Category: Education Unveiled in News

As we take time to recognize and honor the brave men and women who have served in the military, it is important to also reflect on the experiences and stories of veterans. These topics for veterans are not only a source of inspiration and appreciation, but also provide a deeper understanding of the impact of war on those who have served. In this article, we will explore various ideas for veterans articles and discuss the importance of sharing their experiences and perspectives. Join us in uncovering the narratives of military service and paying tribute to our troops by reflecting on their stories and sacrifices.

When it comes to writing about veterans, there is no shortage of topics that can be explored. These brave men and women have sacrificed so much for our country and their stories deserve to be shared. Whether it is honoring their service, reflecting on their experiences, or uncovering their perspectives, there are endless possibilities for articles that can shed light on the lives of veterans.

Top 5 Emerging Trends in Education

1. Providing Support for Veteran Students

In recent years, there has been a growing recognition of the unique challenges faced by veteran students in higher education. Many of these students have been out of school for years and may struggle to adjust to the academic setting. Additionally, they may also be dealing with physical or mental health issues as a result of their military service. To address these challenges, universities and colleges are implementing programs and services specifically tailored to support and assist veteran students in their academic journey.

2. Increasing Access to Education for Veterans

Unfortunately, many veterans face barriers when it comes to accessing higher education. This can be due to financial constraints, lack of information, or difficulty transitioning into civilian life. To combat these obstacles, there has been a push to provide more resources and opportunities for veterans to pursue education. This includes initiatives such as the Post-9/11 GI Bill, which covers tuition and housing expenses for veterans attending college or vocational schools.

3. Focusing on Mental Health and Trauma Care

The mental health of veterans is a pressing issue that has gained more attention in recent years. Many veterans struggle with conditions such as post-traumatic stress disorder (PTSD) and depression as a result of their time in the military. As a society, we are becoming more aware of the need to provide resources and support for these individuals, including through educational programs. There is also a growing emphasis on incorporating trauma-informed practices in education to better serve veteran students.

4. Incorporating Military History into Curricula

The study of military history can provide valuable insights into the experiences of veterans, as well as the impact of war on society. As such, there has been a push to incorporate more courses and educational materials on military history in academic programs. This not only helps to educate students on the sacrifices made by veterans but also allows them to critically examine the effects of war and conflict on individuals and communities.

5. Promoting Diversity and Inclusion in Education for Veterans

Veterans come from all walks of life and have diverse backgrounds and experiences. It is important for educational institutions to recognize this diversity and strive to create an inclusive environment for veteran students. This can include providing resources for underrepresented groups, offering culturally sensitive support services, and promoting a campus culture that celebrates and welcomes diversity.

What to Write About Veterans

Now that we have explored some of the current trends in veteran education, let’s dive into some ideas for articles that focus on veterans and their experiences.

Ideas for Veteran Articles

1. Exploring Veteran’s Stories

Every veteran has a unique story to tell and their experiences can vary greatly depending on their branch of service, deployment locations, and personal backgrounds. Consider interviewing veterans and sharing their stories to shed light on their sacrifices and contributions to our country. You can also explore themes such as resilience, camaraderie, and patriotism through these personal narratives.

2. Narratives of Military Service

Aside from individual stories, there are also broader themes and experiences associated with military service that can be explored. These can include topics such as the challenges of transitioning into civilian life, the impact of deployments on families, and the issues faced by women and minority veterans. By examining these narratives, we can gain a deeper understanding of the realities of military life.

3. Tribute to Veterans

One simple but impactful way to honor veterans is through writing a tribute article. This can be a heartfelt thank you message, a compilation of inspiring veteran quotes, or a reflection on the sacrifices made by those who have served. A tribute article allows us to express our gratitude and appreciation for the brave men and women who have served our country.

4. Honoring Our Troops

Another approach to writing about veterans is to highlight the efforts and initiatives that aim to support and honor our troops. This can include articles on organizations that provide resources for veterans, programs that assist with mental health and trauma care, or fundraisers for veteran-related causes. By sharing these initiatives, we can raise awareness and encourage support for our veterans.

5. Sharing Veteran Experiences in Art and Literature

Veterans have long used art and literature as a means of expressing their experiences and emotions. Consider exploring how veterans have used different forms of creative expression to communicate their military experiences. This can include reviews of veteran-made movies, books, and art exhibits, as well as interviews with veteran artists and writers.

Reflecting on Military Life

6. Uncovering Veteran’s Perspective

While most of us may never truly understand the realities of military life, we can strive to uncover the perspectives of veterans through their writing and interviews. Consider exploring articles that focus on the thoughts and feelings of veterans as they recount their experiences, or reflections on their time in service. This can offer valuable insights into the complexities of military life.

7. The Impact of War on Veterans

War has a profound impact not only on those who are currently serving, but also on those who have served in the past. Articles that delve into the effects of war on veterans, such as PTSD, physical disabilities, and survivor’s guilt, can help to raise awareness and highlight the ongoing struggles faced by many veterans. It can also serve as a call for increased support and resources for these individuals.

Conclusion

It is important to recognize and honor the sacrifices made by our veterans. By exploring their stories, reflecting on military life, and uncovering their perspectives, we can gain a deeper understanding and appreciation for their service. Through our writing, we can also raise awareness and advocate for the support and resources that veterans deserve. Let us continue to honor and pay tribute to our brave men and women in uniform.

If you are passionate about education and want to stay updated on the latest trends and developments, check out Pulchra’s article on Top 5 Emerging Trends in Education.

In conclusion, exploring the topics for veterans and sharing their stories is crucial in honoring our troops and understanding the impact of war on veterans. By reflecting on their experiences and uncovering their unique perspective, we can gain a deeper appreciation for the sacrifices they have made for our country. Through meaningful articles, we can pay tribute to veterans and give them the recognition and appreciation they deserve. Let us continue to shed light on the narratives of military service and shine a spotlight on the brave men and women who have served our nation. As we celebrate and honor our veterans, let us also keep in mind the challenges they face and support them in any way we can. Together, we can ensure that their stories are heard and their sacrifices are never forgotten.

The body paragraphs of an essay are where you develop your argument using evidence. You should think of each body paragraph as a mini-essay, with a specific point you are trying to make and evidence to support it.

To write the body paragraph of an essay, follow these steps:

1. Introduce the point you are trying to make in the paragraph.

2. Support your point with evidence, including examples and quotations from the text you are discussing.

3. Explain how the evidence you have provided supports your point.

4. Summarize your argument in the paragraph.

Understanding the Purpose of the Body Paragraph in an Essay

The body paragraph of an essay is where you provide your supporting evidence for the points that you made in the introduction and thesis statement. Each body paragraph should be focused on one main idea that you want to argue, and each point you make in support of that idea should be backed up by evidence from your research.

When writing the body paragraph of an essay, it’s important to keep in mind the following tips:

1. The body paragraph should be focused on one main idea.

2. The points you make in support of that idea should be backed up by evidence from your research.

3. Each body paragraph should be structured in the same way.

4. The body paragraph should be well-written and clear.

5. The body paragraph should be the same length as the other paragraphs in the essay.

6. The body paragraph should be interesting to read.

Topic Sentence: Introducing the Main Point of the Paragraph

When you are writing the body paragraph of an essay, you want to introduce the main point of the paragraph and then support that point with evidence. The evidence can come from your own research or from a variety of sources. Once you have introduced the main point of the paragraph, you should then provide evidence to back it up. This evidence can come from your own research or from a variety of sources. Once you have introduced the main point of the paragraph and provided evidence to back it up, you should then provide a conclusion that summarizes the main point of the paragraph.

Providing Evidence and Examples to Support the Topic Sentence

The body paragraphs of an essay are where you provide evidence and examples to support your topic sentence. Each paragraph should be centered around one specific point or example that supports your argument.

When writing the body paragraph of an essay, it is important to provide clear and concise evidence. This evidence can be in the form of statistics, expert opinions, or personal experiences. It is also important to back up your evidence with strong examples.

For example, if you are writing an essay about the importance of education, you might provide statistics that show how educated people make more money than those who are not educated. You might also provide examples of how educated people have been able to improve their lives and the lives of their families.

When providing evidence, it is important to make sure that your sources are credible. You should always use sources that are from reliable, academic sources. If you are using personal experiences as evidence, it is important to make sure that your experiences are relevant to the topic of your essay.

In order to make your body paragraphs effective, you should always be sure to:

-Introduce your evidence
-Explain the significance of your evidence
-Use strong examples to support your argument

Analysis and Interpretation of the Evidence

The body paragraph of an essay is where you present your evidence and interpret it. In order to write a strong body paragraph, you need to:

1. Introduce your evidence

2. Explain how your evidence supports your argument

3. Interpret your evidence

4. Connect your evidence to your argument

5. Summarize your argument

Let’s take a look at each of these steps in more detail.

1. Introduce your evidence

In your introduction, you should provide context for your evidence and introduce your argument. For example, you might say, "In his book The Communist Manifesto, Karl Marx argues that capitalism is a system that will eventually collapse."

Then, in your body paragraph, you would introduce your evidence. For example, you might say, "Marx argues that capitalism is a system that will eventually collapse because it creates inequality and poverty."

2. Explain how your evidence supports your argument

Next, you need to explain how your evidence supports your argument. For example, you might say, "Marx argues that capitalism is a system that will eventually collapse because it creates inequality and poverty. This inequality and poverty leads to discontent among the working class, which will eventually lead to the overthrow of capitalism."

3. Interpret your evidence

Next, you need to interpret your evidence. For example, you might say, "The fact that capitalism creates inequality and poverty shows that it is a failed system."

4. Connect your evidence to your argument

Next, you need to connect your evidence to your argument. For example, you might say, "The fact that capitalism creates inequality and poverty shows that it is a failed system. This failure is due to the fact that capitalism is based on greed and profit, rather than the needs of the people."

5. Summarize your argument

Finally, you need to summarize your argument. For example, you might say, "In conclusion, Marx’s argument that capitalism will eventually collapse is supported by the evidence. This collapse is due to the inherent flaws of capitalism."

Connecting the Ideas to the Thesis Statement and Overall Argument

The body paragraph of an essay is where you connect the ideas to the thesis statement and overall argument. In order to do this, you need to provide evidence to support your argument. This evidence can come in the form of statistics, quotes, or examples. You should also explain how this evidence supports your argument.

In order to write a strong body paragraph, you need to make sure that each sentence connects to the previous sentence and to the thesis statement. You should also make sure that each sentence is relevant to the topic of the essay. If you are having difficulty writing strong body paragraphs, it may help to outline your essay before you start writing. This will help you to stay on track and to make sure that each paragraph is relevant to the essay.

Transitioning Smoothly to the Next Paragraph

When writing an essay, the body paragraph is one of the most important pieces. This is where you develop your argument and provide evidence to back it up. It’s also important to make sure that your argument flows smoothly from one paragraph to the next. One way to do this is to use transition words and phrases.

Transition words and phrases help to connect your ideas and keep your argument moving forward. Without them, your essay can feel choppy and disjointed. Some common transition words and phrases include "for example," "in addition," "moreover," "thus," and "subsequently."

It’s important to use transition words and phrases at the beginning of each paragraph, as well as at the end. This will help to ensure that your argument is clear and cohesive.

Here are a few tips for writing effective body paragraphs:

-Start each paragraph with a transition word or phrase
-Develop your argument step by step
-Provide evidence to support your argument
-Make sure your argument flows smoothly from one paragraph to the next
-Use transition words and phrases at the beginning and end of each paragraph

Consistency and Coherence in the Body Paragraphs

The body paragraphs of an essay must be consistent and coherent. This means that all of the paragraphs must follow the same pattern, and that the ideas within each paragraph must be logically connected.

One way to achieve consistency and coherence in the body paragraphs is to use a pattern of introduction, development, and conclusion. The introduction should introduce the main idea of the paragraph, and the development should provide support for that idea. The conclusion should summarize the main points of the paragraph.

Another way to achieve consistency and coherence is to use a topic sentence at the beginning of each paragraph. The topic sentence should introduce the main idea of the paragraph, and the rest of the paragraph should provide support for that idea.

Finally, it is important to make sure that the ideas in the body paragraphs are logically connected. This means that the paragraphs should build on each other, and that the ideas in each paragraph should be related to the main idea of the essay.

Thousands of Native Students Go to Albuquerque Schools. Most Will Never Have a Native Teacher

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Brook Chavez, a high school junior from Albuquerque, didn’t have a Native American teacher until last year when she took a Navajo language and culture class. At 16 years old, she finally had the opportunity to learn more about her culture and connect with other Diné youth. It was a transformative experience for her as she finally felt understood by her teacher, David Scott, who is also Diné. Chavez discovered more about her clans and stories, and she cherished the moment when she and her classmates participated in the Native American Winter Stories event organized by Albuquerque Public Schools (APS).

However, Chavez wishes she hadn’t waited so long to have a Native American teacher. It is widely agreed upon by advocates and education officials that having a representative teacher workforce is crucial for better student outcomes. Same-race teachers can serve as advocates and role models for students.

Unfortunately, many Native American children attending schools in Albuquerque are unlikely to have the same experience as Chavez. The district data reveals that while almost 10% of APS students have tribal affiliations, only 1.2% of teachers employed by the district last year were Native American. Recognizing the importance of increasing racial diversity among teachers, the state Public Education Department made it a priority in their draft plan released in May, in response to the Yazzie/Martinez v. State of New Mexico court ruling of 2018. This ruling highlighted the state’s failure to provide an adequate education to Native children and other marginalized student groups.

Albuquerque district officials are making efforts to hire more Native American teachers, and this school year, they have launched a state-funded pilot program. However, there are challenges to overcome, including rising living costs in the city and a limited number of potential educators.

Representative Derrick Lente, D-Sandia Pueblo, has been sponsoring legislation aimed at improving education for Native children. He expressed concern that many Native American students may never have a Native American teacher throughout their entire school career due to the lack of support and opportunities for Native Americans after high school.

Albuquerque, as New Mexico’s largest city, is home to a significant Native American population and one of the largest school districts in the country, with 73,346 students. Many of these students belong to Native American tribes. However, the reported data from parents enrolling their children in Albuquerque Public Schools shows a discrepancy. While 5.2% of students were recorded as Native American, 9.8% of students were reported to have tribal affiliations by their parents. Philip Farson, senior director of the district’s Indian Education Department, explains that this difference is due to students being multiracial and often being recorded as a race other than Native American, despite their tribal affiliations.

The student census reveals that there are students from over 100 tribal nations and communities, with the Navajo Nation accounting for the majority at around 57% of Native students. There are also significant populations from Laguna and Zuni Pueblos, as well as a large number of students from tribes outside the U.S., mainly from Mexico and Canada.

In the previous school year, the district employed 65 Native American teachers, while 7,192 students reported tribal affiliations. This means that for every Native teacher, there were approximately 110 Native children. Although there has been a slight improvement over the past decade, the gap remains significant. In the 2011-2012 school year, for every Native teacher, there were 117 Native children.

The struggle to have enough teachers who share the same race or ethnicity as their students is not limited to Native American students. There is also a significant disparity between the number of Hispanic teachers and students in the district. While 28% of teachers identify as Hispanic, the student population is two-thirds Hispanic.

Undoubtedly, the lack of racial diversity between teachers and students is a prevalent issue both at the state and national levels, as highlighted by Lente.

According to the state education department, during the previous school year in New Mexico, Native American students accounted for 10% of the public school population, while only 3% of teachers were Native American. On the other hand, white students made up 23% of the overall student body, while 59% of teachers were white.

Nationally, a survey conducted by the Pew Research Center in the 2017-2018 school year revealed that approximately 79% of public school teachers identified as non-Hispanic white, while only 47% of students were white.

The significance of representation cannot be understated. Education officials, advocates, and students unanimously agree that closing the diversity gaps is crucial for enhancing students’ overall experiences and improving their academic achievements. This viewpoint is supported by extensive research.

For instance, a study conducted by the National Bureau of Economic Research in 2018 found that Black students who had at least one Black teacher by third grade were 13% more likely to graduate high school and 19% more likely to enroll in college.

Teachers’ race, as well as their gender, is believed to play a role in students’ educational outcomes. Same-race teachers may present material in a more culturally relevant manner, according to researchers cited in The New York Times. Additionally, teachers who understand the backgrounds of their students can serve as advocates. Dr. Glenabah Martinez, a professor at the University of New Mexico, emphasized the importance of Native American teachers who can comprehend and support students’ participation in tribal ceremonies, which may require periodic absences.

Martinez also highlighted the significance of Native American administrators in school districts who can shape culturally relevant curriculum and policies.

For students like Chavez, having a Native American teacher made a profound difference. Chavez, who faced derogatory remarks in elementary school, still encounters a less-than-inclusive climate at her high school, where only 4.7% of students have tribal affiliations. Teachers often turn to her for input during lessons regarding Native American cultures or history, regardless of her connection to the Navajo Nation.

Chavez expressed that Scott’s class provided a respite from this environment. She developed close relationships with her peers, despite no longer sharing a class. Scott, who shared his own experiences of cultural misconceptions and stereotypes with his students, encouraged them to stand their ground and educate others instead of being ashamed of their backgrounds.

Chavez only had the opportunity to have Scott as her teacher because she made the effort to enroll in a Navajo language course, which required her to travel to another campus twice a week. Scott is one of six Navajo language teachers employed by APS.

As of late August, approximately 200 Diné students are currently enrolled in language classes, as indicated by Monica Armenta, the spokesperson for the district. Additionally, the district employs two Zuni language teachers who are responsible for teaching language classes to around 40 Zuni students.

Chavez has a strong desire to continue learning the Navajo language, but unfortunately, there are no higher-level classes available for her to take this year. She expresses concerns about never achieving fluency. One of the reasons she chose to enroll in Scott’s class was because it represented a means of "keeping the culture alive." Chavez explains that her grandmother, who attended a boarding school during her childhood, is the last member of their family who is fluent in Navajo. Chavez’s sister and cousins do not have an interest in learning the language.

During the early 1800s, the federal government initiated the practice of removing Native children from their families and sending them to schools with the intention of eradicating their cultures. An investigative report released in May by the U.S. Department of the Interior reveals that widespread abuse occurred within these schools, resulting in the deaths of hundreds of children. Ongoing investigations suggest that these numbers may escalate to the tens of thousands. Chavez shares that her grandmother was hesitant to teach Navajo to her children due to her personal experiences at the boarding school. Although she now speaks about it, she still expresses apprehension, being deeply traumatized by the boarding school experience.

Albuquerque district officials acknowledge the significance of hiring more Native teachers. However, they face the challenge of a limited pool of available candidates. APS’s Indian Education Department director, Farson, explains that the district could establish a requirement for 5% of positions to be filled by Native American educators, but this would be hindered by the scarcity of such educators. Another issue lies in retaining Native teachers, particularly for leadership positions, due to non-competitive pay rates.

Some of the Native teachers employed by the district share similar sentiments to Farson, citing a lack of affordable housing within the city. Scott, who began teaching Navajo in Albuquerque the previous year, highlights the high rental costs that teachers struggle to cover with their salaries. He resorted to commuting from Naschitti, which is north of Gallup, throughout the entire school year. This resulted in a daily round trip of more than five hours. On occasion, he had to sleep in his vehicle due to the distance.

Mildred Chiquito, who teaches Navajo at Atrisco Heritage Academy High School, resides in Torreon with her elderly parents and teenage daughter. Torreon is around 85 miles northwest of the school. Chiquito expresses her desire for teacher housing in Albuquerque to alleviate the financial burden of paying for utilities and other expenses in the city. She mentions that some teachers are single parents who struggle to make ends meet. Chiquito reveals that if she had access to teacher housing, she would bring her parents to stay with her in Albuquerque for three days a week, returning to the reservation for the remaining days.

According to the Harvard Joint Center for Housing Studies’ State of the Nation’s Housing report for 2022, the Albuquerque area has experienced double-digit rent increases. In other parts of the country, certain school districts have requested parents to temporarily accommodate teachers, and there have been instances where districts have constructed apartment complexes on school grounds for teachers and staff.

Chiquito acknowledges the worth of the commute due to her passion for her work and her commitment to giving back to the school. Over a decade ago, she obtained a certification that allows experts in a specific tribe’s language and culture to teach in K-12 schools, even without a college degree. In March, the Legislature passed a bill that ensures equal pay for Native language teachers like Chiquito.

Recruiting Native teachers is challenging due to the urban-rural divide.

"We must acknowledge the importance of having educators who are dedicated to their own Native communities, as they genuinely care about the community and often work in remote areas that may not be close to commercial centers and 24-hour coffee shops," Martinez expressed. "While we need teachers in all locations, both rural and urban, we are making a concerted effort to recruit Native teachers to teach in their own communities so that they don’t have to relocate to Albuquerque."

Currently, there is no specific pipeline that focuses on Native students.

Earlier this year, APS received a $200,000 grant from the state education department’s Indigenous Education Initiative. This grant aims to place an experienced teacher who has worked with Native students, along with a coordinator, at Mission Avenue STEM Magnet School for a period of three years. Around 20% of the students at this school are Native.

"This initiative seeks to closely examine not only how students are represented in the school’s curriculum, but also the composition of the school’s staff," Farson explained. He further mentioned that by the end of the program, the school is expected to have a staff that accurately reflects the diversity of its student body. Farson expressed his hope that this process will shed light on the real challenges and issues faced by the district as a whole, and not just by one school.

The district has recently hired a teacher who is scheduled to start later this month. However, the coordinator position still remains unfilled.

Based on Farson’s experience with similar grant-funded programs, he mentioned that the first year can be challenging, but eventually, the district manages to fill the vacant positions.

Instead of solely relying on recruitment efforts across the state, Farson believes that the long-term solution lies in nurturing local talent.

"Over time, we need to focus on cultivating the interests of the 7,000 Native students in APS, so that they become motivated to pursue careers in education and remain in the district," said Farson.

There are several programs aimed at pipeline development, according to state and district education officials. However, none of them specifically target Native individuals, and most of them are not geared towards high school students.

One such program is the district’s teacher residency program, which pairs individuals pursuing an education degree with an experienced co-teacher at a high-need school for a period of 15 months. After completing the state-funded program, residents commit to teaching within the district for an additional three years. This program is run in partnership with UNM and the Albuquerque Teachers Federation.

Additionally, there is a specific residency program for special education in collaboration with Central New Mexico Community College.

According to Valerie Hoose, the executive director of labor relations and staffing for the district, the majority of residents from both programs, approximately 120 people, are still teaching in the district.

The district also participates in the state education department’s two-year Educator Fellows program, designed for educational assistants who aspire to become certified educators. Fellows gain practical experience, mentorship, and receive a stipend.

"We hope to address the bottleneck that often occurs in the teacher pipeline, where many graduates do not remain in the field," said Layla Dehaiman, director of the educator quality and ethics division.

While the program requires participants to be over 18 years old, Dehaiman mentioned that department staff have been reaching out to high school seniors and have successfully recruited several recent graduates.

Dehaiman also noted that the department has been organizing a Native American teacher working group over the past year. This group focuses on identifying barriers to licensure and developing long-term recruitment strategies.

Hoose acknowledged that generating interest in the teaching profession among young people is challenging, especially when there is tough competition for potential workers. Hoose suggested that offering widely available internship programs for high school students could be a beneficial tool in this regard.

One promising future teacher might be Chavez.

Chavez expressed her desire to become a nurturing educator, which she yearned for during her own childhood. She emphasized the fact that numerous Native children are being overlooked and neglected in the current educational system.

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Veto Override Uncertain as Fight Over Funding Illinois Schools Moves to the House

Updated on August 21st.

The political landscape in the Illinois Statehouse is continuously changing, but it seems that Wednesday, August 23rd will be the day when members of the House will attempt to overturn Governor Bruce Rauner’s revised school spending bill. According to Jim Dey of The News-Gazette, Democrat and Republican legislative leaders met last Friday in an attempt to reach a compromise. However, House Speaker Michael Madigan, who holds significant power, will need the support of at least four Republicans to challenge the Governor’s amendatory veto. In an effort to secure their votes, Madigan is reportedly considering offering tax credits to high-income parents who choose to send their children to private schools. We await further updates.

Funding for Illinois students in the upcoming school year has already been delayed for several months due to disagreements between Republican Governor Bruce Rauner and the Democratic state legislature. The Illinois House will soon determine the fate of the school funding as they decide whether to override Rauner’s partial veto of a spending bill that primarily benefits underprivileged districts, including Chicago.

The state Senate, which is dominated by Democrats, easily overrode Rauner’s changes on Sunday. The Governor responded the next day, describing their decision as a "terrible mistake."

However, the outcome in the House remains uncertain as they reconvene today. Long-serving Speaker Michael Madigan will need the support of at least a few Republican representatives in order to oppose the Governor’s decision.

Payments to schools were originally scheduled to begin on August 10th. On Monday, Chicago Mayor Rahm Emanuel did not disclose where the financially struggling city will find $269 million to fill a budget gap in the Chicago Public Schools.

The future of the state’s education legislation may be influenced by a study released on Saturday by the Illinois Board of Education. The study revealed that Rauner’s amended version of the bill would increase funding for all but 20 districts, including Chicago, which would lose $463 million.

Rauner commented on the study, stating, "It shows that for years the state has been allocating money to Chicago at the expense of other districts." The Governor has been involved in numerous conflicts with city officials regarding funding issues.

On Monday, Rauner clarified that his veto was aimed at creating a fair system where every school district in the state is treated equally. He stated, "You’ll hear some elected officials here in Chicago say my veto is because I don’t care about Chicago, or I’m anti-Chicago… Nothing could be further from the truth."

There is a possibility that the House, which is comprised of 67 Democrats and 51 Republicans, could reach a bipartisan compromise. However, the animosity between Rauner and Madigan presents a significant obstacle. On Monday, the Governor accused Madigan of having unchecked power over the state for decades and claimed that even his own party is afraid of him. In response, a spokesperson for Madigan criticized the Governor, calling him "frankly… inept."

The House has a 13-day window to override Rauner’s veto.

National School Choice Week: Celebrating Educational Options — and the Pursuit of Happiness — for Every Parent and Student

When contemplating the concept of school choice, what immediately comes to mind? Is it the improvement in academic performance, graduation rates, or efforts to accommodate the needs of parents? Is it the policies, programs, or the establishment of accountability measures?

When attending educational conferences or participating in panel discussions, these topics are frequently discussed and rightfully so. However, one aspect that is often overlooked is the importance of happiness.

Throughout my travels in 2017, wherein I visited 25 states and engaged with parents, educators, and students, the concept of happiness was a recurring theme. These individuals play a crucial role in making National School Choice Week impactful year after year.

What I discovered is that parents fundamentally care about school choice because they desire their children’s happiness. They comprehend that a safe and secure school environment, free from violence and bullying, contributes to their children’s happiness. They recognize that when a school inspires and motivates their children to learn, their potential for happiness becomes significantly greater. Moreover, parents understand that when their children feel respected and valued in school, it fosters self-respect and ultimately leads to a higher probability of happiness.

When students are happier, they are empowered to face academic challenges and are more likely to acquire knowledge. Happiness is not just a matter of policy, but a basic human need that everyone can relate to.

The founders of our country recognized this fundamental need. Even 242 years after the signing of the Declaration of Independence in Philadelphia, the pursuit of happiness remains a timeless American ideal.

During National School Choice Week, we wholeheartedly embrace this ideal. We aim to inform parents of the various educational options available to their children by shedding a positive light on different learning environments. These environments will encourage children to pursue their own happiness and enjoy their educational journey.

We celebrate and include all educational choices for all students, ranging from traditional district schools to public charter schools, magnet schools, private schools, online academies, and homeschooling.

To raise awareness for this cause, we encourage schools, homeschooling groups, community organizations, and individuals to host open houses, school fairs, information sessions, and even large rallies that draw attention to the exceptional work taking place in our communities.

What initially began with 150 events in 2011 has now grown to an astounding 32,240 events and activities nationwide in 2018.

If you attend any of these events, you will have the opportunity to hear parents sharing their stories about school choice and how they are actively pursuing happiness for their children.

Countless stories like these exist, but one, in particular, comes to mind: the story of a student who experienced bullying in two different schools. The situation became untenable, causing immense unhappiness, and he was treated unfairly. Fortunately, his parents discovered a homeschooling program, which enabled him to leave this toxic environment behind. Within months, he discovered new educational interests, engaged in extracurricular activities such as journalism and video creation, and even developed a passion for football, receiving guidance from a coach. Most importantly, he found true happiness.

Stories like these are plentiful and highlight the immense opportunity and magic that school choice offers in America today.

Opinion: Inspired By Muhammad Ali to Confront the Civil Rights Issue of Our Time — Education

We continue to reflect on the extraordinary life of Muhammad Ali, both privately and through public commemorations. Rather than simply celebrating his achievements as an athlete, a poet, and a civil rights activist, let us challenge ourselves to embody the same spirit of courage that he exemplified throughout his life. We must confront our society’s difficult social issues head-on, starting with acknowledging that education is the most pressing civil rights issue of our time.

Ali once said, "A man who views the world at 50 the same as he did at 20 has wasted 30 years." This statement highlights the importance of constant growth and development, rather than accepting the status quo. We must embrace the possibilities for change and improvement.

For many years, our public education system has demonstrated a lack of equity, resulting in significant achievement disparities among communities across the country. We cannot ignore the existence of an achievement gap and a school-to-prison pipeline that disproportionately affects certain groups.

Ali grew up during a time of deep racial segregation and discrimination in America. The idea of a Black President seemed unimaginable, and acts of racial violence, such as lynching, still occurred. Our nation had to undergo substantial change to address the systemic racism, unfairness, slavery, and hate that permeated society.

Ali emerged as a powerful voice that challenged and dismantled the walls of hate that divided our society. He defied conventional norms and fearlessly expressed his beliefs. His fight for equality and human rights played a vital role in advancing the civil rights movement. Today, his courage inspires us to closely examine specific issues like public education and demand higher standards and expectations.

Similar to Ali’s spirit, our public education system must be bold, courageous, and adaptive. We cannot remain stagnant in our approach to critical issues like education for decade after decade.

Issues evolve over time, and so must our solutions. It is widely acknowledged that our public education system has failed urban, suburban, and rural communities because decision-makers cling to outdated perspectives. As Ali once said, "A man who views the world at 50 the same as he did at 20 has wasted 30 years."

If we continue to adhere to stagnant approaches in public education, we waste precious time. We must modernize our focus and develop practical ideas so that black and brown communities no longer remain trapped in a cycle of disadvantage. Collaboration and customized solutions are essential to ensure that all young people in our country can compete on a global scale.

Generations of disadvantaged communities have witnessed the failure and deterioration of public schools that serve their families. Parents are demanding more, but their voices are not being adequately heard. In places like Newark, Patterson, Camden, and Jersey City, there is an urgent need to address the status quo in public schools.

Whether they are district, charter, community, or magnet schools, our public education system should prioritize academic preparedness for all students so they can engage, contribute, and thrive in the future. If a public school fails to provide equal opportunities for every student, parents have the right to demand innovation, change, and solutions. It is a parent’s responsibility to fight for educational justice when their child is being left behind.

We must listen to the needs and actions of parents as they are the ones directly advocating for their children’s education. Politicians and government officials should not dictate the direction of our most critical civil rights issue, education. If we are to effect real change, we must disrupt the status quo, following Ali’s example.

Racism continues to persist in our society, an unfortunate reality that even Ali could not eradicate. However, he did inspire activism and change within our broader societal fabric. Now, it is upon us, the new generation, to move beyond abstract ideals and start focusing on specific issues, such as education.

Drawing from Ali’s legacy, parents, decision-makers, and all of us must fight for the improvement of our public education system. Providing parents with strong public school options, ensuring adequate funding reaches every classroom, and recognizing the need for fundamental change are all crucial aspects that require attention.

Muhammed Akil holds the position of Executive Director at the Parent Coalition For Excellent Education (PC2E), a non-profit organization situated in New Jersey. The primary objective of PC2E is to empower every parent by ensuring their voices are heard effectively in discussions and deliberations related to education.

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Student Voice: The Joys of Reading in Quarantine. At a Time Dominated by Technology, I’m Getting Lost in Books

In the realm of global pandemics, COVID-19 is said to have arrived at an opportune time in the course of history.

Initially, I was in agreement with this sentiment. I could spend countless hours watching television, engaging in daily FaceTime calls with friends, and pursuing my studies, all while avoiding unnecessary exposure to the coronavirus. This period of "break" seemed like an unexpected blessing. I was able to relax, excel academically, and maintain a semblance of social interaction through texting, calling, and sharing self-portraits on social media. Modern technology became the silver lining amidst the quarantine, or so it seemed.

However, my perception of this idyllic pause in the school year took a melancholic turn just one week into the lockdown, when my grandmother’s partner, whom she had been with for nearly 14 years, succumbed to lung cancer. Due to the pandemic, new regulations implemented in Los Angeles restricted the number of people who could attend a funeral, leaving my family to grieve in solitude. I had never experienced the process of mourning someone I held so dear. Suddenly, my spirits plummeted, and an escape from this grim new reality and my isolated existence within the confines of my home became a dire necessity. I yearned for utopias and alternative universes where the coronavirus had never infected humanity, and where the man I considered my grandfather would still engage in conversation with me. It was during one of these daydreams that an epiphany struck me, propelling me out of my bed with a newfound determination: I would immerse myself in books.

In the morning, I meticulously compiled a list of novels written by renowned authors that I had yearned to read. I added timeless tales that had been published long before my existence to my online shopping cart, and as soon as the books arrived, I eagerly delved into their pages. Although these literary works did not transport me to genuine utopias, they provided a respite from current affairs. I found myself chuckling at Lady Susan’s coquettish behavior and shuddering at the tragic fate of Dorian Gray. Through these captivating characters and their imagined worlds, I was able to envision a brighter future instead of dwelling on the present or pining for the past.

I was astounded by how disenchanted I had become with technology during this "corona-cation." Aside from the necessary hours dedicated to schoolwork, which occupy a significant portion of my day, I now find myself enthralled by the written word, clutching a book as I absorb the words crafted by historical authors. Rarely does my leisure time involve a computer, unless it is utilized for writing or studying, and my phone has become noticeably less utilized. Admittedly, my communication with real-life acquaintances has suffered. I still engage in daily conversations with friends, but the topics of discussion seldom extend beyond school and the virus. As peculiar as it may sound, my fictional companions provide a more captivating source of news and conversation. I hold deep affection for my real-life friends, but during a period when we cannot venture outside, meet new people, or have new experiences, engaging in stimulating discussions becomes arduous. Who would have thought that paperbacks would become my salvation in a time dominated by the internet?

Through these novels, I am exposed to individuals living fervently, falling in love, and navigating the intricacies of challenging circumstances. Traveling the world is not deemed forbidden but rather encouraged, and illness is not the prevailing cause of death. The act of holding hands is not taboo, but rather expected, while gathering in large groups each evening is considered ordinary. The lives these characters lead transport me back to the months preceding the quarantine, and suddenly, rays of sunshine pierce through the cloud of despondency that had consumed me.

During my childhood, well before I possessed a cell phone, operated a computer, or had knowledge of any websites beyond YouTube, my days were consumed by books. The wonders of Harry Potter captivated my imagination, while The Mysterious Benedict Society instilled a sense of adventure. I attribute books with shaping my sense of humor, fostering my inquisitive nature, and so much more. These stories became the nourishment for my mind, which was constantly hungry for more. Friendships like those depicted in Ivy and Bean and The Sisterhood of the Traveling Pants inspired me to step out of my comfort zone and seek out new connections, while still cherishing the companionship of lifelong friends. Additionally, Wonder taught me the value of not judging individuals based on their appearance and to exhibit kindness toward everyone. Gradually, my imagination waned, and the fire of curiosity flickered with diminished intensity. However, in the mere span of a few weeks inflicted by this pandemic, that youthful vigor has been rekindled, arriving at the precise moment when I needed it most.

The "Pandemic Notebook" is a continuous compilation of personal accounts written by students, describing their experiences living through the COVID-19 pandemic. If you have an idea or would like to contribute, please reach out to Executive Editor Andrew Brownstein at Andrew@The74million.org.

Talia Natterson, a sophomore at Crossroads School for Arts & Sciences in Los Angeles, California, is a contributing writer for her school’s publication, Crossfire.

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KIPP Weighs In on Higher Education Act Rewrite, Calls on Congress to Make College More Accessible to Low-Income Kids

The KIPP Foundation released a report today urging Congress to take action to improve the affordability of college and help students on their journey towards successful careers. The organization proposes that by using federal funds to increase the number of high school guidance counselors and expand existing college completion programs, lawmakers can create opportunities for millions of low-income and minority students to earn their degrees.

This report comes at a crucial time as both the House and Senate are considering the reauthorization of the Higher Education Act, a federal law that governs various aspects of postsecondary education. With the last update to the act occurring in 2008, concerns have arisen about its adequacy in addressing college access and affordability. With Senator Lamar Alexander, Chairman of the Senate Health, Education, Labor, and Pensions Committee, set to retire soon, there is a hope for a bipartisan effort to revisit the law before the 2020 election season.

While reauthorizing the act aligns with Senator Alexander’s goals, it remains uncertain whether the KIPP Foundation’s concerns will be addressed. The national conversation surrounding college has primarily focused on addressing the burden of student loan debt and simplifying the Free Application for Federal Student Aid (FAFSA).

The foundation’s CEO, Richard Barth, emphasizes their commitment to providing students with choices and believes it is their responsibility to share their insights with policymakers. The report shares the challenges faced by many KIPP students, who predominantly come from low-income and minority backgrounds, during their college experience. The KIPP network, known for its initiatives to track graduates and provide support throughout their college years, conducts annual surveys with their alumni at campuses nationwide.

Among the report’s findings are the obstacles faced by KIPP alumni, including a lack of career-related summer jobs or internships, negative judgments based on race, concerns about food insecurity, and sacrificing meals to meet education expenses. These findings are supported by a recent survey of 86,000 college students across the country, which highlights housing and food insecurity issues. It is evident from these findings that the KIPP Foundation has a valuable perspective to contribute to ongoing higher education debates.

In response to these challenges, the KIPP Foundation proposes five recommendations to be included in a revised Higher Education Act. These recommendations aim to make college more accessible and affordable for students attending KIPP charter schools and similar institutions:

1. Allocate federal funding to provide additional college counselors in high-need schools that currently lack sufficient support.

2. Create a federal-state partnership that incentivizes spending on public university systems, with a focus on need-based student aid.

3. Establish and implement pilot programs that increase college completion rates among low-income, minority, and first-generation college students.

4. Invest directly in schools that serve a large number of disadvantaged students, including historically black colleges and universities.

5. Expand the federal work-study program to assist students in securing internships and summer jobs that offer meaningful workplace experience.

Addressing the shortage of high school guidance counselors, improving financial aid, and providing targeted support for underrepresented student populations are crucial steps towards ensuring equal access to higher education and unlocking opportunities for success in students’ future careers.

KIPP has recently demonstrated a willingness to involve itself in public policy matters. In the previous year, the organization lobbied Congress to find a permanent solution for students protected under DACA. Moreover, the foundation submitted an amicus brief to the Supreme Court in March, presenting arguments against the administration’s proposed inclusion of a citizenship question in the 2020 census.

According to Barth, the organization is not afraid to act as a public advocate, especially when the well-being of its students is at stake. He emphasized the plethora of real-life experiences and existing research that KIPP possesses, which he believes obligates them to contribute their voice to the conversation.

Note: CEO, Stephen Cockrell, served as the director of external impact for the KIPP Foundation from 2015 to 2019. However, he had no involvement in the reporting or editing of this particular story.

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EDlection 2018: Could an Online Education Scandal in Ohio Cost the GOP the Governor’s Office?

Regardless of the results of Tuesday’s primary vote in the 2018 Ohio governor’s race, which has gained significant attention nationwide, the electorate will not be introduced to any new candidates.

Richard Cordray, a Democrat, and Mike DeWine, a Republican, both former attorneys general of Ohio, have emerged as the frontrunners after many years in the public eye. However, they will face challenges from opponents with similar or even greater name recognition. Dennis Kucinich, a former Cleveland mayor and eight-term congressman, has criticized Cordray from the left, while Lieutenant Governor Mary Taylor’s campaign, which mirrors President Trump’s style, has clearly unsettled DeWine, who has extensive experience in statewide races.

All four candidates have built extensive careers in preparation for an opportunity like this. However, their time in the spotlight is being overshadowed by a wide-ranging scandal that has emerged alongside them – a scandal that could potentially influence the outcome of several major elections, making Ohio a unique state where education plays a significant role.

This is why a race taking place in the aftermath of Donald Trump’s historic victory in 2016, and featuring involvement from a Middle Eastern dictator, may hinge on local issues such as a closed charter school, the Electronic Classroom of Tomorrow (ECOT); its political supporters, including many prominent Republicans in the state; and the financial transactions that occurred between them.

According to Stephen Dyer, an education commentator, the ECOT scandal could become a key issue that surpasses national concerns. Dyer, who has observed Ohio politics as a reporter, a former Democratic state representative, and now an education fellow at the progressive think tank Innovation Ohio, believes that the Republican gubernatorial primary has been one of the most fiercely fought in recent memory.

He states, "I think it’s a clear indication of where the Republican Party currently stands. Both candidates are attempting to demonstrate their alignment with Trump. There’s no doubt that this Republican primary is intense and brutal. Candidates like Mike DeWine don’t spend millions of dollars on TV ads unless they believe it’s necessary."

Despite DeWine’s long political career, including serving as a congressman, lieutenant governor, and United States senator, before becoming attorney general, he has not been immune to his opponent’s strong attacks. Taylor’s campaign has run multiple ads portraying DeWine as weak on gun rights and immigration, prompting a response from DeWine in the final weeks of the primary, where he has branded himself as a "rock-solid conservative".

Although Taylor has managed to decrease DeWine’s favorability among GOP voters, she still lags significantly behind in the latest polls, by as much as 32 percentage points. The focus on education issues has largely diminished in light of the broader culture war, though both candidates express support for Ohio’s charter school system. Taylor has criticized Common Core and annual testing mandates, while DeWine has emphasized enhancing vocational training for K-12 students, reviving conservative themes.

Chad Aldis, vice president for Ohio policy and advocacy at the right-leaning Thomas B. Fordham Institute, explains that candidates are primarily targeting their base during the primary, and significant education discussions are expected to take place closer to the general election.

On the Democratic side, Cordray and Kucinich have been more explicit in their plans for Ohio schools and childcare. Cordray has centered his education vision on universal access to pre-K education, warning that without high-quality early education, Ohio will not be able to compete with other states. He has also proposed making community college tuition-free, a concept gaining traction within the national party.

Kucinich has also prioritized lowering higher education costs, and his main role in K-12 education has been as an opponent of charter schools. He embarked on a statewide tour last year, criticizing Ohio’s troubled charter sector as a "multibillion-dollar boondoggle" and expressing his commitment to "saving our public school system".

Dayton Mayor Nan Whaley, who aspires to become Ohio’s next governor, has faced challenges due to her city’s school system.

However, the former congressman’s progress has come to a halt recently due to the emergence of damaging revelations about his career in media. He recently expressed his support for President Trump’s recent implementation of tariffs on foreign steel and aluminum on Fox News. Even worse, he accepted approximately $20,000 last year from a pro-Syrian advocacy group with sympathies towards the tyrant Bashar al-Assad, whom he met with in January of the previous year. Additionally, he made appearances on the Russian propaganda network RT, which is widely regarded as a tool used by Vladimir Putin in his information war against the United States.

In April, Kucinich announced his decision to return the donation from the Syrian group, stating, "The organization never disclosed any interest other than human rights and never specifically informed me of their position on or interest in the Syrian regime."

Regarding his appearances on RT, Kucinich’s spokesperson, Andy Juniewicz, explained, "Dennis, along with several other prominent figures, has appeared on RT over the years, including Bernie Sanders, Barney Frank, Bill Richardson, and others. He has never received payment from RT for any of those interviews, and nothing he has said on RT conflicts with his statements as a member of Congress representing the people of Northeast Ohio."

The Controversy:

For 20 of the past 24 years, Ohio Republicans have held control over the governor’s mansion and both houses of the state legislature. Despite Ohio’s voters favoring Barack Obama in 2008 and 2012, the state is still considered a favorable ground for local Republican politicians. Given the state’s Republican-leaning tendencies and DeWine’s well-regarded reputation statewide, the attorney general is expected to have a solid advantage in the upcoming November elections.

However, the prevailing political narrative this spring could hinder his chances. Specifically, the ongoing court battle surrounding the Electronic Classroom of Tomorrow (ECOT) has garnered significant attention since the school closed in January following allegations of fraud. If the controversy continues to gain traction, it could negatively impact other Republican candidates.

Established in 2000, ECOT quickly became Ohio’s largest online charter school, ultimately enrolling 15,000 students. Its academic performance was consistently below par, even when compared to underperforming school districts such as Cleveland and Dayton. Nevertheless, many families viewed the digital learning format as the only viable option for students who struggled in traditional classrooms.

In 2016, the Ohio Department of Education conducted an audit which revealed that ECOT’s financial practices were even more questionable than its academic results. The audit found that the school had overcharged the state by $79 million during the 2015-16 and 2016-17 school years. ECOT billed for academic services provided to numerous students who logged on for an hour or less per day.

Following the order for the school to refund the wrongfully obtained funds, ECOT closed its doors in January, resulting in the layoff of hundreds of employees. While the school is currently appealing the repayment order to the Ohio Supreme Court, the situation has continued to deteriorate since its closure. An anonymous whistleblower has alleged that ECOT’s leadership knowingly manipulated attendance figures using specialized software acquired after previous accusations of dishonest billing.

The Columbus Dispatch reported that severance payments to terminated employees were contingent on the signing of nondisclosure agreements, a condition which the whistleblower refused to comply with. This revelation has raised inquiries into the amount of public funding spent on appeasing disgruntled former staff members, which appears to be quite substantial.

Numerous top Republicans in the state find themselves implicated in this quagmire as they have received substantial contributions from ECOT’s leadership over the years. Bill Lager, the school’s founder, distributed $2.1 million in political donations throughout the school’s existence, with 91 percent of that sum believed to have been contributed to Republicans. While Democrats also accepted funds from Lager, particularly during their tenure in the governor’s mansion from 2006 to 2010, the amount they received pales in comparison to the GOP’s share.

"The ECOT issue will be a major concern in the fall – not only for the governor’s race, but also for almost every other race in existence," stated Innovation Ohio’s Dyer. "Because there are extensive connections between this school and nearly every Republican candidate who has run for state office since around 2004. And all these individuals are currently running."

When approached for a comment, a spokesperson for the DeWine campaign stated via email that the Ohio Department of Education has a responsibility to ensure that all schools in Ohio are adhering to the law and regulations and prioritizing the well-being of the children. They further emphasized that under a DeWine administration, the department will actively hold every type of school in the state accountable to our youth. On the other hand, campaign officials representing Yost did not respond to the comment request.

To complicate matters, Patrick DeWine, the son of DeWine, currently serves as an Ohio Supreme Court justice and is facing multiple disciplinary charges due to alleged ethical violations. Although he received a $3,600 donation from ECOT founder Bill Lager during his previous campaign, which is not part of the charges against him, Patrick DeWine has faced criticism for his refusal to recuse himself from the case that will determine the future of ECOT.

The collapse of ECOT, which resulted in numerous students being left without a school mid-year, is arguably the most dramatic indication of Ohio’s failed attempt at holding charter schools accountable. Many operators took advantage of the state’s lenient regulations regarding governance, running schemes similar to ECOT on a smaller scale. These operators, who were supposed to oversee the schools, ended up selling services to them instead. This loose approach, combined with poor academic performance, led Ohio to gain the infamous nickname of the "Wild Wild West" of school choice according to a representative from the National Association of Charter School Authorizers.

Mike Fordham from the Fordham organization, who has been vocal about criticizing ECOT, advised against making sweeping generalizations about the costly corruption within the school. He points out that the school’s fraudulent practices were eventually exposed. However, he does acknowledge that education funds have always been involved in politics, mentioning how teachers’ unions have historically contributed financially. Despite the flow of money, the closure of the largest school in the state suggests that political protection was not a wise investment.

Considering recent political history, there is potential cause for concern: the last time Republicans lost power in Ohio was in 2006, following a statewide corruption scandal involving political donors. This occurred during a challenging election cycle for the national party. With anti-Trump sentiments prevailing across the nation and Democrats achieving victories in special elections, similar circumstances could arise in November.

Boody: As a Former Teacher, I Have Big Questions About Education, Technology & Recent Summit Learning Article. You Should, Too

An article published by The New York Times on April 21 raised concerns about Summit Learning, an online education platform, and the backlash it has faced in various school districts in Kansas. However, there are some important aspects that the article failed to address.

As a former teacher in Kansas, I found it striking that the article did not include the perspective of teachers. Does the technology actually save teachers time and empower them to create meaningful connections in the classroom? Or does it undermine their expertise? As an educator, I understand the intention behind Summit Learning, which aims to meet the unique needs of each student while giving teachers more time and flexibility to provide individual support. At the same time, I also empathize with the fear of becoming irrelevant and the concern that the teaching profession is being undervalued.

If technology in the classroom is believed to be harmful, how can we adequately prepare our children for a world that is highly influenced by it? How do we address the fact that in the modern workplace, we have traded efficiency for increased screen time and decreased human interaction? The conditions described in the article, with children sitting silently in front of screens, seem reminiscent of our current corporate culture. How can we ensure that technology is used as a tool for empowerment and equality, rather than to silence and dehumanize individuals?

I am also curious about the underlying reasons for the backlash against Summit Learning. Kansas policymakers and Summit worked together to implement the platform through a community-based opt-in process, taking into account the lessons learned from previous unsuccessful top-down approaches. The technology has been thoroughly piloted and proven to be effective in many communities. Is this backlash simply a result of resistance to change? What does this mean for those who seek to challenge established norms?

Lastly, and perhaps most importantly, how do we adequately prepare our children for the future while also empowering them to navigate the challenges of modern society? As Kansas, and the rest of America, are faced with the choice between economic decline and a technology-driven future, it may be tempting to hold onto the traditional American school system. However, this is an oversimplification of the situation in middle America.

Schools all over the country and the world are grappling with important questions about the role of technology in education. Oversimplifying these complex issues and relying on clichéd narratives will not lead to meaningful answers. Instead, we should engage with teachers, families, and students, and ask the right questions in order to learn from their experiences.

Katie Boody is a former math teacher and the founder & CEO of LeanLab Education, a non-profit organization that supports innovative projects in education.

Disclosure: LeanLab Education and Summit Learning have received funding from the Chan Zuckerberg Initiative, which also provides financial support to .