The podcast, “On the Media” explains the history of DEI which started at Harvard in the 1930s and how DEI under Trump administration is being attacked.

https://www.wnycstudios.org/podcasts/otm/articles/harvard-and-the-battle-over-higher-ed

On April 3, 2025, U.S. Representative Jared Huffman and Senator Chris Van Hollen reintroduced the IDEA Full Funding Act. This bipartisan legislation aims to ensure the federal government meets its commitment to fund 40% of the average per-pupil expenditure for special education, a promise that has remained unfulfilled since the Individuals with Disabilities Education Act (IDEA) was enacted in 1975. The act proposes regular, mandatory increases in IDEA spending to achieve full funding.

https://huffman.house.gov/media-center/press-releases/04/03/2025/huffman-van-hollen-reintroduce-bicameral-legislation-to-fully-fund-special-education?utm_source=chatgpt.com

I dropped out of high school at 16. I hated school.. I got a GED at 16 and worked two jobs and took a semester of community college (I needed 15 college credits to enlist in active duty) and I joined the army (hence active duty). I got out broke, out of a horribly abusive relationship, and was lost.

I knew I wanted to go to college, but had no money to do so.

I started working, and I worked non stop.. I worked two jobs, got my own place, and bought a car.

I decided at 22 I was going to finish college, and I started out in community college.

I originally wanted to study Kinesiology, but I decided to pick something a bit more realistic. I knew I was going to have to work full time

I decided to find something I could use anywhere Not be tied down to a complicated, expensive program that would be a pain in the butt go through. I fell in love with economics and that’s what I currently am majoring in. A realistic but useable degree, I enjoy it, and I could use it to go into many different roles. I really fell in love with things like agriculture, energy sector, and transportation infrastructure, and I’ll probably take my degree into one of those departments, either working for the state or government.

I decided to first learn a trade. get my foot in the door start working. Build financial stability. Build a skill. Learn. Grow. Establish connections.

I’m 25. I’m working on my bachelors of science in Economics. I work at a grain facility and I enjoy it, although it’s not forever.

I’ve learned to love a hard days work, and I truly love and enjoy a day where I can accomplish something that makes the life of someone else a little better.

Is 25 too old to finish my degree? Should I of picked a different route? I feel like I’m doing well, but I feel behind. I’m not making the money I want to make, I’m not doing anything wrong but I yet I feel behind!

Any advice? Am I too old to learn and grow? I’d be so much further ahead, had I had money and connections to begin. I was 21, broke, and had to recover from a bad relationship and broken family life growing up.

I don’t mean to make excuses, but I feel that my life just wasn’t set up for me to ever obtain an education , and yet I fought tooth and nail to Obtain it.

Is that the world telling me to give up, or should I keep going?

Which educational figure do you hold in high regard?

ME: U.S. Supreme Court Justice Earl Warren

[Sorry for bad English, I'm not a native speaker]

Title says it. I'm still studying, but I get be a substitute teacher sometimes. I thought it's gonna be easy, because students tend to listen more to young teachers. Which is kind of true. I think I know how to talk to them, but not how to teach them. Students always say history is useless and that they don't need to know what happend. Like "whatever it just happend, we don't care" ("My" students are at the age of 12-15). I wish they could see history the way I do. It's fascinating and no matter what I tell them, they aren't interested. I've tried telling them that we need to know history for better future and to kinda feel empathy to history figures. Like "what could lead them to do this?" and "what would you do, if you were in their situation?". And I always ask them, what they think could happen next. I want them to understand it. I want them to see connections between history events. But I'm afraid they don't want to be interested. I really don't want to call them lazy, I really don't, and I think it's the teachers fault for not making class interested, but I think I've tried almost everything. What else could I do? What do you do? And if you're around the age of 12-16 or more, what does your teacher do, to make history interesting and what would you want them to do?

Hey folks! I’m exploring different degree programs and would love to see what other colleges are offering. If you don’t mind, could you please share your course curriculum or handouts for your major? It’d really help me understand how different programs are structured. Big thanks in advance!

So, many years ago, as an undergrad, I was deeply influenced by the Coleman Report. In a nutshell, that report suggested that academic performance was based on the background factors in a child's life and this was one reason why we saw disparities in academic performance between races and social classes.

Indeed, at that time, the 1960s, race and class were even more deeply tied together than now.

So as a teacher I have thought a great deal about the Coleman Report and what I can and can't do as a teacher given different background factors, and this article really opened my eyes: Parents are more important than schools, but there’s a catch. by Daniel Gauss - VISIBLE Magazine

I would tend to agree that academic performance is based overwhelmingly on parental expectations and pressure.

If this is true, is this good news or bad news? Does this mean that we can reach disadvantaged populations and encourage them to establish higher goals and more pressure for success? Or does this mean kids will only perform if there is pressure and we have to abandon the concept of intrinsic motivation? If it is all about extrinsic expectations and pressure, this would explain why toxic and Tiger parents have kids who thrive in the school system - but do we really want this situation?

I have just landed a job teaching students (many whom are ELLs froom all over the world) in Dominican Republic. It will either be 2nd/3rd grade or 4th/5th - still don't know the grade yet. I don't have a ton of experience with these age levels, so I really want to do some research and planning beforehand. I am looking for books or recommendations for online resources about the pedagogy of teaching this age and skills within the content areas of Math, Science, Social Studies, and ELA. I love the idea of cross-cirrucular teaching, and could also really use some ideas for math (never taught it). Keep in mind this school has 0 technology available to the students.

Any ideas or suggestions are greatly appreciated and thank you in advanced!

I'm running for America's best teacher and I've made it to the wildcard round (just before finals). I need to be in first place by tomorrow to move to the next round. Voting is free and only takes a second, and on top of that, right now it's 2-for-1 votes. If I win, I will receive $25,000 which I am using to buy music instruments for students in my school. https://americasfavteacher.org/2025/robert-lucia

Thank you!

Hey Teachers! Where do you get your toolboxes or desk organizers? I'd love to get the right size in order to use those cute labels. Thanks so much! -From a new teacher

For example, official grades in math classes can be very misleading to students and their parents, as they are based on material that is not nearly challenging enough to evaluate research potential in mathematics.

Hi! My son interviewed with a few private schools. He got accepted to two but we are still waiting on another schools decision. Of course the school we are waiting for is our number 1 choice.

Our second choice wants a confirmation by end of next week while our first choice will not have their decision in until 4/18.

Is it distasteful to reach out to school #1 and ask if the decision can be expedited?

This is our first time in this situation and just want to make sure we are mindful about how we proceed.

Any advice would be greatly appreciated.

I'm a graduating HS senior this year, next Fall I'm going to UW Oshkosh to become a history teacher.... But with all the shit going on in the country, will I even be able to get a job teaching in four years.... Or a home... Or a newish car.... I love teaching so much, but I don't know if I see a future where I can live while teaching....

Hey everyone, I’m on the hunt for a solid transcription service to handle a few interviews. I’ve heard GoTranscript offers decent services, but I’m open to other suggestions. Accuracy, turnaround time, and price are my top concerns. Any thoughts or experiences you can share? Thanks in advance!

Hi, I'm actually a college student, but I wanted to share a resource I found that could be useful for your students, future students, or even for yourself if you're still earning your degree! I use something called Study Fetch to help me study for big exams and relearn content that confuses me. It's help me adapt to college as a first-year student and perform better on tests. Anyone else try it? Thoughts?

hi! I am currently a senior in high school, I live in Washington, I recently was accepted into both UO and UW's education programs. I am looking to teach elementary. I plan to go straight into my masters as both schools offer one year masters programs. So I was wondering if anyone can tell me about either of the school's undergrad programs? I am wondering about quality of either, not advice on cost, thank you!!

We hold an open house every spring for 5th graders coming up to the middle school next year.

Does anyone have any fun ideas or have traditions they have done at their schools? We typically have student run tours and then end with a cupcake in the cafeteria for all the kids. Last year it got crazy as we had a HUGE turn out. No one could hear anyone and it was pretty bad.

Trying to make it fun and engaging so any set up l/logistic ideas would be appreciated!

Hi Everyone. I'm an undergraduate student writing a capstone on the policy formation, analysis, and feasibility of teaching and creating a less commonly taught language curriculum (specifically Chaldean/Assyrian) in Michigan Public K12 schools.

I'm having issues regarding where to find sources regarding education policy at the state and federal level, administration/funding, (language/LCTL) curriculum development, pedagogy, and data related to the subject matter.

Especially with how current US politics are going and changing the dynamic of everything related (not to mention the diversity aspect of what I'm studying). I fear certain information and topics being removed, if not already, which puts a wrench in the process.

Help is appreciated, and thanks in advance.

Yes, ease of access to guns is THE major reason for school shootings. But there is an underlying issue here I have never ever seen mentioned by anyone: problematic behavior by children, including bullying.

Everyone who has been a part of the the public education system knows this exists. Rampant bullying and misbehavior by kids who know there won't be any consequences are widespread. Almost every kid who decides to bring guns to schools has 2 common experiences: bad parenting (either abusive parenting or parents who allow easy access to guns) and being a social outcast. We often think of social outcast as a mental problem with the child, but never see or discuss its reality.

I've seen schools where it's almost run like a gang. These outcasts often have been through things that would constitute physical or sexual assault in any other part of society but its just swept away as "kids will be kids" and never mentioned.

The kids being assholes to other students are also often the same ones who act up with their teachers. Teachers who truly want to help educate children but having to deal with these type of kids and their parents often leads to just a complete loss of their love for teaching.

There is ZERO accountability for misbehavior in most of the schools I've seen. Teachers and children are left to fend for themselves. These problem children know they will get into barely any trouble so they just keeping upping their antics until things go really wrong. That includes being a insufferable asshole to all teachers around them and literal psychopathic behavior with other kids when no one is looking.

In NO OTHER PART OF THE WORLD would kids be able to act up in the presence of a teacher, only for the teacher to be completely unable to do anything. If you see schools in China or Europe, you can see the level of respect children give teachers, and that's because not being respectful has some real consequences.

But not in the USA.

Why is this never mentioned or discussed? There need to be real and long lasting consequences for kids being disrespectful to teachers or abusive to their peers. Until this happens, our education system will continue being a daycare for older kids instead of institutions of learning.

UK: High Court Reviews Challenge to Private School VAT Policy

The Facts

• A legal challenge to the U.K. government's policy of adding 20% VAT to private school fees reached the High Court this week, amid claims it breaches human rights law, discriminating against children with special needs, religious requirements, and other specific educational needs.
• Legal representatives for parents and schools argue that the policy would force approximately 35,000 children with Special Educational Needs (SEN) into an already struggling state sector, affecting those whose needs cannot be adequately met by state schools particularly harshly.
• The Treasury expects the policy to raise £1.7 billion annually, with funds earmarked to improve state education, though critics argue this figure may not materialize due to potential enrollment implications.
• Parents using disability living allowance to pay for private education argue that the 20% increase would force their children to return to state schools that have previously failed to meet their educational needs.
• Meanwhile, religious schools—including Christian and Jewish institutions—contend that the policy forces parents into impossible positions regarding their children's faith-based education, as state alternatives may not align with their religious convictions.
• Government representatives maintain that local authorities will continue to pay fees for pupils with assessed special needs who have education health and care plans (EHCPs), and that the policy does not interfere with religious freedom or access to private education.

The Spin

Left narrative

Labour’s VAT on private schools is a step toward fairness in education. For years, these institutions avoided a tax burden that others couldn’t escape, deepening inequality in U.K. schooling. The funds raised will help recruit thousands of teachers, easing the strain on state schools. Most families unaffected by this tax won’t sympathize with the wealthiest few. The government's policy is in no way discriminatory; it’s a shift toward a system that benefits all instead of just the privileged.

Right narrative

Labour’s VAT hike on private schools is reckless and poorly planned. Implementing this policy without clear guidance has created chaos for schools, parents, and teachers. Even tax experts called HMRC’s advice on this “inadequate and incoherent.” Schools were given little information on the details of the change, risking job losses and harming children’s education. The courts must shut down this discriminatory ideological pursuit by the government immediately.

Everyday, school counselors spend most if their time dealing with issues that occurred outside of school hours and on phones. Mondays, after a weekend of texting and posting is the worst. Social media brings out the absolute worst in young adults with developing brains.

I choose education because although I knew it wouldn’t pay as much as other jobs, I thought that I would still be able to eventually make a livable wage and have the benefit of being fulfilled and content with what I do. I now realize at the age of 33 that I have neither of those things and no visible pathway to getting either.

I’ve been a middle school teacher, an after school teacher, a university curriculum coordinator, and an educational conference and operations coordinator for my local university. Every. Single. Job. Every single one has paid poorly, lacked support, taken complete control over my life so I have no free time, and left me contemplating what my life has become beyond a cycle of work and depression. I am trying to complete my MEd to have more opportunites but I am so stretched thin and have spent almost every day working or doing school work on my computer from when I wake up to when I go to bed. With all that is going on politically, I am failing to muster up even a sliver of hope for my professional future and I just want to crawl into a ball and give up and run away.

I’m not really asking for anything in this post. I just needed to vent my feelings out and know that they will be heard, even if just by a 1 or 2 people on reddit. If you are out there relating to this post, know that I share in the frustrations, struggles, and burn out you are feeling.

Im a junior and I slacked off (didnt submit work or do homeworks) during freshman and sophmore year. I have a 3.7 gpa and only 1 HR for this junior year alone so far, but last i was told that my overall gpa is a 1.3.

I got around 1200 on my psats (which is high for my school, at least), highest scores in tests, and understand topics easier than my peers. I can easily do the work and get good grades, I just never cared enough until this year.

Is it still possible to reach at least a 2.5* overall by the time i graduate or am i just doomed to get rejected from any college I apply to in the future?