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Friday, April 4, 2025

HEI's Public Comment to ED Regarding Public Service Loan Forgiveness, Pay As You Earn, Income Contingent Repayment, Gainful Employment, Borrower Defense to Repayment and Other Rules and Regulations

[Editor's note: We are asking Higher Education Inquirer readers to submit their public comments regarding the Department of Education's plan to eliminate student loan forgiveness and income-based repayment programs. You can submit your comments here.]

As a publication committed to covering critical issues in the higher education landscape, we at the Higher Education Inquirer wish to express our full support for federal student loan forgiveness and repayment programs, such as Public Service Loan Forgiveness (PSLF), Pay As You Earn (PAYE), and Income-Contingent Repayment (ICR) programs. These programs play an essential role in ensuring equitable access to higher education, supporting public servants, and empowering graduates to contribute meaningfully to their communities and the economy.

With the rising cost of higher education, many students are burdened with overwhelming debt that limits their financial freedom and career choices. PSLF, PAYE, and ICR offer vital pathways for loan repayment and forgiveness, particularly for individuals working in essential public service fields or pursuing careers with modest salaries. By providing these programs, the federal government ensures that public servants, teachers, social workers, healthcare professionals, and other essential workers can focus on their vocations without the paralyzing weight of unmanageable student loan debt.

Public Service Loan Forgiveness, for example, offers a critical incentive to individuals who dedicate themselves to public service careers, enabling them to receive loan forgiveness after ten years of qualifying payments. This program not only supports individuals but also ensures that important sectors such as education, healthcare, and nonprofit organizations continue to attract passionate and committed professionals. It is a win-win for both the workers and the communities they serve.

Furthermore, income-driven repayment programs like PAYE and ICR allow borrowers to repay their loans based on their income and family size, providing a more sustainable and manageable path to loan repayment. These programs have proven particularly effective in reducing defaults, helping borrowers stay current on their payments without compromising their quality of life.

In addition to supporting these repayment and forgiveness programs, we also urge stronger regulatory protections for students to ensure that they are not misled by predatory institutions that prey on their aspirations. The enforcement of stronger Gainful Employment regulations is necessary to ensure that educational programs lead to viable career opportunities with reasonable earnings potential. This is especially important for students who enroll in for-profit institutions that often promise high-paying jobs but fail to deliver adequate outcomes. Without such protections, students may find themselves saddled with debt and little to no ability to repay it.

Equally important is the Borrower Defense to Repayment program, which offers a critical safeguard for borrowers who have been misled or defrauded by institutions. Strengthening this program and ensuring its accessibility is essential for protecting students from predatory practices that exploit their financial futures. The government must continue to offer these borrowers a clear and fair path to debt relief, allowing them to move forward without the burden of loans incurred due to false or misleading claims made by their schools.

We believe that these initiatives, in tandem with loan forgiveness programs, are essential for the continued prosperity of our nation. By alleviating the financial burden of student loans, promoting stronger accountability in higher education, and supporting those who dedicate themselves to public service, we can ensure that more graduates have the opportunity to thrive in their careers and make meaningful contributions to society.

At the Higher Education Inquirer, we encourage policymakers to protect, enhance, and expand these vital programs to support a diverse range of students and professionals. We look forward to working alongside others in the higher education community to ensure that students are not held back by the weight of insurmountable student loan debt, but are empowered to pursue their dreams and make a positive impact on society.

Thank you for your attention to this important matter.

Sincerely,

Dahn Shaulis
Senior Editor
Higher Education Inquirer

Intent To Receive Public Feedback for the Development of Proposed Regulations and Establish Negotiated Rulemaking Committee (US Department of Education)

 To submit a public response, go to https://www.federalregister.gov/documents/2025/04/04/2025-05825/intent-to-receive-public-feedback-for-the-development-of-proposed-regulations-and-establish

AGENCY:

Office of Postsecondary Education, Department of Education.

ACTION:

Intent to negotiate.

SUMMARY:

We announce our intention to host public hearings and establish one or more negotiated rulemaking committees to prepare proposed regulations on various programs authorized under title IV of the Higher Education Act of 1965, as amended (HEA) (title IV, HEA programs). The Department invites public feedback, especially addressing topics which may include Public Service Loan Forgiveness (PSLF), Pay As You Earn (PAYE), Income-Contingent Repayment (ICR), or other topics that would streamline current federal student financial assistance programs.

DATES:

Comments due: We must receive written comments on the topics suggested by the Department and additional topics that may be considered on or before May 5, 2025.

Hearing dates: The dates, times, and locations for the public hearings are listed under the SUPPLEMENTARY INFORMATION section of this document.

ADDRESSES:

Comments must be submitted through the Federal eRulemaking Portal at regulations.gov. Information on using Regulations.gov, including instructions for submitting comments, is available on the site under “FAQ.” If you require an accommodation or cannot otherwise submit your comments via Regulations.gov, please contact or by phone at 1-866-498-2945. If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

The Department will not accept comments submitted by fax or by email or comments submitted after the comment period closes. To ensure that we do not receive duplicate copies, please submit your comments only once. Additionally, please include the Docket ID at the top of your comments.

FOR FURTHER INFORMATION CONTACT:

For information about negotiated rulemaking, see the Frequently Asked Questions Section of the Negotiated Rulemaking Process for title IV regulations website at: https://www.ed.gov/​laws-and-policy/​higher-education-laws-and-policy/​negotiated-rulemaking-process-title-iv-regulations-frequently-asked-questions.

For information about the public hearings, or for additional information about negotiated rulemaking, contact: Tamy Abernathy, U.S. Department of Education, Office of Postsecondary Education, 400 Maryland Avenue SW, 5th Floor, Washington, DC 20202. Telephone: (202) 245-4595. Email: .

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Section 492 of the HEA (20 U.S.C. 1098a) requires that, before publishing any proposed regulations to implement programs authorized under title IV of the HEA, the Secretary must obtain public involvement in the development of the proposed regulations. After obtaining advice and recommendations from the public, the Secretary conducts negotiated rulemaking to develop the proposed regulations. We announce our intent to develop proposed title IV regulations by following the negotiated rulemaking procedures in section 492 of the HEA (20 U.S.C. 1098a). These topics will focus on how title IV regulations have impacted institutions, States, and other partners and if their implementation may be inhibiting innovation and contributing to rising college costs. We believe any rulemaking effort should provide the opportunity to streamline or eliminate unnecessary regulatory processes that are not otherwise required by law. The feedback can be received during two public hearings, including one in-person hearing and one virtual hearing, at which interested parties may comment on the topics suggested by the Department and may suggest additional topics that should be considered for action. Additionally, the Department will accept written comments on the topics suggested by the Department and suggestions for additional topics that should be considered for action. Finally, any negotiating committees will include representatives of organizations or groups with interests that are significantly affected by the subject matter of the proposed regulations.

We intend to select negotiators from nominees of the organizations and groups that represent the interests significantly affected by the proposed regulations. To the extent possible, we will select individual negotiators from the nominees who reflect a wide variety of experts among program participants, in accordance with section 492(b)(1) of the HEA (20 U.S.C. 1098a).

Regulatory Issues

We intend to convene one or more negotiated rulemaking committees to develop proposed regulations pertaining to title IV regulations that have impacted institutions, States, and other partners and if their implementation may be inhibiting innovation and contributing to rising college costs. Some proposed topics for negotiation would include:

1. Refining definitions of a qualifying employer for the purposes of determining eligibility for the Public Service Loan Forgiveness program.

2. Pay As You Earn (PAYE) and Income Contingent Repayment (ICR) repayment plans.

3. Potential topics that would streamline current federal student financial assistance program regulations while maintaining or improving program integrity and institutional quality.

We will publish a notice in the Federal Register announcing the topics of PSLF, PAYE, ICR, or other topics related to current federal student financial assistance programs. This notice will solicit nominations for individual negotiators who represent the communities of interest significantly affected by the proposed regulations. This notice will also be posted on the Department's website at: https://www.ed.gov/​laws-and-policy/​higher-education-laws-and-policy/​higher-education-policy/​negotiated-rulemaking-for-higher-education-2025-2026.

Public Hearings

For interested parties who want to discuss the rulemaking agenda, the Department will hold two public hearings, including one in-person hearing at the U.S. Department of Education located at 400 Maryland Ave. SW, Barnard Auditorium, Washington, DC 20202 and one virtual hearing. The in-person public hearing will be held on April 29, 2025, from 9:00 a.m. to 12:00 p.m. with a lunch break from 12:00 p.m. to 1:00 p.m., and from 1:00 p.m. to 4:00 p.m. Eastern Time. The virtual public hearing will be held from 9 a.m. to noon and 1 p.m. to 4 p.m., Eastern time, on May 1, 2025. Additional information on the public hearings is available at https://www.ed.gov/​laws-and-policy/​higher-education-laws-and-policy/​higher-education-policy/​negotiated-rulemaking-for-higher-education-2025-2026.

Individuals who would like to present comments at the public hearing must register by sending an email message to no later than noon, Eastern time, on the business day prior to the public hearing. The message should include the name of the presenter, the general topic(s) the individual would like to address, and one or more dates and times during which the individual would be available to speak. We will attempt to accommodate each speaker's preference, but, if we are unable to do so, we will select speakers on a first-come, first-served basis, based on the date and time we received the message. We will limit each participant to three minutes. For those who need a reasonable modification in order to provide a live comment during the hearing, please see the “Reasonable Modifications” section below for information about how to make such a request.

The Department will notify registrants of the date and time slot reserved for them and, for the virtual hearing, will provide information on how to log in to the hearing as a speaker. An individual may make only one presentation at the public hearings. If we receive more registrations than we are able to accommodate, the Department reserves the right to reject the registration of an entity or individual that is affiliated with an entity or individual that is already scheduled to present comments, and to select among registrants to ensure that a broad range of entities and individuals is allowed to present. We will accept registrations for any remaining time slots on a first-come, first-served basis, beginning at 8 a.m. on the day of the public hearing at the Department's on-site registration table (or at for the virtual hearing).

Reasonable Modifications: The hearings will be accessible to individuals with disabilities. Information for contacting the Department to request auxiliary aids or services to provide a live comment will be included in the registration process for providing a live comment at the hearing. If you will need an auxiliary aid or service to provide your comment, please notify the person listed under FOR FURTHER INFORMATION CONTACT in this notice at least two weeks before the scheduled meeting date.

Registration is not required to observe the in-person public hearings; however, space may be limited. Registration is required to view the virtual public hearing. American Sign Language translation will be provided to all who attend the hearings, and closed captioning will be provided for the virtual public hearing. We will post links for attendees who wish to observe on our website at https://www.ed.gov/​laws-and-policy/​higher-education-laws-and-policy/​higher-education-policy/​negotiated-rulemaking-for-higher-education-2025-2026. The Department will also post transcripts of all hearings on that site.

The Department will accept written comments via the Federal eRulemaking portal through May 5, 2025. See the ADDRESSES section of this document for submission information.

Privacy Note: The Department's policy is to generally make comments received from members of the public available for public viewing in their entirety on the Federal eRulemaking Portal at www.regulations.gov. Therefore, commenters should be careful to include in their comments only information that they wish to make publicly available. Commenters should not include in their comments any information that identifies other individuals or that permits readers to identify other individuals. The Department reserves the right to redact at any time any information in comments that identifies other individuals, includes information that would allow readers to identify other individuals, or includes threats of harm to another person. This may include comments where the commenter refers to a third-party individual without using their name if the Department determines that the comment provides enough detail that could allow one or more readers to link the information to the third-party individual. If your comment refers to a third-party individual, please refer to the third-party individual anonymously to reduce the chance that information in your comment could be linked to the third party. For example, “a former student with a graduate level degree” does not provide information that identifies a third-party individual as opposed to “my sister, Jane Doe, had this experience while attending University X,” which does provide enough information to identify a specific third-party individual. For privacy reasons, the Department reserves the right to not make available on Regulations.gov any information in comments that identifies other individuals, includes information that would allow readers to identify other individuals, or includes threats of harm to another person or to oneself.

Schedule for Negotiations

The dates and locations of negotiated rulemaking meetings will be published in a subsequent Federal Register document and posted online at: https://www.ed.gov/​laws-and-policy/​higher-education-laws-and-policy/​higher-education-policy/​negotiated-rulemaking-for-higher-education-2025-2026.

Accessible Format: On request to the program contact person listed under FOR FURTHER INFORMATION CONTACT , individuals with disabilities can obtain this document in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, or compact disc, or other accessible format.

Electronic Access to This Document: The official version of this document is the document published in the Federal Register . You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov. At this site you can view this document, as well as all other documents of this Department published in the Federal Register , in text or portable document format (PDF). To use PDF, you must have Adobe Acrobat Reader, which is available for free on the site. You may also access documents of the Department published in the Federal Register by using the article search feature at: www.federalregister.gov. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Program Authority:20 U.S.C. 1098a.

James P. Bergeron,

Acting Under Secretary.

[FR Doc. 2025-05825 Filed 4-3-25; 8:45 am]

BILLING CODE 4000-01-P

MEDIA ADVISORY UPDATE: 'Hands Off!' March at San Diego Civic Center, April 5 Noon - Protesters to March Demanding Protection of Rights and Services

SAN DIEGO, CA — Community members will gather at the San Diego Civic Center Plaza for a “Hands Off!” march on April 5 to protest DOGE and the Trump administration’s attack on programs and services used by San Diego residents. The local march will coincide with a nationwide day of demonstrations expected to be attended by hundreds of thousands

Organizers describe the event as a collective response to policies impacting our community. “San Diegans who are veterans, who are postal workers and teachers, who rely on Social Security, Medicaid or Medicare, and who are horrified at the Trump-Musk billionaire takeover of our government are coming together to protest the Trump Administration’s attacks on the rights and services they depend upon, many of them for survival” said Angela Benson, a member of the organizing coalition.

Event Details:

  • What: Over 10,000 San Diegans expected to peacefully demand "HANDS OFF!" their rights and services in one of over 1,000 HANDS OFF! events scheduled nationwide on April 5

  • Who: Coalition of San Diego Pro-Democracy Groups

  • When: Saturday, April 5, noon, 1 mile march to leave approximately 12:15 PM

  • Where: March starts at Civic Center Plaza Fountain by 1200 Third St., ends at Hall of Justice at 330 W Broadway

  • Transportation: Participants are encouraged to take public transit to the event

Planning group:

  • Change Begins With ME

  • CBFD Indivisible

  • Indivisible49

  • Indivisible North San Diego County

  • Democratic Club of Carlsbad and Oceanside

  • Encinitas and North Coast Democratic Club

  • SanDiego350

  • Swing Left/Take Action San Diego

  • Activist San Diego

  • 50501 San Diego

Media Opportunities:

  • The following representatives will be available day-of the march for interviews. If interested, please coordinate with Richard (770-653-6138) prior to the event, and plan to arrive at the location marked below by 11:30 AM Pacific

    • Representatives

      • Sara Jacobs - House of Representatives, CA-51 district

      • Scott Peters - House of Representatives, CA-50 district

      • Chris Ward - California State Assemblymember, 78 district

      • Stephen Whitburn - San Diego Councilmember

      • Reverend Madison Shockley II - Pilgrim United Church of Christ

      • Yusef Miller - Executive Director of North County Equity & Justice Coalition

      • Brigette Browning - Executive Secretary San Diego and Imperial Counties Labor Council and President, Unite Here!

      • Crystal Irving - President, Service Employees International Union (SEIU)

      • Andy Kopp - Veteran

      • Patrick Saunders - Veteran

      • Phil Petrie - SanDiego350, Climate Activist

    • Recommended Schedule

      • 11:30 AM - 11:40 AM: Representative introductions - Group/cause they’re representing, why they’re marching

      • 11:40 AM - 12:05 PM: Representatives break off, available for interview by Press

      • 12:05 PM - 12:15 PM: Representatives move to beginning of march

      • 12:15 PM: March begins

      • 12:15 PM - 2:00 PM: March to Hall of Justice

      • 2:00 PM: March ends at Hall of Justice, participants may disperse or continue to federal plaza


Trump’s Education Department is Closing. And Also Starting A Long Rulemaking Process. (David Halperin)

Although President Donald J. Trump last month signed an executive order directing Secretary of Education Linda McMahon “to the maximum extent appropriate and permitted by law, take all necessary steps to facilitate the closure of the Department of Education,” and although DOGE efforts and layoffs have cut the Department staff by half, the Department announced today that it will embark on an extensive round of meetings to draft new regulations governing student financial aid.

Unlike most federal agencies, the Department is generally required to engage in an elaborate process called negotiated rulemaking before it can issue or cancel regulations. This has meant — on issues from campus sexual assault to performance standards guarding against predatory college abuses — years of public hearings, formal convenings of rulemaking panels, written public comments and meetings on draft regulations, and more. It also has produced a decades-long ping pong match of final regulations made by one party and overwritten by the other, from the Obama to Trump I to Biden, followed by years of court challenges.

The first Trump administration staffed its higher education jobs with former executives of predatory for-profit colleges, and they eliminated both regulations and enforcement efforts aimed at protecting students and holding predatory schools accountable.

Today’s notice, signed by James P. Bergeron, Acting Under Secretary of Education, says the first round of Trump II negotiated rulemaking will likely include consideration of Public Service Loan Forgiveness and other loan repayment programs “or other topics that would streamline current federal student financial assistance programs.”

Other language in the notice suggests the Department may go deep, perhaps working to cancel the Biden rules creating performance standards for for-profit and career college programs (the gainful employment rule) and providing debt relief for students scammed by their colleges and government recoupment of funds from dishonest schools (the borrower defense rule). The notice opines that current regulations “may be inhibiting innovation and contributing to rising college costs” and that it wants to “streamline” the rules “while maintaining or improving program integrity and institutional quality.” “Innovation,” while a great thing for education when it can really happen, has been a buzzword used by the for-profit college industry to fight against rules aimed at protecting against predatory programs. Gutting the Biden rules would increase the vulnerability of both students and taxpayers to billions in waste, fraud, and abuse from deceptive, poor quality schools — even though the stated purpose of DOGE is to halt government excess.

When pro-student Democratic members of the House of Representatives  held a press conference outside the Department headquarters yesterday after they met with McMahon to discuss such concerns, she followed them. But she quickly fled when Rep. Mark Takano (D-CA) asked her when she would shut down the building.

The Department’s rulemaking process begins with public hearings on April 29 and May 1, the first in-person at Department headquarters and the second online. Advocates for students and taxpayers should register to speak and show up to make their voices heard.

[Editor's note: This article originally appeared on Republic Report.]

 

“Am I Sure?” — A Mindful Question to Reduce Stress & Gain Perspective (Dr. Ryan Niemiec, VIA Strengths)

How often do we let our assumptions add to our stress—without even realizing it? In this short video, Dr. Ryan Niemiec invites us to pause and ask one simple, powerful question: “Am I sure?” By gently challenging our perceptions, we create space for clarity, balance, and authenticity. Learn how mindfulness and the character strength of Perspective can help reduce stress and bring you back to what truly matters.

Thursday, April 3, 2025

60% More Confident: The Tools Helping University Students Succeed After Graduation (Post College Journey)

Seattle, Wash.– As thousands of university students graduate each year, many find themselves
facing an unexpected challenge: career uncertainty. Despite earning degrees, a large portion of
graduates report feeling unprepared to enter the workforce. Post-college career expert Laurie
Nilo-Klug
is tackling this issue head-on, providing students with the tools they need to build
confidence and thrive in their careers.

Ms. Nilo-Klug, an Adjunct Professor at Seattle University and the founder of Post College
Journey
, has dedicated her work to helping students transition from college to the professional
world. Through her programs, Laurie has empowered students to take control of their career
paths, addressing common issues such as imposter syndrome, skill uncertainty, and job market
navigation.

 

After implementing her career confidence-building tools in the classroom, Laurie observed a
remarkable 60% increase in student confidence levels. “Many students leave college with
impressive degrees but lack the self-assurance to effectively launch their careers. 

My goal is to bridge that gap with actionable strategies that instill confidence and competence,” says Laurie. Laurie explains, “In a recent assignment, I had students choose two career exploration activities, and their selections revealed a strong drive to connect classroom learning with their post-college goals. 

Their enthusiasm for hands-on experiences, such as job applications and simulations, highlighted the critical need for practical, real-world learning opportunities. After gathering student feedback and analyzing the data, I found a 60% increase in their career confidence levels. This reinforced my belief that early and direct exposure to career exploration is essential for student success.”

In this activity, students were tasked with selecting two career exploration activities from the
following options:

● Attending a career development event;
● Having an appointment with the career center;
● Joining a student club;
● Doing a career self-assessment
● Applying to a job;
● Or completing a job simulation and then reflecting on what they have learned.

This assignment aimed to show that career development offers many paths, so it’s crucial to
understand why you choose an activity, what you hope to gain, and reflect on what you learn.
Laurie expected students to pick low-effort options like self-assessments or joining a club, given
their frequent concerns about time constraints. Instead, nearly all chose job simulations or
applied for a job, showing a strong preference for hands-on experience.

For media inquiries or to schedule an interview with Laurie Nilo-Klug, please contact:
Marisa Spano
marisa@elkordyglobal.com

US K-12 Education: Still the "Shame of the Nation"

In 2005, Jonathan Kozol’s The Shame of the Nation powerfully critiqued the deeply entrenched educational inequalities that have disproportionately harmed Black, Latino, and low-income students. Kozol exposed the systemic racial and economic segregation that has continued to plague American schools, and his analysis remains deeply relevant today. However, the future of U.S. public education is at risk of becoming even bleaker under the Trump administration, especially as the federal government's role in education continues to be weakened.

The K-12 Pipeline: A Growing Divide

The K-12 pipeline to higher education—the path students follow from early childhood through to high school—is increasingly segmented, with disparities in the quality of education between wealthy and low-income districts widening. Kozol’s focus on how underfunded urban schools limit students' opportunities remains central today. A new Trump administration, with Linda McMahon potentially leading the Department of Education, threatens to exacerbate these existing divides.

McMahon, with little background in public education, will champion policies that reduce federal oversight, resulting in less accountability for schools, particularly those in marginalized communities. The federal funding that historically helped level the playing field, particularly through programs like Title I, could be slashed, further undermining schools in low-income neighborhoods. As a result, these schools would continue to fall behind, denying their students the resources and opportunities needed to succeed in higher education.

The Impact of Charter Schools and Privatization

The Trump administration's push to expand charter schools is another major policy shift that could further fragment the education system. Charter schools, while often touted as innovative solutions for struggling students, have been criticized for contributing to the already entrenched inequality that Kozol highlighted. Although some charter schools provide high-quality education, many are selective, serving predominantly higher-income students. By draining resources away from traditional public schools, charter schools perpetuate the educational divide, leaving students in underfunded public schools without the same opportunities.

The rise in charter schools often leads to an increase in school segregation, as wealthier families gain access to better-funded charter schools while lower-income students remain trapped in poorly funded public schools. This trend is especially harmful to Black, Latino, and low-income students, whose educational outcomes are already significantly worse than those of their wealthier peers. The expansion of charter schools under the Trump administration, combined with a decrease in public school funding, could result in further neglect for students in the most vulnerable communities.

Dismantling the U.S. Department of Education

Under Linda McMahon, the federal government’s role in ensuring educational equity will diminish drastically. The department has long played a critical role in enforcing civil rights protections and promoting equal access to education for all students, especially those from historically marginalized communities. Under McMahon’s leadership, however, the department may reduce its oversight, weakening protections for disadvantaged students and further deregulating education standards.

Dismantling the Department of Education will severely impact funding for some of the most vital programs for disadvantaged students, particularly those from low-income families and students with disabilities. Title I, which provides essential funding to help poor schools close achievement gaps, could be gutted or eliminated, leaving millions of students without the resources they need to succeed. Schools in high-poverty areas rely on Title I funds to provide tutoring, after-school programs, and other support services that directly address educational inequality. Similarly, the Individuals with Disabilities Education Act (IDEA), which mandates funding for special education programs, could face significant cuts or be poorly managed if oversight is moved to less equipped agencies. Students with disabilities, who rely on specialized services and accommodations to succeed in school, would be at greatest risk of losing access to the tailored support they need. Without these protections, both vulnerable children and their schools could face a future where educational opportunities are increasingly limited, further entrenching inequality and leaving these children behind.

With fewer safeguards in place, the privatization of education could become the norm, as more school services, including special education and after-school programs, are outsourced to private companies. This would leave the most vulnerable students without the necessary support to succeed, particularly in crucial areas like literacy and numeracy. 

The Growing Literacy Crisis: Math and Reading Inequality

The persistent gaps in math and reading literacy are among the most pressing challenges in American education. Despite efforts to improve educational outcomes, a significant disparity remains in the proficiency levels of students based on race and socioeconomic status. According to the National Assessment of Educational Progress (NAEP), only about 35% of Black and Latino 4th-graders are proficient in reading, compared to 50% of White students. Similarly, in math, only 25% of Black and Latino 8th-graders reach proficiency, compared to nearly 45% of White students.

These gaps are not merely statistical—they represent the unequal opportunities that students in underserved schools face. When underfunded schools struggle to attract and retain qualified teachers, or fail to provide students with essential learning resources, these disparities deepen. In a system where wealthy districts receive far more funding and resources, these gaps are perpetuated.

Under the Trump administration’s proposed policies, which prioritize charter schools and private sector involvement, students in public schools—especially those in impoverished areas—could see even fewer resources dedicated to addressing these literacy gaps. Charter schools, with their selective nature, may be able to provide higher-quality instruction in some cases, but this further isolates students who remain in traditional public schools with large class sizes and inadequate materials.

Making US Schools Less Accountable

The dismantling of the Department of Education would also jeopardize critical data collection and national testing systems that are vital for understanding and addressing the state of education in the United States. The National Center for Education Statistics (NCES), which operates under the Department of Education, is the primary source of reliable, comprehensive data on student performance, educational attainment, and resource allocation across the country. Without the NCES, efforts to assess educational disparities, track progress over time, and formulate evidence-based policies would be severely hindered. Additionally, national testing programs like the National Assessment of Educational Progress (NAEP), often referred to as the "Nation’s Report Card," provide valuable insights into student achievement and educational trends at the national and state levels. These assessments help inform policy decisions and highlight areas in need of intervention. Without these data-gathering tools, policymakers and educators would be left without a clear picture of how schools are performing, making it far more difficult to address systemic inequities or improve educational outcomes nationwide. The loss of these resources would leave the U.S. education system flying blind, unable to measure success or pinpoint areas for improvement.

Social Promotion: Masking the Problem Until It’s Too Late

One of the most damaging practices exacerbating the literacy crisis in American schools is social promotion—the practice of advancing students to the next grade level, despite their failure to meet basic academic standards. Social promotion is often used to avoid the stigma of holding students back, but in reality, it perpetuates the cycle of educational inequity by masking deep-rooted academic struggles.

For students in underfunded schools—particularly those in low-income neighborhoods—social promotion delays crucial interventions. Students who are promoted without mastering basic literacy and numeracy skills are allowed to move forward with significant gaps in their knowledge. By the time they reach high school, it is often too late to catch up, and many of these students find themselves unprepared for the rigors of higher education or the workforce.

Social promotion is particularly harmful for students of color, who are already more likely to attend schools with fewer resources and less experienced teachers. When these students are promoted despite not having the foundational skills needed for success, they are set up for failure. This delayed intervention further widens the achievement gap and reduces their chances of succeeding in higher education.

As the Trump administration’s policies could continue to reduce federal oversight and place more control in the hands of state and local governments, the problem of social promotion could go unchecked. Without a strong, federally mandated system of accountability, more students may be left behind, and the opportunity to fix the systemic issues before it’s too late will be missed.

The Danger of Increasing Segregation: School Discipline and the School-to-Prison Pipeline

In addition to the academic challenges, discipline policies in schools have long contributed to the inequities Kozol highlighted. The school-to-prison pipeline, which disproportionately impacts Black and Latino students, has resulted in higher rates of suspension, expulsion, and even criminal justice involvement for students of color. Under the Trump administration, this pipeline could be exacerbated by loosening federal regulations and reducing accountability for discriminatory disciplinary practices.

The expansion of charter schools could further isolate students of color, as these schools often have less stringent rules for discipline and may screen out students who are considered high-risk. This leaves public schools, especially in poorer neighborhoods, dealing with the fallout of disproportionate discipline practices, which can lead to higher dropout rates, decreased academic engagement, and fewer opportunities for college readiness.

The Path Forward: A Deepening Crisis or Hope for Reform?

While the dismantling of the U.S. Department of Education and the increased push for charter schools under the Trump administration threaten to deepen the educational crisis, there is still hope. Advocacy for stronger public education, equitable funding, and systemic reform must continue to be at the forefront of the national conversation. Kozol’s work serves as a powerful reminder of the devastating consequences of neglecting America’s most vulnerable students. Without urgent action to address the disparities in educational resources, teacher quality, and funding, the gaps in math and reading literacy will only grow wider, and the K-12 pipeline to higher education will become more fragmented.

Efforts to combat these inequities could include increased investment in early childhood education, improved access to social-emotional learning programs, and a renewed commitment to ensuring that all students, regardless of race or background, have access to the same opportunities for success. However, this can only happen if the federal government plays a strong role in holding schools accountable and ensuring equitable access to resources.

Ultimately, as Kozol’s critique has shown, the educational divide in America will continue to grow unless systemic changes are made. If the focus shifts away from equity and toward privatization and deregulation, the cycle of educational inequality will continue to harm the students who need help the most, leaving them without the tools they need to succeed in higher education and beyond.

Wednesday, April 2, 2025

"We Are Killing the Essence of What the University Is": Dr. Joanne Liu on NYU Canceling Her Talk (Democracy Now!)

 

The former international head of Doctors Without Borders is speaking out after New York University canceled her presentation, saying some of her slides could be viewed as "anti-governmental" and "antisemitic" because they mentioned the Trump administration's cuts to foreign aid and deaths of humanitarian workers in Israel's war on Gaza. Dr. Joanne Liu, a Canadian pediatric emergency medicine physician, was scheduled to speak at NYU, her alma mater, on March 19 and had been invited almost a year ago to discuss the challenges of humanitarian crises. Censoring speech is "killing the essence of what the university is about," says Liu. "I truly and strongly believe that universities are the temple of knowledge."

Yale Law School Firing Sparks Debate Over Free Speech and the State of American Academia

In a statement shared on social media on March 28th, Helyeh Doutaghi, the Deputy Director of the Law and Political Economy Project at Yale Law School (YLS), revealed that her employment was terminated by the prestigious institution. The firing came just days before Muslims across the world marked the second Eid under the shadow of an ongoing genocide against Palestinian families. Doutaghi’s termination followed her outspoken criticism of Zionist policies in Palestine, igniting a wider conversation about free speech, academic freedom, and institutional silencing in American universities.

According to Doutaghi, the circumstances surrounding her firing raise critical questions about the role of elite educational institutions in suppressing dissent. She criticized universities like Yale, Cornell, Columbia, and Harvard for what she described as the normalization of "fascistic governance." In her statement, Doutaghi argued that these institutions were increasingly functioning as "sites of surveillance and oppression," actively collaborating with state apparatuses to criminalize resistance movements.

Doutaghi's termination was preceded by her being placed on administrative leave in February, following allegations of ties to Samidoun, the Palestinian Prisoner Solidarity Network, which the U.S. government has labeled a terrorist-linked organization. Doutaghi has denied any unlawful affiliation with the group, asserting that she was never given an opportunity for a fair hearing before her abrupt dismissal. In her view, Yale’s actions exemplify a broader trend of academic institutions suppressing pro-Palestinian voices, especially as the geopolitical tensions surrounding the Israeli-Palestinian conflict escalate.

In a chilling warning about the broader implications of her firing, Doutaghi emphasized the troubling precedent her case could set for academic freedom. "This sets a chilling precedent," she wrote. "If any Al bot – or anyone at all – accuses a Yale faculty or student of wrongdoing, that alone can now suffice to end their career." Doutaghi's comments draw attention to concerns about due process in academic settings, especially when external pressures—such as politically motivated surveillance or AI-generated campaigns—are used to target and silence critical voices.

The investigation into Doutaghi's alleged ties to Samidoun came to light after an article in Jewish Onliner, an Israeli publication. However, doubts have been raised about the credibility of the publication. Israeli newspaper Haaretz reported that Jewish Onliner might be an AI-generated bot with potential links to the Israeli government and military, further casting uncertainty on the investigation’s motives. Doutaghi’s attorney, Eric Lee, pointed out that the basis for the investigation was flimsy, with the sole evidence being an online article, raising serious questions about the fairness and transparency of Yale’s decision-making process.

Doutaghi has also linked her termination to broader shifts in U.S. policy, particularly under the Trump administration, which she claims has escalated attacks on noncitizen students and faculty supporting Palestinian human rights. For Doutaghi, her firing is symptomatic of a deeper crisis in American institutions, one that reflects the decline of what she calls "Western liberal democracy." She contends that these systems, despite their outward commitment to democracy and human rights, are built to serve the interests of the propertied classes, often at the expense of marginalized communities.

The implications of Doutaghi’s termination extend beyond her personal case, signaling a potentially dangerous precedent for academic freedom in the U.S. As universities increasingly become sites of ideological conformity, there is growing concern that dissenting voices—particularly those in solidarity with Palestine—are being systematically silenced. The firing raises questions about the extent to which academic institutions are willing to protect free speech in the face of external political and social pressures.

In the wake of Doutaghi’s dismissal, students, faculty members, and advocacy groups have rallied in support of her, condemning Yale’s actions as an affront to academic freedom. Protests have erupted at various campuses, demanding accountability from university administrators and calling for the protection of Palestinian human rights.

As the case continues to unfold, the larger debate about the role of universities in upholding democratic values, academic freedom, and social justice remains at the forefront. Doutaghi’s statement serves as a reminder of the precarious nature of dissent in today’s political climate, where even academic institutions that once stood as bastions of free thought and expression are increasingly vulnerable to the pressures of political influence and ideological control.

The question now facing the broader academic community is how to respond to the growing trend of censorship and silencing on campuses. Will institutions like Yale take a stand in defense of free speech, or will they continue to bow to external political and social pressures? The answers to these questions will have far-reaching consequences for the future of academic freedom in the United States.

Information about "Hands Off Our Schools" rally in San Diego, April 8th, 8am-noon

FOR IMMEDIATE RELEASE SAN DIEGO, Calif. — Activist San Diego, in collaboration with 50501 San Diego, will host a grassroots rally Tuesday, April 8, protesting the elimination of the Department of Education and the billions of dollars in lost funding that will negatively impact our parents, teachers, and educators.

The event coincides with Department of Education Secretary Linda McMahon's appearance at the ASU + GSV Summit at the Manchester Grand Hyatt.

Event Details:

  • What: San Diego parents, educators, and concerned citizens protesting attacks on the Department of Education and cuts to school funding
  • Who: San Diego community members with organizing support from Activist San Diego and 50501 San Diego
  • When: Tuesday, April 8th, 8 a.m. to noon PDT
  • Where: Manchester Grand Hyatt, 1 Market Place, San Diego
  • Why: Voice community concerns about student rights and educational funding
  • Registration: Advanced registration is strongly encouraged at https://www.mobilize.us/dashboard/indivisible/event/770940
  • Transportation: Participants are encouraged to take public transit to the event

The "Hands Off Our Schools!" rally aims to challenge current educational policy directions and amplify community voices. Laurie, a mother of two special needs students describes her reason for speaking out.

"As a mother of two vibrant, neurodivergent daughters, my parenting journey is unique. I've had to navigate private insurance, MediCal, Regional Center supports, Early Start programs, developmental therapy networks, and our public school system.

This work is challenging, but it's called me to action—especially when our support systems are threatened. Public schools are a safe haven for families like mine. I worry there may not be a place where my girls will be accepted, supported and celebrated. That's why I stand against efforts to dismantle the Department of Education."

Media Opportunities

Speakers will be available for interviews during the event, please contact Coleen Geraghty below if you are interested in an interview. The complete speaker lineup is being finalized, additional updates will be sent as more information becomes available.

Media Contact: 
Coleen Geraghty
coleengeraghty@gmail.com
619-709-4188

Tuesday, April 1, 2025

This Week In College Viability (Gary Stocker, TWICV)

College Viability provides a resource site for students, parents, community member, faculty and others to easily see the latest information on the financial health of private colleges. The College Viability App enables students, parents, leaders and others to compare the changes in a private colleges' finances, enrollment, and outcomes over a period of 6 years. For families this information lets them make more informed decisions about their college choice -- limiting the risk of choosing one whose financial results suggest viability concerns in the coming months and years. For higher education leaders, the App provides comparative data about competitors and potential merger or alliance partners.

Trump Dismantles US Institute of Museum and Library Services (YT Daily News)

The Institute of Museum and Library Services (IMLS) has put its entire staff on administrative leave following President Trump's executive order to eliminate seven federal agencies, including IMLS. 
 
Keith E. Sonderling has been appointed as the acting director during this transition. Staff were notified via email about their 90-day paid leave, which included instructions to return government property and had their email accounts disabled. 
 
IMLS is a small federal agency, with about 70 employees, that awards grant funding to museums and libraries across the United States. Last year it granted $266 million to support essential cultural institutions.


Wake up from the dream...

It's April 1, 2025. And this is no joke. Under Donald Trump and his Republican government, the US is quickly headed down the wrong path, politically, economically, and socially, with little resistance. After three months of government disruption, there are still tens of millions of Americans that do not get what's happening, and many more that do get it but are unwilling to act. 

In history, we have seen moments very similar to this. This time, politicians, corporate CEOs, and higher education elites, who should know better, have largely stood on the sidelines. At their worst, these elites have systematically punished those who did have the courage to speak out, making others fearful of even nonviolent resistance. 

This is nothing new: of nations and societies becoming less democratic, less responsive to the People. This move to the right has developed in a number of countries, and students of history know about the rise of authoritarian leaders in ancient Rome, medieval France and England, and modern Germany, Italy, Japan, and Russia.    

Can we wake up from the dream before it's too late? 


Related links:

Monday, March 31, 2025

March Update on Student Debt (Debt Collective)

The federal government is a sh*t show right now. From ICE abductions of pro-Palestine college students to proposed cuts to Social Security and Medicaid, the Trump administration is wreaking havoc on all of our communities.

We want to take a moment and specifically talk about student debt and higher education — work that we’ve been doing for a while now. Here’s some of what we know, what we think, and what we should do:

In recent days, the Trump administration issued an executive order to dismantle the Department of Education. Legally, this cannot be done without Congress, but in practice, this means most of the staff was simply fired. We talked a little bit about what that means for student debtors in this Twitter thread. In short, this makes the student debt crisis much worse.

Shortly after that, Trump ordered the entire federal student debt portfolio — all $1.7 trillion — to be moved from the Department of Education to the Small Business Administration (SBA). The Small Business Administration is another agency within the federal government. That means our collective creditor would still be the federal government. But will this move actually happen? Will our federal student loans somehow end up privatized? There is a LOT up in the air right now, and the short answer is we don’t know exactly what will happen, but we as debtors should remain nimble so we can exercise our collective power when we need to. Moving our student debt from the Department of Education to the SBA would be 1) illegal 2) administratively and practically difficult 3) lead to possible errors with your account.

If you haven’t already, we still highly recommend going to studentaid.gov and finding your loan details and downloading and/or screenshotting your history.

The traditional infrastructure we have long suggested debtors utilize to solve problems with their student debt — the Consumer Financial Protection Bureau (CFPB), the FSA ombudsman team, etc — have either been undermined or outright destroyed. This means there are fewer and fewer ways for us, student debtors, to get answers to problems with our student debt accounts. But we shouldn’t let Congress off the hook — we should make student loans Congress’ problem. They’re elected to serve us and it’s their job to attend to your needs.

Our friends at Student Borrower Protection Center (SBPC) have put together a helpful tool to open a case at your member of Congress’s office.

Lastly, we want to talk about what we mean when we say Free College. Student debt has ruined lives, and will continue to as long as it exists. We shouldn’t have to borrow to pay for college — in fact, we shouldn’t have to pay at all. It should be free. And that’s what we’re fighting for. But our vision for College For All doesn’t stop at tuition-free — it means ICE and cops off campus; it means paying workers, faculty and staff a living wage; it means standing up for free speech; it means ending domestic and gender based violence on campus; and it means universities that function as laboratories for democracy and learning, not as laboratories for landlords and imperialism.

On April 17th, Debt Collective is co-sponsoring the National Higher Education Day of Action to demand our vision of College For All and oppose the hell the Trump administration is causing right now. Find an event near you HERE to participate — or start an event on your own!

And THIS SATURDAY – April 5th –we’re taking to the streets with hundreds of thousands of people across the country to tell Trump and Musk “Hands Off Our Democracy!” They’re stripping America for parts, and it's up to us to put an end to their brazen power grab. This will be one of the largest mass mobilizations in recent history — and we need you in the streets with us. There are hundreds of actions planned, find one to join near you HERE.

Whatever happens in the future, we will be more likely to win if we gird ourselves with each other’s stories and experiences so we can fight together. This is why we built a debtors’ union — the only virtual factory floor for debtors. Debt acts as a discipline and keeps people from joining the struggle for things we care about — but we can increase our numbers and build power by canceling unjust debts. We all share the same creditor and we need to stay connected to one another. Forward this email to a friend or family member and tell them to join the union and our email list so we can stay connected.

In Solidarity,

Debt Collective