication systems should receive periodic tests, preferably during safety drills to verify that they work well under stress.

    Bridging the funding gap

    Improving in-building communications infrastructure can sound costly, but several funding pathways exist. Some states offer school-safety grants or federal assistance programs that cover technology investments tied to life safety. Districts can also explore partnerships with local governments or leverage E-rate-style funding for eligible network upgrades.

    Beyond compliance or funding, though, this is an equity issue. Every student, teacher, and responder deserves the same chance to communicate in a crisis–whether in a small-town elementary school or a large urban high school.

    A call to action

    A school is more than its classrooms and hallways, it is also a community of individuals each relying on others during times of fear and uncertainty. Perhaps one of the most straightforward ways to make this community more resilient is to provide a strong indoor building communication environment, both for public safety communications and cellular devices.

    The time has come to make connectivity a vital safety component rather than a luxury, because silence is simply not an option when seconds are at stake.

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    Payam Maveddat, Wilson Connectivity

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  • The three P’s of writing a memorable college essay

    Key points:

    As a former admissions officer and now an independent education consultant, I’ve read thousands of college essays. The ones that earn students admission to their dream schools aren’t necessarily the most polished. They’re the ones that sound like the student and express that student’s personality and experience. Within a few minutes of reading a file, I could distinguish between an applicant who had checked all the boxes and a real person I could imagine. As I tell my students, “Colleges are admitting you, not your essay.”

    Writing that kind of essay starts with what I call the 3 P’s: following a process, showing your personality, and letting go of perfection.

    ​How process removes pressure

    ​The number one challenge my students face with their essays is deciding where to start. They worry that they won’t engage the reader right away or won’t be creative enough. There’s a myth that the opening needs to be shocking, that it needs to be something that’s never been heard before. To help students overcome this hurdle, I encourage them to find their voice through a low-pressure process that begins with exercises such as free writing or simply telling me their story, which I record.

    In the past few years, I’ve worked with many students who have solved their “blank page” panic by using AI to draft their essays. Students are often hesitant to admit they’ve used these tools, which creates a barrier between us. While I coach them to use AI responsibly for brainstorming or outlining, many still fall back on it for the actual writing.

    I researched tools that could support a student’s voice without replacing it, yet many still worked behind the scenes. I wanted a platform that offered inspiration, feedback, and insights without taking over the creative process. I chose Esslo, which allows me to collaborate with students on their actual writing, along with tools like College Planner Pro and Grammarly.

    I was working with a student who was spending too many words of her essay writing about what was happening to her mom, so I asked her to self-assess her “contribution” score and then check it against the AI-powered score from Esslo. Revising an essay is like teaching someone to golf–you can’t fix everything at once. Working on one area at a time creates a process that is more manageable and effective for students and counselors.

    Personality over polish

    ​Even an essential process can go too far. If students revise endlessly to chase near-perfect scores on a rubric, they often scrub away the pieces and quirks that make it uniquely theirs. At the end of what we believe is the final draft, I have my students read their essays aloud. Then I ask them, “Is this something you would say? On a scale of zero to 10, would this actually come out of your mouth?” If it’s not seven or above, then we’re not going to submit that essay.

    ​I also ask students, “What part of this essay is written because you think it’s what the reader wants to hear?” And sometimes, if an essay isn’t working, I’ll ask, “What’s the real story behind this? What part of this story are you hiding?” We’ll talk about it, and more often than not, that conversation will uncover the authentic essay. An essay that sounds like the student–even if it’s imperfect–will always do better than a flawless essay that could have been written by anyone.

    The problem with perfection

    Every student needs a different path to get a finished essay. Some do well with tech tools, but others use them to chase perfection, over-revising their essays until they become overly complicated. Think about the best books you’ve read. They flow naturally and show personality. It’s important to remember that a personal statement isn’t an AP English assignment–it doesn’t need to be academically rigid, but it needs to be honest.

    If getting started is the hardest part for many of my students, knowing when to stop can be almost as challenging. When do they stop revising? When do they need to start over? Sometimes I tell students to scrap everything and grab an actual pen and paper. Set a timer for 15 minutes and answer the prompt with a specific scenario, whatever comes to mind, with as much detail as possible. Even if the experience they write about doesn’t end up getting submitted as their answer to that specific prompt, it is usually so vulnerable and unique that they’ll be able to use it for another essay.

    Whether it’s a student writing too much about her mom or someone stuck focusing on what they think admissions officers want to hear, my advice is the same: Write about yourself and don’t be afraid to be who you are. Tech tools can be an enormous help in this process–not by pushing students toward perfect rubric scores, but by helping them present the real person behind the application.

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    Christa Olson, Independent Education Consultant

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  • Sparking civic engagement as we approach America’s 250th

    Key points:

    Imagine students who understand how government works and who see themselves as vital contributors to their communities. That’s what happens when students are given opportunities to play a role in their school, district, and community. In my work as a teacher librarian, I have learned that even the youngest voices can be powerful, and that students embrace civic responsibility and education when history is taught in a way that’s relevant and meaningful. 

    Now is the moment to build momentum and move our curriculum forward. It’s time to break past classroom walls and unite schools and communities. As our nation’s 250th anniversary approaches, education leaders have a powerful opportunity to teach through action and experience like never before. 

    Kids want to matter. When we help them see themselves as part of the world instead of watching it pass by, they learn how to act with purpose. By practicing civic engagement, students gain the skills to contribute solutions–and often offer unique viewpoints that drive real change. In 2023, I took my students [CR1] to the National Mall. They were in awe of how history was represented in stone, how symbolism was not always obvious, and they connected with rangers from the National Park Service as well as visitors in D.C. that day. 

    When students returned from the Mall, they came back with a question that stuck: “Where are the women?” In 2024, we set out to answer two questions together: “Whose monuments are missing?” and “What is HER name?” 

    Ranger Jen at the National Mall, with whom I worked with before, introduced me to Dr. Linda Booth Sweeney, author of Monument Maker, which inspired my approach. Her book asks, “History shapes us–how will we shape history?” Motivated by this challenge, students researched key women in U.S. history and designed monuments to honor their contributions. 

    We partnered with the Women’s Suffrage National Monument, and some students even displayed their work at the Belmont-Paul Women’s Equality National Monument. Through this project, questions were asked, lessons were learned, and students discovered the power of purpose and voice. By the end of our community-wide celebration, National Mall Night, they were already asking, “What’s next?” 

    The experience created moments charged with importance and emotion–moments students wanted to revisit and replicate as they continue shaping history themselves. 

    Reflecting on this journey, I realized I often looked through a narrow lens, focusing only on what was immediately within my school. But the broader community, both local and online, is full of resources that can strengthen relationships, provide materials, and offer strategies, mentors, and experiences that extend far beyond any initial lesson plan. 

    Seeking partnerships is not a new idea, but it can be easily overlooked or underestimated. I’ve learned that a “no” often really means “not yet” or “not now,” and that persistence can open doors. Ford’s Theatre introduced me to Ranger Jen, who in turn introduced me to Dr. Sweeney and the Trust for the National Mall. When I needed additional resources, the Trust for the National Mall responded, connecting me with the new National Mall Gateway: a new digital platform inspired by America’s 250th that gives all students, educators and visitors access to explore and connect with history and civics through the National Mall. 

    When I first shared the Gateway with students, it took their breath away. They could reconnect with the National Mall–a place they were passionate about–with greater detail and depth. I now use the platform to teach about monuments and memorials, to prepare for field trips, and to debrief afterward. The platform brings value for in-person visits to the National Mall, and for virtual field trips in the classroom, where they can almost reach out and touch the marble and stone of the memorials through 360-degree video tours. 

    Another way to spark students’ interest in civics and history is to weave civic learning into every subject. The first step is simple but powerful: Give teachers across disciplines the means to integrate civic concepts into their lessons. This might mean collaborating with arts educators and school librarians to design mini-lessons, curate primary sources, or create research challenges that connect past and present. It can also take shape through larger, project-based initiatives that link classroom learning to real-world issues. Science classes might explore the policies behind environmental conservation, while math lessons could analyze community demographics or civic data. In language arts, students might study speeches, letters, or poetry to see how language drives change. When every subject and resource become hubs for civic exploration, students begin to see citizenship as something they live, not just study. 

    Students thrive when their learning has purpose and connection. They remember lessons tied to meaningful experiences and shared celebrations. For instance, one of our trips to the National Mall happened when our fourth graders were preparing for a Veterans Day program with patriotic music. Ranger Jen helped us take it a step further, building on previous partnerships and connections–she arranged for the students to sing at the World War II Memorial. As they performed “America,” Honor Flights unexpectedly arrived. The students were thrilled to sing in the nation’s capital, of course. But the true impact came from their connection with the veterans who had lived the history they were honoring. 

    As our nation approaches its 250th anniversary, we have an extraordinary opportunity to help students see themselves as part of the story of America’s past, present, and future.

    Encourage educator leaders to consider how experiential civics can bring this milestone to life. Invite students to engage in authentic ways, whether through service-learning projects, policy discussions, or community partnerships that turn civic learning into action. Create spaces in your classes for collaboration, reflection, and application, so that students are shaping history, not just studying it. Give students more than a celebration. Give them a sense of purpose and belonging in the ongoing story of our nation. 

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    Melaney Sánchez, Ph.D., Mt. Harmony Elementary

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  • Measuring student global competency learning using direct peer connections

    Key points:

    Our students are coming of age in a world that demands global competency. From economic interdependence to the accelerating effects of climate change and mass migration, students need to develop the knowledge and skills to engage and succeed in this diverse and interconnected world. Consequently, the need for global competency education is more important than ever.

    “Being born into a global world does not make people global citizens,” Andreas Schleicher of the Organization for Economic Cooperation and Development (OECD) has said. “We must deliberately and systematically educate our children in global competence.” 

    Here at Global Cities, we regularly talk with educators eager to bring global competency into their classrooms in ways that engage and excite students to learn. Educators recognize the need, but ask a vital question: How do we teach something we can’t measure?

    It’s clear that in today’s competitive and data-driven education environment, we need to expand and evaluate what students need to know to be globally competent adults. Global competency education requires evaluation tools to determine what and whether students are learning.

    The good news is that two recent independent research studies found that educators can use a new tool, the Global Cities’ Codebook for Global Student Learning Outcomes, to identify what global competency learning looks like and to assess whether students are learning by examining student writing. The research successfully used the evaluation tool for global competency programs with different models and curricula and across different student populations.

    Global Cities developed the Codebook to help researchers, program designers, and educators identify, teach, and measure global competency in their own classrooms. Created in partnership with Harvard Graduate School of Education’s The Open Canopy, the Codebook captures 55 observable indicators across four core global learning outcomes: Appreciation for Diversity, Cultural Understanding, Global Knowledge, and Global Engagement. The Codebook was developed using data from our own Global Scholars virtual exchange program, which since 2014 has connected more than 139,000 students in 126 cities worldwide to teach global competency.

    In Global Scholars, we’ve seen firsthand the excitement of directly connecting students with their international peers and sparking meaningful discussions about culture, community, and shared challenges. We know how teachers can effectively use the Codebook and how Global Cities workshops extend the reach of this approach to a larger audience of K-12 teachers. This research was designed to determine whether the same tool could be used to assess global competency learning in other virtual exchange programs, not only Global Cities’ Global Scholars program.

    These studies make clear that the Codebook can reliably identify global learning in diverse contexts and help educators see where and how their students are developing global competency skills in virtual exchange curricula. You can examine the tool (the Codebook) here. You can explore the full research findings here.

    The first study looked at two AFS Intercultural Programs curricula, Global You Changemaker and Global Up Teen. The second study analyzed student work from The Open Canopy‘s Planetary Health and Remembering the Past learning journeys.

    In the AFS Intercultural Programs data, researchers found clear examples of students from across the globe showing Appreciation for Diversity and Cultural Understanding. In these AFS online discussion boards, students showed evidence they were learning about their own and other cultures, expressed positive attitudes about one another’s cultures, and demonstrated tolerance for different backgrounds and points of view. Additionally, the discussion boards offered opportunities for students to interact with each other virtually, and there were many examples of students from different parts of the world listening to one another and interacting in positive and respectful ways. When the curriculum invited students to design projects addressing community or global issues, they demonstrated strong evidence of Global Engagement as well.

    Students in The Open Canopy program demonstrated the three most prevalent indicators of global learning that reflect core skills essential to effective virtual exchange: listening to others and discussing issues in a respectful and unbiased way; interacting with people of different backgrounds positively and respectfully; and using digital tools to learn from and communicate with peers around the world. Many of the Remembering the Past posts were especially rich and coded for multiple indicators of global learning.

    Together, these studies show that global competency can be taught–and measured. They also highlight simple, but powerful strategies educators everywhere can use:

    • Structured opportunities for exchange help students listen and interact respectfully with one another
    • Virtual exchange prompts students to share their cultures and experiences across lines of difference in positive, curious ways
    • Assignments that include reflection questions–why something matters, not just what it is–help students think critically about culture and global issues
    • Opportunities for students to give their opinion and to decide to take action, even hypothetically, builds their sense of agency in addressing global challenges

    The Codebook is available free to all educators, along with hands-on professional development workshops that guide teachers in using the tool to design curriculum, teach intentionally, and assess learning. Its comprehensive set of indicators gives educators and curriculum designers a menu of options–some they might not have initially considered–that can enrich students’ global learning experiences.

    Our message to educators is simple: A community of educators (Global Ed Lab), a research-supported framework, and practical tools can help you teach students global competency and evaluate their work.

    The question is no longer whether we need more global competency education. We clearly do. Now with the Codebook and the Global Ed Lab, teachers can learn how to teach this subject matter effectively and use tools to assess student learning.

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    Marjorie B. Tiven, Global Cities, Inc.

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  • On your mark, get set, print: The 3 learning advantages of 3D printing

    Key points:

    It’s truly incredible how much new technology has made its way into the classroom. Where once teaching consisted primarily of whiteboards and textbooks, you can now find tablets, smart screens, AI assistants, and a trove of learning apps designed to foster inquiry and maximize student growth.

    While these new tools are certainly helpful, the flood of options means that educators can struggle to discern truly useful resources from one-time gimmicks. As a result, some of the best tools for sparking curiosity, creativity, and critical thinking often go overlooked.

    Personally, I believe 3D printing is one such tool that doesn’t get nearly enough consideration for the way it transforms a classroom.

    3D printing is the process of making a physical object from a three-dimensional digital model, typically by laying down many thin layers of material using a specialized printer. Using 3D printing, a teacher could make a model of a fossil to share with students, trophies for inter-class competitions, or even supplies for construction activities.

    At first glance, this might not seem all that revolutionary. However, 3D printing offers three distinct educational advantages that have the potential to transform K–12 learning:

    1. It develops success skills: 3D printing encourages students to build a variety of success skills that prepare them for challenges outside the classroom. For starters, its inclusion creates opportunities for students to practice communication, collaboration, and other social-emotional skills. The process of moving from an idea to a physical, printed prototype fosters perseverance and creativity. Meanwhile, every print–regardless of its success–builds perseverance and problem-solving confidence. This is the type of hands-on, inquiry-based learning that students remember.
    2. It creates cross-curricular connections: 3D printing is intrinsically cross-curricular. Professional scientists, engineers, and technicians often use 3D printing to create product models or build prototypes for testing their hypotheses. This process involves documentation, symbolism, color theory, understanding of narrative, and countless other disciplines. It doesn’t take much imagination to see how these could also be beneficial to classroom learning. Students can observe for themselves how subjects connect, while teachers transform abstract concepts into tangible points of understanding.     
    3. It’s aligned with engineering and NGSS: 3D printing aligns perfectly with Next Gen Science Standards. By focusing on the engineering design process (define, imagine, plan, create, improve) students learn to think and act like real scientists to overcome obstacles. This approach also emphasizes iteration and evidence-based conclusions. What better way to facilitate student engagement, hands-on inquiry, and creative expression?

    3D printing might not be the flashiest educational tool, but its potential is undeniable. This flexible resource can give students something tangible to work with while sparking wonder and pushing them to explore new horizons.

    So, take a moment to familiarize yourself with the technology. Maybe try running a few experiments of your own. When used with purpose, 3D printing transforms from a common classroom tool into a launchpad for student discovery.

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    Jon Oosterman, Van Andel Institute for Education

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  • How do Black high school and college students in Charlotte view MLK? We asked 8.

    West Charlotte High School’s marching band performs during the Dr. Martin Luther King Jr. holiday parade in Charlotte on Saturday at the intersection of Tryon and Third streets.

    West Charlotte High School’s marching band performs during the Dr. Martin Luther King Jr. holiday parade in Charlotte on Saturday at the intersection of Tryon and Third streets.


    Melissa Melvin-Rodriguez

    mrodriguez@charlotteobserver.com

    Every January, a third Monday of the month approaches, and a not-insignificant segment of the population takes pleasure in this realization: Oh yeah, I forgot — we get Martin Luther King Day off!

    Which is natural, of course. Who doesn’t appreciate a three-day weekend?

    Frequently lost in the shuffle is meaningful reflection of MLK and the massive contributions to the Civil Rights Movement he made in the mid-1960s, prior to his assassination in April 1968.

    This might seem especially true for those who belong to Gen Z, the members of which are at least two and sometimes three generations removed from that period of time. But while today’s high school and college students are as understandably grateful for the extra day off as the rest of us who get it, make no mistake: Some of them consider King’s legacy more deeply than perhaps expected.

    And not just on this Monday, but throughout the year.

    In the days leading up to Martin Luther King Jr. Day, The Charlotte Observer spoke with several Black high school and college students in and around Charlotte to gain a sense of how he and his messages are perceived by a generation grappling with an entirely new era of conflict, service and activism.

    Islaea Anderson

    Islaea Anderson
    Islaea Anderson Courtesy of Islaea Anderson

    20, junior at Johnson C. Smith University

    “One of the biggest misunderstandings about Dr. King is that people reduce him to just a peaceful dreamer instead of recognizing him as a radical changemaker. His message was not just about kindness and harmony. It was about justice, accountability and challenging systems of oppression. … We need to not only celebrate Martin Luther King once a year; we need to celebrate him all throughout the year — along with more of our other Black activists that stood on what they stood on, for the Black community.”

    Morgan Winston

    Morgan Winston
    Morgan Winston Courtesy of Morgan Winston

    18, senior at East Mecklenburg High School

    “His message of service is what feels most relevant to me personally. Everything he said really pointed us towards service, and ‘what are we doing for others?’ That’s really become a big theme in my life in the past two years. And although I don’t know exactly what I want to do in the future, I know that I want to help people, and I feel like whatever we do in life, in some capacity, we should be helping people. Everybody needs to incorporate a little bit more of that into their lives.”

    Ja Williams

    Ja Williams
    Ja Williams Courtesy of Ja Williams

    22, junior at UNC Charlotte

    “If (Martin Luther King Jr.) could see Charlotte today, I think, with the light-rail stabbing that happened, or ICE being here, things like that — I think that he would think that obviously change would need to happen. The only way for people to truly get better is through change. It’s just about trying to be better. And not everything’s going to be perfect. But if you can at least try to make things better, that’s a start. I think that’s what he would say.”

    Suraya Hodges

    Suraya Hodges
    Suraya Hodges Courtesy of Suraya Hodges

    19, sophomore at Johnson C. Smith University

    “When we’re looking at what Dr. Martin Luther King did, and trying to apply it to today’s society — I think it’s hard for people to choose nonviolence, just because it takes a lot of patience, and it takes a lot of self-discipline. We grow tired of it. We grow tired of the time and the patience we have to have in order to see just a lick of change.”

    Bee Betaudier

    Bee Betaudier
    Bee Betaudier Courtesy of Bee Betaudier

    17, senior at Cato Middle College

    “I do like the day off from school. I’m not going to lie. But that’s not the only thing that I like about the day, because I feel like it’s a very important time to reflect on how far the United States, in general, has come, but especially the Black community. Because Dr. King did a lot for the Black community, when you really look at things in perspective. He did a lot. So while I do appreciate the day off, I think that it’s more important to recognize that this is a day to honor somebody who really pushed the envelope for change.”

    Brandon Carter

    Brandon Carter
    Brandon Carter Courtesy of Brandon Carter

    26, senior at Johnson C. Smith University

    “Maybe for people who are generally outside the Black community, it very well may seem like just any old holiday. But for people of African American culture, it really is something that’s all year-round. You’re constantly learning and constantly figuring it out, because — especially for African American people — social injustice happens all year. If you have a cop shooting a young Black man in July, Martin Luther King and what he stood for will also come up then. So it’s often more than just one day, for us.”

    Lenzie Scales

    Lenzie Scales
    Lenzie Scales Courtesy of Lenzie Scales

    19, sophomore at UNC Charlotte

    “When we talked about Martin Luther King in school, we talked about him in a surface-level way. And we only talked about him around Martin Luther King Day, or during Black History Month. And I think a lot of school-age children and people in high school only think of him in terms of, ‘Oh, it’s MLK Day, so we’re out of school.’ That’s it. But a lot of people don’t know the history of why we have this day, and why, originally, a lot of people had to fight for us to have this day — how, originally, a lot of states did not want to implement this day, and that in certain states (Alabama and Mississippi), even today, Martin Luther King Day coincides with the celebration of the Confederacy.”

    Quinten Canty

    Quinten Canty
    Quinten Canty Courtesy of Quinten Canty

    18, senior at West Charlotte High School

    “He wanted to make sure that his voice was heard and make sure that other voices were heard. And in times like these, we need to make sure that our voices are heard as well, especially with the politics, with what’s going on in the community, with ICE and stuff like that, we’ve really got to make sure that we make our voices heard. Especially as young people. Because we’re going to be the next wave of adults that come into the community. So we got to start using our voices now — or we’re never going to be heard at all.”

    Théoden Janes

    The Charlotte Observer

    Théoden Janes has spent nearly 20 years covering entertainment and pop culture for the Observer. He also thrives on telling emotive long-form stories about extraordinary Charlotteans and — as a veteran of three dozen marathons and two Ironman triathlons — occasionally writes about endurance and other sports.
    Support my work with a digital subscription

    Théoden Janes

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  • What Should Philly Look Like in 2076? Ask an Eighth Grader

    When eighth grader Lilly Jones thinks about Philly’s future, she worries the city will become more industrial, more tech-centered — less beautiful. She envisions self-driving cars, a Center City so full of screens and flashing lights that it looks like Times Square. More skyscrapers and less greenspace.

           Listen to the audio edition here:

    “Just walking through Philly in general, there is not a lot of green. There might be some trees here and there and in some certain parts of Philly there might be some greenery, but it’s not all of Philly,” Jones says. “I just want kids, adults, elders — whoever — to be able to see how beautiful Philly can be, if it was all natural, instead of just being fake and industrial.”

    Visions of the future — especially when it comes to design — tend to bend less toward the realistic and more towards science fiction. They might focus more on exciting technologies (anyone else still waiting for flying cars?) than the practical infrastructure like housing, bridges and greenspace that helps our society function.

    But a new program from Penn and Breakthrough of Greater Philadelphia, a Germantown nonprofit that offers teacher training and enrichment courses for middle schoolers, is setting out to change that. It asked 20 eighth graders, including Jones, to come up with practical — but exciting — designs for Philadelphia’s future. Students thought about how they could expand rec centers or increase rooftop gardens in the city. The students, already participants in Breakthrough’s programming, came from schools across the city.

    The program was part of a broader project, helmed by Penn’s Weitzman School of Design, called “New Philadelphia: The People’s Vision is Coming Soon,” which considers what Philadelphians of all ages want their city to look like in 2076.

    Photo by Kait Privitera

    A new vision for Philadelphia

    The idea for “New Philadelphia: The People’s Vision is Coming Soon” grew out of an ongoing partnership Penn architecture professor Rashida Ng has developed with the Philly Peace Park, a grassroots organization that offers sustainable farming, green economy and wellness programming at their two community parks / urban farms in North and West Philly. Ng has worked closely with the park’s leaders to bring students from her and her colleague Eduardo Rega Calvo’s spatial justice seminar to their locations, and in 2023 the Peace Park participated in Penn’s Housing Justice Futures symposium, which considered how race and climate change influence housing design and policy.

    “We think that there’s a vision here for a future of Philadelphia that is more responsive to people’s needs, their desires,” Ng says. “The idea is that the things that people want in their neighborhoods are achievable.”

    “It’s not every day where adults listen to kids. [We] can give adults ideas on how we want the future to look like for ourselves and our kids and I think we can — as a community with adults and other children — make this world more than what it is.” — Lilly Jones, 8th grader

    Ng was thinking about design and the future of Philly ahead of the 250th anniversary of the signing of the Declaration of Independence this year. She was inspired, in part, by some of the counterprotests that took place in Philly over the bicentennial in 1976, when more than 40,000 people marched in protest of the Vietnam War, unemployment, racial inequality and poverty in the city. Ahead of the 250th, Ng wanted to create an opportunity for Philadelphians to share what they wanted for their neighborhoods, how they envisioned them growing and changing, over the next 50 years. She partnered with the Peace Park on these efforts because of their track record of engaging with neighbors on design efforts.

    “We really want to encourage people to reflect and remember that America is still an experiment. It’s continuous, and that means that we can actually transform what the future looks like,” says Lavinia Davis, director of operations and special programs for Philly Peace Park. “But we have to do it together.”

    As part of the program, Ng and her partners knew they wanted to elevate the voices of children, who are often left out of the city planning process. Ng had spoken at Breakthrough’s career conversations events in the past, so they felt like a natural partner to bring children’s voices into the project. She worked with DesignPhiladelphia, a nonprofit that offers design education programming for kindergarteners through 12th graders in Philly, to create a curriculum.

    Then, they brought in a team of Penn grad students to teach courses on planning and design across nine sessions, held every two weeks during Breakthrough’s fall semester. Lessons focused on everything from sustainability and resiliency to how design affects community building.

    “I think it’s important to expose them to design and the role that it plays in society,” says Michael Spain, director of design education for DesignPhiladelphia. “If they understand these concepts and how it works and how it affects them, we’ve done our job.”

    Photo by Kait Privitera

    Designing Philly’s future

    The program started small, teaching students about “third spaces” — places outside of home, work or school where people can gather and build community. Then, they asked students to build models and collages of third spaces that either already existed in their lives or that they would like to see using construction paper, cardboard and magazine clippings.

    Some students mentioned libraries and recreation centers in their neighborhoods. Others said Breakthrough was their third space. Many designed spaces had outdoor areas with fields or basketball courts and indoor spaces where they could spend quiet time reading or playing on a tablet. Philly has more than 150 recreation centers, but students wanted more places where young people could gather for free. (Makes sense, considering they’ve been banned from malls, carnivals and a host of other places).

    “There’s not a lot of community centers in Philly, so that’s what we put in our new city model,” says Kaleah Parker, a student who participated in the program. “It had libraries, basketball courts, track fields, football fields, and it was about access to stuff you could do outside of home and school.”

    “We want to encourage people to remember that America is still an experiment. It’s continuous … we can actually transform what the future looks like. But we have to do it together.” — Lavinia Davis, Philly Peace Park.

    As the program progressed, students moved from designing individual spaces to neighborhoods and considering what they want Philly as a whole to look like. Instructors asked students what they’d keep from Philly’s existing infrastructure — they loved our historic sites, the promise of the stadium district and Philly’s 4,000 murals — and what they’d change. Many said they wanted more natural space, like urban forests in the city. Others took a more futuristic approach to greening the city, envisioning rooftop gardens and covering our sports arenas with vining plants. They drew sketches and built models, and used AI design tools.

    “I was able to be creative and work with them to make ideas for a better future for all of us,” says Andy Nguyen, another student who participated in the program. “We learned how to keep clean and care for the environment in the projects that we worked on.”

    Jones wants to create a greener city as a way to counter both the lack of nature she sees when she walks through the city today and the industrialism she fears is in store for the future. She liked working with other students to combine their ideas. The program also got her interested in becoming a graphic designer.

    “It’s not every day where adults listen to kids,” she says. “I think us kids can give adults ideas on how we want the future to look like for ourselves and our kids and I think we can — as a community with adults and other children — make this world more than what it is.”

    Photo by Kait Privitera

    What will Philly actually look like in 2076?

    Ng is in the process of reviewing the student’s projects so that she can work with the Philly Peace Park and an AI visualization lab to incorporate them into part of “New Philadelphia: The People’s Vision is Coming Soon,” a larger exhibit coming later this year. Students who participated in the program also had an opportunity to share their designs last month with teachers, parents and friends.

    “Each individual eighth grader had a different view of their community,” says Sakina Parks, program manager for Breakthrough.

    While the City might not be gathering ideas from eighth graders any time soon, design educators say it’s important to think about the needs of children when designing cities. Kids will have to live with the design decisions adults make. Today’s eighth grader will be in their sixties for the country’s tricentennial.

    When city planners think about the need the needs of vulnerable residents — including children, women and the elderly — they make cities safer and more accessible for everyone. Kids are also good at outside-of-the-box, innovative thinking.

    Ng says, “What’s really wonderful about children is … their ideas about the future are a little bit less fixed, and it’s sometimes easier to tap into the imaginations of children.”

    The process also transformed the students themselves, encouraging them to think about environmental justice and homelessness — and how better urban design can help ensure people have affordable, healthy places to live.

    “We’re not necessarily creating more designers, but good citizens,” Spain says.

    MORE ON STUDENTS AND OUR FUTURE

    Photo by Kait Privitera

    Courtney DuChene

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  • Reimagining teacher preparation to include student mental health supports

    Key points:

    Teacher preparation programs have long emphasized curriculum, instruction, and assessment. However, they often fall short in one critical area: social-emotional and mental health needs of students.

    We work daily with students whose academic success is inseparable from their psychological well-being. Nonetheless, we witness new educators wishing they were trained in not just behavior management, but, nowadays, the non-academic needs of children. If preservice programs are going to meet the demands of today’s classrooms, they must include deeper coursework in counseling, psychology, and trauma-informed teaching practices.

    Students today are carrying heavier emotional burdens than ever before. Anxiety, bullying, depression, grief, trauma exposure (including complex trauma), and chronic stress are unfortunately quite common. The fallout rarely appears in uniform, typical, or recognizable ways. Instead, it shows up as behaviors teachers must interpret and address (i.e., withdrawal, defiance, irritability, avoidance, conflict, aggression and violence, or inconsistent work).

    Without formal training, it is easy to label these actions as simple “misbehaviors” instead of asking why. However, seasoned educators and mental health professionals know that behaviors (including misbehaviors) are a means of communication, and understanding the root cause of a student’s actions is essential to creating a supportive and effective classroom.

    Oftentimes, adults fall into a pattern of describing misbehaviors by children as “manipulative” as opposed to a need not being met. As such, adults (including educators) need to shift their mindsets. This belief is supported by research. Jean Piaget reminds us that children’s cognitive and emotional regulation skills are still developing and naturally are imperfect. Lev Vygotsky reminds us that learning and behavior are shaped by the quality of a child’s social interactions, including with the adults (such as teachers) in their lives. Abraham Maslow’s hierarchy further reinforces that psychological safety and belonging must be met before meaningful learning or self-control can occur, and teachers need to initiate psychological safety.

    Traditional classroom management training is often sparse in traditional preservice teacher training. It often emphasizes rules, procedures, and consequences. They absolutely matter, but the reality is far more nuanced. Behavior management and behavior recognition are not the same. A student who shuts down may be experiencing anxiety. A child who blurts out or becomes agitated may be reacting to trauma triggers in the environment. A student who frequently acts out may be seeking connection or stability in the only way they know how. Trauma-informed teaching (rooted in predictability, emotional safety, de-escalation, and relationship-building) is not just helpful, but is foundational in modern schools. Yet, many new teachers enter the profession with little to no formal preparation in these practices.

    The teacher shortage only heightens this need. Potential educators are often intimidated not by teaching content, but by the emotional and behavioral demands that they feel unprepared to address. Meanwhile, experienced teachers often cite burnout stemming from managing complex behaviors without adequate support. Courses focused on child development, counseling skills, and trauma-informed pedagogy would significantly improve both teacher confidence and retention. It would also be beneficial if subject-area experts (such as the counseling or clinical psychology departments of the higher education institution) taught these courses.

    Of note, we are not suggesting that teachers become counselors. School counselors, social workers, psychologists, and psychometrists play essential and irreplaceable roles. However, teachers are the first adults to observe subtle shifts in their students’ behaviors or emotional well-being. Oftentimes, traditional behavior management techniques and strategies can make matters worse in situations where trauma is the root cause of the behavior. When teachers are trained in the fundamentals of trauma-informed practice and creating emotionally safe learning environments, they can respond skillfully. They can collaborate with or refer students to clinical mental-health professionals for more intensive support.

    Teacher preparation programs must evolve to reflect the emotional realities of today’s classrooms. Embedding several clinically grounded courses in counseling, psychology, and trauma-informed teaching (taught by certified and/or practicing mental-health professionals) would transform the way novice educators understand and support their students. This would also allow for more studies and research to take place on the effectiveness of various psychologically saturated teaching practices, accounting for the ever-changing psychosocial atmosphere. Students deserve teachers who can see beyond behaviors and understand the rationale beneath it. Being aware of behavior management techniques (which is often pretty minimal as teacher-prep programs stand now) is quite different than understanding behaviors. Teachers deserve to be equipped with both academic and emotional tools to help every learner thrive.

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    Dr. Yuvraj Verma, Bessemer City Middle School & William Howard Taft University & Jennifer Veitch, Bessemer City Middle School

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  • Decision Education: A new approach to driving STEM workforce readiness

    Key points:

    STEM workforce shortages are a well-known global issue. With demand set to rise by nearly 11 percent in the next decade, today’s students are the solution. They will be the ones to make the next big discoveries, solve the next great challenges, and make the world a better place.

    Unfortunately, many students don’t see themselves as part of that picture.

    When students struggle in math and science, many come to believe they simply aren’t “STEM people.” While it’s common to hear this phrase in the classroom, a perceived inability in STEM can become a gatekeeper that stops students from pursuing STEM careers and alters the entire trajectory of their lives. Because of this, educators must confront negative STEM identities head on.

    One promising approach is to teach decision-making and critical thinking directly within STEM classrooms, equipping students with the durable skills essential for future careers and the mindset that they can decide on a STEM career for themselves.

    Teaching decision-making

    Many educators assume this strategy requires a full curriculum overhaul. Rather, decision-making can be taught by weaving decision science theories and concepts into existing lesson plans. This teaching and learning of skillful judgment formation and decision-making is called Decision Education. 

    There are four main learning domains of Decision Education as outlined in the Decision Education K-12 Learning Standards: thinking probabilistically, valuing and applying rationality, recognizing and resisting cognitive biases, and structuring decisions. Taken together, these skills, among other things, help students gather and assess information, consider different perspectives, evaluate risks and apply knowledge in real-world scenarios. 

    The intersection of Decision Education and STEM

    Decision Education touches on many of the core skills that STEM requires, such as applying a scientific mindset, collaboration, problem-solving, and critical thinking. This approach opens new pathways for students to engage with STEM in ways that align with their interests, strengths, and learning styles.

    Decision Education hones the durable skills students need to succeed both in and out of the STEM classroom. For example, “weight-and-rate” tables can help high school students evaluate college decisions by comparing elements like tuition, academic programs, and distance from home. While the content in this exercise is personalized and practical for each student, it’s grounded in analytical thinking, helping them learn to follow a structured decision process, think probabilistically, recognize cognitive biases, and apply rational reasoning.

    These same decision-making skills mirror the core practices of STEM. Math, science, and engineering require students to weigh variables, assess risk, and model potential outcomes. While those concepts may feel abstract within the context of STEM, applying them to real-life choices helps students see these skills as powerful tools for navigating uncertainty in their daily lives.

    Decision Education also strengthens cognitive flexibility, helping students recognize biases, question assumptions, and consider different perspectives. Building these habits is crucial for scientific thinking, where testing hypotheses, evaluating evidence objectively, and revising conclusions based on new data are all part of the process. The scientific method itself applies several core Decision Education concepts.

    As students build critical thinking and collaboration skills, they also deepen their self-awareness, which can be transformative for those who do not see themselves as “STEM people.” For example, a student drawn to literacy might find it helpful to reimagine math and science as languages built on patterns, symbols, and structured communication. By connecting STEM to existing strengths, educators can help reshape perceptions and unlock potential.

    Adopting new strategies

    As educators seek to develop or enhance STEM education and cultures in their schools, districts and administrators must consider teacher training and support.

    High-quality professional development programs are an effective way to help teachers hone the durable skills they aim to cultivate in their students. Effective training also creates space for educators to reflect on how unconscious biases might shape their perceptions of who belongs in advanced STEM coursework. Addressing these patterns allows teachers to see students more clearly, strengthen empathy, and create deeper connections in the classroom.

    When educators come together to make STEM more engaging and accessible, they do more than teach content: they rewrite the narrative about who can succeed in STEM. By integrating Decision Education as a skill-building bridge between STEM and students’ everyday lives, educators can foster confidence, curiosity, and a sense of belonging, which helps learners build their own STEM identity, keeping them invested and motivated to learn. While not every student will ultimately pursue a career in STEM, they can leave the classroom with stronger critical thinking, problem-solving, and decision-making skills that will serve them for life.

    Creating that kind of learning environment takes intention, shared commitment, and a belief that every student deserves meaningful access to and engagement with STEM. But when the opportunity arises, the right decision is clear–and every school has the power to make it.

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    Mary Call Blanusa, Alliance for Decision Education

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  • The rise of remote psychoeducational testing: What school leaders need to know

    Key points:

    Special education is at a breaking point. Across the country, more children than ever are being referred for evaluations to determine whether they qualify for special education services. But there aren’t enough school psychologists or specialists on staff to help schools meet the demand, leaving some families with lengthy wait times for answers and children missing critical support. 

    The growing gap between need and capacity has inspired districts to get creative. One of the most debated solutions? Remote psychoeducational testing, or conducting evaluations virtually rather than face-to-face. 

    Can a remote evaluation accurately capture what a child needs? Will the results hold up if challenged in a legal dispute? Is remote assessment equivalent to in-person? 

    As a school psychologist and educational consultant, I hear these questions every week. And now, thanks to research and data released this summer, I can answer with confidence: Remote psychoeducational testing can produce equivalent results to traditional in-person assessment. 

    What the research shows

    In July 2025, a large-scale national study compared in-person and remote administration of the Woodcock-Johnson V Tests of Cognitive Abilities and Achievement (WJ V), the latest version of one of the most widely-used and comprehensive assessment systems for evaluating students’ intellectual abilities, academic achievement, and oral language skills. Using a matched case-control design with 300 participants and 44 licensed school psychologists from across the U.S., the study found no statistically or practically significant difference in student scores between in-person and remote formats. 

    In other words: When conducted with fidelity, remote WJ V testing produces equivalent results to traditional in-person assessment.

    This study builds on nearly a decade of prior research that also found score equivalency for remote administrations of the most widely used evaluations including WJ IV COG and ACH, RIAS-2, and WISC-V assessments, respectively. 

    The findings of the newest study are as important as they are urgent. They show remote testing isn’t just a novelty–it’s a practical, scalable solution that is rooted in evidence. 

    Why it matters now

    School psychology has been facing a workforce shortage for over a decade. A 2014 national study predicted this crunch, and today districts are relying on contracting agencies and remote service providers to stay afloat. At the same time, referrals for evaluations are climbing, driven by pandemic-related learning loss, growing behavioral challenges, and increased awareness of neurodiversity. 

    The result: More children and families waiting longer for answers, while school psychologists are facing mounting caseloads and experiencing burnout. 

    Remote testing offers a way out of this cycle and embraces changes. It allows districts to bring in licensed psychologists from outside their area, without relocating staff or asking families to travel. It helps schools move through backlogs more efficiently, ensuring students get the services they need sooner. And it gives on-site staff space to do the broader preventative work that too often gets sidelined. Additionally, it offers a way to support those students who are choosing alternate educational settings, such as virtual schools. 

    Addressing the concerns

    Skepticism remains, and that’s healthy. Leaders wonder: Will a hearing officer accept remote scores in a due process case? Are students disadvantaged by the digital format? Can we trust the results to guide placement and services?

    These are valid questions, but research shows that when remote testing is done right, the results are valid and reliable. 

    Key phrase: Done right. Remote assessment isn’t just a Zoom call with a stopwatch. In the most recent study, the setup included specific safeguards:

    • Touchscreen laptops with screens 13” or larger; 
    • A secure platform with embedded digital materials;
    • Dual cameras to capture the student’s face and workspace;
    • A guided proctor in-room with the student; and
    • Standardized examiner and proctor training protocols.

    This carefully structured environment replicates traditional testing conditions as closely as possible. All four of the existing equivalency studies utilized the Presence Platform, as it already meets with established criteria.

    When those fidelity conditions are met, the results hold up. Findings showed p-values above .05 and effect sizes below .03 across all tested subtests, indicating statistical equivalence. This means schools can confidently use WJ V scores from remote testing, provided the setup adheres to best practices.

    What district leaders can do

    For remote testing to succeed, schools need to take a thoughtful, structured approach. Here are three steps districts can take now.

    1. Vet providers carefully. Ask about their platform, equipment, training, and how they align with published research standards. 
    2. Clarify device requirements. Ensure schools have the right technology in place before testing begins.
    3. Build clear policies. Set district-wide expectations for how remote testing should be conducted so everyone–staff and contractors alike–are on the same page. 

    A path forward

    Remote assessment won’t solve every challenge in special education, but it can close one critical gap: timely, accurate evaluations. For students in rural districts, schools with unfilled psychologist positions, virtual school settings, or families tired of waiting for answers, it can be a lifeline.

    The research is clear. Remote psychoeducational testing works when we treat it with the same care and rigor as in-person assessment. The opportunity now is to use this tool strategically–not as a last resort, but as part of a smarter, more sustainable approach to serving students. 

    At its best, remote testing is not a compromise; it’s a path toward expanded access and stronger support for the students who need it most.

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    Stephanie Taylor, Ed.S., NCSP, Taylored Education Solutions

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  • Smoking ‘a few harmless joints’ a month can hurt school performance, study says

    Any amount of regular marijuana use has a negative impact on teens’ academic performance, new research suggests.

    Using cannabis products just once a month was associated with worse grades and more emotional turmoil in teenagers, according to a study published Tuesday in the journal Pediatrics.

    MORE: Pennsylvania, New Jersey join lawsuit against federal rules restricting gender-affirming care for minors

    “A few ‘harmless’ joints can snowball into real academic consequences,” said Dr. Ryan Sultan, the study’s lead author. “Teens using it regularly often struggle to focus, miss school, and may lose interest in their future plans.”

    The findings come at a time when overall drug use has been at historically low levels among teens. Marijuana is the exception — with about 1 in 5 high schoolers reporting using cannabis, according to the National Center for Drug Abuse Statistics.

    At the same time, cannabis products have become much more potent in recent decades. Levels of THC, or Delta-9-tetrahydrocannabinol — which causes the mood-altering effects of the drug — rose from about 4% in 1995 to more than 16% in 2022. Most cannabis products available now have potencies over 20%, according to a recent report.

    For the new study, researchers analyzed data from more than 160,000 eighth-, 10th- and 12th-graders from national surveys conducted between 2018 and 2022. More than a quarter of the group said they used cannabis products, with 18% reporting near-daily use, 14% weekly use and 18% monthly use.

    Monthly users were twice as likely to do poorly in school and get into fights compared with students who did not use. Students who used cannabis products were also at higher risk for depression and anxiety.

    Students who used weed nearly every day were four times more likely to have low grades and to be disengaged from school, the study found.

    “A teenager’s brain is still developing the circuits for learning, self-control, and emotional regulation,” said Dr. Tim Becker, one of the study’s co-authors and a child and adolescent psychiatrist at NewYork-Presbyterian Westchester Behavioral Health. “Using cannabis, even casually, during these critical growth periods interferes with those processes and can derail normal development.”

    Courtenay Harris Bond

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  • DEI in education: Pros and cons

    eSchool News is counting down the 10 most-read stories of 2025. Story #6 focuses on DEI in education.

    Key points:

    Diversity, equity, and inclusion (DEI) initiatives have become integral to educational institutions across the United States. DEI aims to foster environments where all students can thrive regardless of their backgrounds. The programs are designed to address systemic inequalities, promote representation, and create inclusive spaces for learning. However, as DEI becomes more prevalent, it also faces scrutiny and debate regarding its effectiveness, implementation, and impact on educational outcomes.

    One of the main advantages of DEI in education is the promotion of a more inclusive and representative curriculum. Students gain a broader understanding of the world by integrating diverse perspectives into course materials. This enhances critical thinking and empathy. Furthermore, the approach prepares students to navigate and contribute to our increasingly globalized society. Moreover, exposure to diverse viewpoints encourages students to challenge their assumptions and develop a more nuanced perspective on complex issues.

    DEI initiatives also contribute to improved academic outcomes by fostering a sense of belongingness amongst students. When students see themselves reflected in their educators and curricula, they are more likely to feel valued and supported. This leads to increased engagement and motivation. This sense of inclusion can result in higher retention and graduation rates (particularly among historically marginalized groups). Furthermore, diverse learning environments encourage collaboration and communication skills because students learn to work effectively with peers from different backgrounds.

    In addition to benefiting students, DEI programs can enhance faculty satisfaction and retention. Institutions that prioritize diversity in hiring and promotion practices create more equitable workplaces. This can lead to increased job satisfaction among faculty members. Mentorship programs and professional development opportunities focused on DEI can also support faculty in creating inclusive classroom environments, which further benefits students.

    Despite these benefits, DEI initiatives are not without challenges. One significant concern is the potential for resistance and backlash from individuals who perceive DEI efforts as a threat to traditional values (in other words, a form of reverse discrimination). This resistance can manifest in various ways (opposition to DEI policies, legal challenges, and political pressure). Such opposition can hinder the implementation and effectiveness of DEI programs, thereby creating a contentious atmosphere within educational institutions.

    Another challenge is the difficulty in measuring the success of DEI initiatives. Without clear metrics, it can be challenging to assess the impact of these programs on student outcomes, faculty satisfaction, or institutional culture. The lack of quantifiable data can lead to skepticism about the efficiency of DEI efforts, thus resulting in reduced support or funding for such programs. Additionally, the absence of standardized definitions and goals for DEI can lead to inconsistent implementation across institutions.

    Resource allocation is also a critical issue in the execution of DEI initiatives. Implementing comprehensive DEI programs often requires significant financial investment (funding for specialized staff, training, and support services). In times of budget constraints, institutions may struggle to prioritize DEI efforts. This may lead to inadequate support for students and faculty. Without sufficient resources, DEI programs may fail to achieve their intended outcomes thus further fueling criticism and skepticism.

    The potential for tokenism is another concern associated with DEI initiatives. When institutions focus on meeting diversity quotas without fostering genuine inclusion, individuals from underrepresented groups may feel marginalized or exploited. Tokenism may undermine the goals of DEI by creating superficial diversity that does not translate into meaningful change or equity. To avoid this, institutions must commit to creating inclusive environments where all individuals feel valued and empowered to contribute fully.

    Furthermore, DEI programs can sometimes inadvertently reinforce stereotypes or create division among student populations. For example, emphasizing differences without promoting commonalities may lead to increased social fragmentation or feelings of isolation among certain groups. Educators must carefully balance the celebration of diversity with the promotion of unity and shared values to foster cohesive learning communities.

    In summary, DEI initiatives in education offer numerous benefits, but these programs also face significant challenges. To maximize the positive impact of DEI efforts, educational institutions must commit to thoughtful, well-resourced, and inclusive implementation strategies that promote genuine equity and inclusion for all members.

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

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  • How an AI-generated song transformed my ELL classroom

    Key points:

    A trending AI song went viral, but in my classroom, it did something even more powerful: it unlocked student voice.

    When teachers discuss AI in education, the conversation often focuses on risk: plagiarism, misinformation, or over-reliance on tools. But in my English Language Learners (ELL) classroom, a simple AI-generated song unexpectedly became the catalyst for one of the most joyful, culturally rich, and academically productive lessons of the year.

    It began with a trending headline about an AI-created song that topped a music chart metric. The story was interesting, but what truly captured my attention was its potential as a learning moment: music, identity, language, culture, creativity, and critical thinking–all wrapped in one accessible trend.

    What followed was a powerful reminder that when we honor students’ voices and languages, motivation flourishes, confidence grows, and even the shyest learners can find their space to shine.

    Why music works for ELLs

    Music has always been a powerful tool for language development. Research consistently shows that rhythm, repetition, and melody support vocabulary acquisition, pronunciation, and memory (Schön et al., 2008). For multilingual learners, songs are more than entertainment–they are cultural artifacts and linguistic resources.

    But AI-generated songs add a new dimension. According to UNESCO’s Guidance for Generative AI in Education and Research (2023), AI trends can serve as “entry points for student-centered learning” when used as prompts for analysis, creativity, and discussion rather than passive consumption.

    In this lesson, AI wasn’t the final product; it was the spark. It was neutral, playful, and contemporary–a topic students were naturally curious about. This lowered the affective filter (Krashen, 1982), making students more willing to take risks with language and participate actively.

    From AI trend to multilingual dialogue

    Phase 1: Listening and critical analysis

    We listened to the AI-generated song as a group. Students were immediately intrigued, posing questions such as:

    “How does the computer make a song?”

    “Does it copy another singer?”

    “Why does it sound real?”

    These sparked critical thinking naturally aligned with Bloom’s Taxonomy:

    • Understanding: What is the song about?
    • Analyzing: How does it compare to a human-written song?
    • Evaluating: Is AI music truly ‘creative’?

    Students analyzed the lyrics, identifying figurative language, tone, and structure. Even lower-proficiency learners contributed by highlighting repeated phrases or simple vocabulary.

    Phase 2: The power of translanguaging

    The turning point came when I invited students to choose a song from their home language and bring a short excerpt to share. The classroom transformed instantly.

    Students became cultural guides and storytellers. They explained why a song mattered, translated its meaning into English, discussed metaphors from their cultures, or described musical traditions from home.

    This is translanguaging–using the full linguistic repertoire to make meaning, an approach strongly supported by García & Li (2014) and widely encouraged in TESOL practice.

    Phase 3: Shy learners found their voices

    What surprised me most was the participation of my shyest learners.

    A student who had not spoken aloud all week read translated lyrics from a Kurdish lullaby. Two Yemeni students, usually quiet, collaborated to explain a line of poetry.

    This aligns with research showing that culturally familiar content reduces performance anxiety and increases willingness to communicate (MacIntyre, 2007). When students feel emotionally connected to the material, participation becomes safer and joyful.

    One student said, “This feels like home.”

    By the end of the lesson, every student participated, whether by sharing a song, translating a line, or contributing to analysis.

    Embedding digital and ethical literacy

    Beyond cultural sharing, students engaged in deeper reflection essential for digital literacy (OECD, 2021):

    • Who owns creativity if AI can produce songs?
    • Should AI songs compete with human artists?
    • Does language lose meaning when generated artificially?

    Students debated respectfully, used sentence starters, and justified their opinions, developing both critical reasoning and AI literacy.

    Exit tickets: Evidence of deeper learning

    Students completed exit tickets:

    • One thing I learned about AI-generated music
    • One thing I learned from someone else’s culture
    • One question I still have

    Their responses showed genuine depth:

    • “AI makes us think about what creativity means.”
    • “My friend’s song made me understand his country better.”
    • “I didn’t know Kurdish has words that don’t translate, you need feeling to explain it.”

    The research behind the impact

    This lesson’s success is grounded in research:

    • Translanguaging Enhances Cognition (García & Li, 2014): allowing all languages improves comprehension and expression.
    • Self-Determination Theory (Deci & Ryan, 2000): the lesson fostered autonomy, competence, and relatedness.
    • Lowering the Affective Filter (Krashen, 1982): familiar music reduced anxiety.
    • Digital Literacy Matters (UNESCO, 2023; OECD, 2021): students must analyze AI, not just use it.

    Conclusion: A small trend with big impact

    An AI-generated song might seem trivial, but when transformed thoughtfully, it became a bridge, between languages, cultures, abilities, and levels of confidence.

    In a time when schools are still asking how to use AI meaningfully, this lesson showed that the true power of AI lies not in replacing learning, but in opening doors for every learner to express who they are.

    I encourage educators to try this activity–not to teach AI, but rather to teach humanity.

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    Nesreen El-Baz, Bloomsbury Education Author & School Governor

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  • Why every middle school student deserves a second chance to learn to read

    Key points:

    Between kindergarten and second grade, much of the school day is dedicated to helping our youngest students master phonics, syllabication, and letter-sound correspondence–the essential building blocks to lifelong learning.

    Unfortunately, this foundational reading instruction has been stamped with an arbitrary expiration date. Students who miss that critical learning window, including our English Language Learners (ELL), children with learning disabilities, and those who find reading comprehension challenging, are pushed forward through middle and high school without the tools they need. In the race to catch up to classmates, they struggle academically, emotionally, and in extreme cases, eventually disengage or drop out.

    Thirteen-year-old Alma, for instance, was still learning the English language during those first three years of school. She grappled with literacy for years, watching her peers breeze through assignments while she stumbled over basic decoding. However, by participating in a phonetics-first foundational literacy program in sixth grade, she is now reading at grade level.

    “I am more comfortable when I read,” she shared. “And can I speak more fluently.”

    Alma’s words represent a transformation that American education typically says is impossible after second grade–that every child can become a successful reader if given a second chance.

    Lifting up the learners left behind 

    At Southwestern Jefferson County Consolidated School in Hanover, Ind., I teach middle-school students like Alma who are learning English as their second language. Many spent their formative school years building oral language proficiency and, as a result, lost out on systematic instruction grounded in English phonics patterns. 

    These bright and ambitious students lack basic foundational skills, but are expected to keep up with their classmates. To help ELL students access the same rigorous content as their peers while simultaneously building the decoding skills they missed, we had to give them a do-over without dragging them a step back. 

    Last year, we introduced our students to Readable English, a research-backed phonetic system that makes English decoding visible and teachable at any age. The platform embeds foundational language instruction into grade-level content, including the textbooks, novels, and worksheets all students are using, but with phonetic scaffolding that makes decoding explicit and systematic.

    To help my students unlock the code behind complicated English language rules, we centered our classroom intervention on three core components:

    • Rhyming: The ability to rhyme, typically mastered by age five, is a key early literacy indicator. However, almost every ELL student in my class was missing this vital skill. Changing even one letter can alter the sound of a word, and homographic words like “tear” have completely different sounds and meanings. By embedding a pronunciation guide into classroom content, glyphs–or visual diacritical marks–indicate irregular sounds in common words and provide key information about the sound a particular letter makes.
    • Syllabication patterns: Because our ELL students were busy learning conversational English during the critical K-2 years, systematic syllable division, an essential decoding strategy, was never practiced. Through the platform, visual syllable breaks organize words into simple, readable chunks that make patterns explicit and teachable.
    • Silent letter patterns: With our new phonics platform, students can quickly “hear” different sounds. Unmarked letters make their usual sound while grayed-out letters indicate those with a silent sound. For students frustrated with pronunciation, pulling back the curtain on language rules provided them with that “a-ha” moment.

    The impact on our students’ reading proficiency has been immediate and measurable, creating a cognitive energy shift from decoding to comprehension. Eleven-year-old Rodrigo, who has been in the U.S. for only two years, reports he’s “better at my other classes now” and is seeing boosts in his science, social studies, and math grades.

    Taking a new step on a nationwide level

    The middle-school reading crisis in the U.S. is devastating for our students. One-third of eighth-graders failed to hit the National Assessment of Educational Progress (NAEP) benchmark in reading, the largest percentage ever. In addition, students who fail to build literacy skills exhibit lower levels of achievement and are more likely to drop out of school. 

    The state of Indiana has recognized the crisis and, this fall, launched a new reading initiative for middle-school students. While this effort is a celebrated first step, every school needs the right tools to make intervention a success, especially for our ELL students. 

    Educators can no longer expect students to access grade-level content without giving them grade-level decoding skills. Middle-school students need foundational literacy instruction that respects their age, cognitive development, and dignity. Revisiting primary-grade phonics curriculum isn’t the right answer–educators must empower kids with phonetic scaffolding embedded in the same content their classmates are learning. 

    To help all students excel and embrace a love of reading, it’s time to reject the idea that literacy instruction expires in second grade. Instead, all of us can provide every child, at any age, the chance to become a successful lifelong reader who finds joy in the written word.

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    Kim Hicks, Southwestern Jefferson County Consolidated School

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  • More teens are using summer for college and career prep

    Key points:

    The academic landscape has evolved dramatically, especially when it comes to summers. More students are embracing year-round learning to build strong study habits and develop the critical thinking, application, and retention skills they need for success in higher education and the workplace. They’re treating AP®, SAT®, and ACT® practice and preparation as long-term investments rather than temporary obligations where they are last-minute cramming for these high-stakes exams.

    Trends and research support this approach. The Pew Research Center found that 36.6 percent of U.S. teens had a paying job during the summer of 2021–the highest rate since 2008. According to their research, 86 percent of U.S. teens say having a job or career they enjoy is extremely or very important, and 58 percent say having a lot of money is highly important. Their drive for meaningful, financially secure careers is reshaping how they spend their time, especially during the summer.

    Beyond earning money, today’s teens are using their summers for skill development through jobs, internships, and academic prep. This dual focus on work and learning shows maturity and foresight. Students are preparing not just for the next school year but for the professional expectations they’ll face later in life.

    What the Surge Says About Student Ambition

    This rising engagement in AP coursework aligns with a broader cultural shift toward early academic specialization. Students see AP coursework as more than a way to earn college credit. It’s the first step into their intended career path.

    • Future healthcare professionals are diving into AP Biology, AP Chemistry, AP Physics 1, and AP Psychology as early tests of their aptitude for the MCAT® and various medical fields.
    • Aspiring attorneys and policymakers turn to AP Government and AP U.S. History to build knowledge of our legislative and judicial foundations, as well as analytical and writing skills.
    • Future accountants, entrepreneurs, and business people gravitate toward AP Calculus, AP Macroeconomics, and AP Statistics to develop quantitative fluency and business reasoning.

    The Associated Press-NORC Center for Public Affairs Research found that six in 10 teens say graduating from college is extremely or very important to getting a good job. Many recognize that advanced coursework in high school can make college more manageable and scholarships to their dream schools more attainable.

    The rise in AP participation isn’t just academic enthusiasm. It’s strategic planning. Students are approaching high school as a career laboratory where they can test their interests, gauge their strengths, and start aligning their goals with future opportunities.

    Summer as the new launchpad

    For this generation, the summer is a launchpad, not a pause. Teens are blending part-time work with academic enrichment, community involvement, and skill-building activities that align with their future ambitions. Many see the summer as the perfect window to study at their own pace, without the pressure of a full course load or extracurricular overload. 

    More students are using summer break strategically to strengthen their understanding and prepare for challenging AP and SAT content. This behavior echoes findings from Pew’s 2025 survey: Teens are more focused on professional and financial success than on traditional milestones such as marriage and family life. They’re motivated by the pursuit of independence, stability, and purpose, values that translate directly into how they approach school and learning.

    When I talk to students, what stands out is how intentional they are. They want to be prepared, and they want options. They see every AP class and every practice question as one step closer to a career that excites them, and a future they can control.

    From short-term learning to lifelong skills

    This trend toward early preparation also reflects a shift in how students define success. They understand that knowledge alone isn’t enough; the ability to apply, adapt, and persist will carry them through college and into their careers.

    With the research in mind, educators and edtech tools must prioritize active learning over memorization. By helping students understand the why behind each step, not just the correct answer, we build the problem-solving and analytical reasoning skills that mirror the expectations in fields more students are pursuing, including medicine, law, engineering, and business.

    The Future Belongs to the Prepared

    The surge in AP course engagement this summer isn’t an anomaly. It’s a glimpse into the future of learning, and we see that as a positive sign. Students are no longer waiting for senior year or college to take their goals seriously. They’re taking ownership of their learning, developing study skills that extend far beyond exams, and connecting their academic effort to real-world ambition. They’re not just preparing for tests; they’re preparing for life.

    High school may be where lifelong learning begins, but for this generation, it’s also where futures are built.

    Laura Ascione
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    Philip Bates, UWorld 

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  • Fairfax Co. middle school eyeing 14th straight Science Olympiad state title – WTOP News

    Longfellow Middle School’s team has won 13 consecutive state Science Olympiad titles, and is eyeing a 14th. The school has won the state championship 19 times.

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    Fairfax Co. middle school eyeing 14th straight Science Olympiad state title

    After seventh grader Chloe Kim finished taking a practice test as part of the Science Olympiad team, she researched some of the questions she got wrong.

    Then, she added new information to her cheat sheets, with the hope of improving her understanding. For the events Kim participates in, the cheat sheet can be double sided with information in small fonts. The font gets smaller as she adds to the sheet throughout the year.

    Kim is one of 30 students who secured a spot on Longfellow Middle School’s prestigious Science Olympiad team. Over 100 competed for one, taking tests and building devices, with the hope of keeping the Fairfax County school’s reputation in tact.

    Longfellow’s team has won 13 consecutive state titles, and is eyeing a 14th. The school has won the state championship 19 times.

    “It’s a big commitment,” seventh grader Will Stacy said.

    Once students earn a spot on the team, they pick from one of 20 science topics to learn about over the course of the year. Many of the options are displayed on the wall outside the school’s technology lab, where the team meets.

    Competitions range from tests to building events, which require students to construct something from a set of materials. Some events involve creating a binder with relevant information.

    “It’s a great experience if you want to major in science or if you want to be a doctor,” seventh grader Ava Jain said. “It helped me feel like I belong somewhere.”

    Jain spends 16 hours each week studying and taking practice tests. For her track focus, she builds upper and lower rotors and motor sticks for “fragile helicopters.” The team meets three times per week, and some students organize late-night Zoom calls to review.

    “It takes up a lot of time, so you can’t really do other stuff, like MathCounts and debate,” seventh grader Delina Gessesew said.

    Coaches and parent volunteers work with the group, helping to review with the goal of ensuring the school’s standard is upheld. Many of the concepts students learn are high school level.

    “The coaches are really dedicated,” parent Amit Sharma said. “They have created a legacy of winning this over decades.”

    Notes from each year are saved and shared with the next team’s kids, and there’s a network of former team members to reach out to if students get stuck.

    “Getting our device to work consistently, it’s a big problem,” said eighth grader Mattias Gessesew. “Our device just doesn’t work sometimes.”

    As for handling the pressure of participating in a program that’s had routine success, Kim said it’s “more of a motivation for me, because I can see how well others have done before me, and I want to live up to that example.”

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    Scott Gelman

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  • Billionaire Palantir cofounder calls elite college undergrads a ‘loser generation’ as data reveals rise in students seeking support for disabilities | Fortune

    That reality is showing up on a campus. A growing share of college students are seeking medical evaluations for ADHD, anxiety, and depression—and requesting academic accommodations such as extended time on exams and papers. At some of the country’s selective universities, the numbers are striking: more than 20% of undergraduates at Brown and Harvard are registered as disabled. At UMass Amherst, it’s 34%; Stanford, 38%, according to data analyzed by The Atlantic.

    While it’s clear that many students requesting accommodations do so for legitimate medical reasons and that increased diagnoses may reflect greater mental-health awareness, some experts have raised concerns about overdiagnosis and whether universities are making it too easy for students to qualify. And the debate has set off a wildfire on social media this week, catching the attention of high-profile business leaders, including Joe Lonsdale, the billionaire venture capitalist and Palantir cofounder.

    Lonsdale’s response offered no sympathy. “Loser generation,” he wrote in reaction to a graph showing the rising number of undergraduate students reporting disabilities.

    “At Stanford it’s a hack for housing though and at some point I get it, even if it’s not my personal ethics. Terrible leadership from the university.”

    He argued that families have been slowly using disability accommodations to give their children an academic advantage—when they might not actually need it.

    “Claiming your child has a disability to give them a leg up became an obvious dominant game theoretic strategy for parents without honor in the 2010’s,” Lonsdale wrote earlier this month on X. “Great signal to avoid a family / not do business with parents who act this way.”

    And while it’s unclear how many students, if any, are trying to game the system, Lonsdale has made his broader view clear: he doesn’t think universities are preparing young people—or evaluating them—in ways that matter.

    “No great companies are interested in the BS games played by universities,” he added.

    Fortune reached out to Lonsdale for further comment.

    Lonsdale’s complicated history with higher education

    Though a Stanford alum himself, Lonsdale has a complicated history with the institution and higher education more broadly.

    In the early 2010s, while serving as a mentor in a Stanford tech entrepreneurship course, Lonsdale was accused of sexual assault by a student—and banned from mentoring undergraduates for 10 years and from campus entirely. The assault charges were later dropped, but Lonsdale acknowledged violating a rule prohibiting consensual relationships between mentors and students.

    Less than a decade later, in 2021, Lonsdale cofounded his own school—the University of Austin—with Niall Ferguson, Bari Weiss, and others. The institution prides itself on freedom of speech and overcoming the “mediocrity” of traditional higher education. It welcomed its first group of undergraduates last fall and remains unaccredited.

    The school has drawn support from Lonsdale’s fellow Palantir cofounder and Stanford alum Alex Karp, who has also criticized the college system.

    “Everything you learned at your school and college about how the world works is intellectually incorrect,” Karp, Palantir’s CEO, told CNBC earlier this year.

    Instead, the 58-year-old said Palantir is building a new credential “separate from class or background,” that is the “best credential in tech.”

    “If you did not go to school, or you went to a school that’s not that great, or you went to Harvard or Princeton or Yale, once you come to Palantir, you’re a Palantirian,” Karp said during an earnings call earlier this year. “No one cares about the other stuff.”

    Preston Fore

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  • Teaching might be synchronous, but learning is always happening asynchronously

    Key points:

    The bell rings at 10:00 a.m. A teacher begins explaining quadratic equations. Some students lean forward, pencils ready. Others stare at the clock. A few are still turning yesterday’s lesson over in their minds. On the surface, it’s a standard, well‑planned class period. But here’s the catch: Learning doesn’t always happen on schedule.

    Think about your own class last week. Did every student learn exactly what you were teaching? Or did some of them circle back a day or two later with new questions, fresh insights, or sudden understanding?

    Across the country, laws and regulations attempt to define and balance synchronous and asynchronous instruction. Some states fund schools based on seat time, measuring how long students sit in classrooms or log into live online sessions. Here in Indiana, recent legislation even limits the number of e‑learning days that can be asynchronous, as if too many days without live teaching would somehow shortchange students. These rules were written with the best of intentions–ensuring students are engaged, teachers are available, and learning doesn’t slip through the cracks.

    Over time, “asynchronous instruction” has picked up a troubling reputation, often equated with the idea of no teaching at all–just kids simply poking through a computer on their own. But the truth is far more nuanced. The work of teaching is so difficult precisely because all learning is, at its core, asynchronous. The best teachers understand the enormous variance in readiness within any group of students. They know some learners grasp a concept immediately while others need more time, multiple exposures, or a completely different entry point. Giving them space beyond the live moment is often exactly what allows learning to take hold.

    Devoting resources to well-designed asynchronous learning, such as recorded lectures available for rewatch, self-paced learning modules, project-based activities, and educational games, allows students to immerse themselves in instructional materials and gain a better understanding of content on their terms. Instead of helping students catch up during class time, teachers can focus on whole-group instruction and a deeper analysis of curriculum content.

    When we’re measuring butts in seats or time in front of a screen with an instructor on the other end, live, we’re measuring what’s easy to measure, not what’s important. Real student engagement happens in the head of the learner, and that is far harder to quantify.

    That’s why I can’t help but wonder if some of these mandates, while well‑intentioned, actually get in the way of real learning, pushing schools to comply with a regulation rather than focus on the conditions that actually help students grow.

    What if, instead of focusing so much on the ratio of synchronous to asynchronous minutes, we asked a better question: Are students being given the time, space, and support to truly learn? Are we creating systems that allow them to circle back and show growth when they’re ready, not just when the bell rings? As an administrator, I know our district is still figuring out the complexities of putting these goals into practice.

    Instead of tying funding and accountability to time in a seat, imagine tying it to evidence of growth. Imagine policies that encourage schools to document when and how students show understanding, no matter when it happens. Imagine giving educators the freedom to design opportunities for students to revisit, rethink, and re‑engage until the learning truly sticks.

    The teaching might be synchronous. But the learning is always happening asynchronously, and if we can shift our policies, practices, and mindsets to honor that truth, we can move beyond compliance and toward classrooms where students have every chance to succeed.

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    George Philhower, Ed.D., Eastern Hancock Schools

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  • Students must intentionally develop durable skills to thrive in an AI-dominated world

    Key points:

    As AI increasingly automates technical tasks across industries, students’ long-term career success will rely less on technical skills alone and more on durable skills or professional skills, often referred to as soft skills. These include empathy, resilience, collaboration, and ethical reasoning–skills that machines can’t replicate.

    This critical need is outlined in Future-Proofing Students: Professional Skills in the Age of AI, a new report from Acuity Insights. Drawing on a broad body of academic and market research, the report provides an analysis of how institutions can better prepare students with the professional skills most critical in an AI-driven world.

    Key findings from the report:

    • 75 percent of long-term job success is attributed to professional skills, not technical expertise.
    • Over 25 percent of executives say they won’t hire recent graduates due to lack of durable skills.
    • COVID-19 disrupted professional skill development, leaving many students underprepared for collaboration, communication, and professional norms.
    • Eight essential durable skills must be intentionally developed for students to thrive in an AI-driven workplace.

    “Technical skills may open the door, but it’s human skills like empathy and resilience that endure over time and lead to a fruitful and rewarding career,” says Matt Holland, CEO at Acuity Insights. “As AI reshapes the workforce, it has become critical for higher education to take the lead in preparing students with these skills that will define their long-term success.”

    The eight critical durable skills include:

    • Empathy
    • Teamwork
    • Communication
    • Motivation
    • Resilience
    • Ethical reasoning
    • Problem solving
    • Self-awareness

    These competencies don’t expire with technology–they grow stronger over time, helping graduates adapt, lead, and thrive in an AI-driven world.

    The report also outlines practical strategies for institutions, including assessing non-academic skills at admissions using Situational Judgment Tests (SJTs), and shares recommendations on embedding professional skills development throughout curricula and forming partnerships that bridge AI literacy with interpersonal and ethical reasoning.

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    ESchool Media Contributors

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