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Effective Strategies to Lift and Sustain Teacher Morale: Lessons from Texas
Learn about the state of teacher morale in Texas and strategies that could lift educators' satisfaction there and around the country.
14 May 2026
Kickoff to Summer Construction
Beginning this month, there will be multiple road closures and blasting operations as construction advances on the Stevenson Center 6, Central Utilities Initiative, Central Neighborhood Residential Colleges and Peabody Residential College projects.
11 May 2026
Don't Blame ChatGPT for the Florida State Shooting
"ChatGPT advised the FSU shooter that a mass shooting would get more attention from media if it involved several children," NBC deputy tech editor Ben Goggin posted on X yesterday. "Advised" is a funny way to put it, implying that the artificial intelligence system recommended this course of action or helped the shooter—then-20-year-old Phoenix Ikner—plot details of how he would carry out his attack. In fact, ChatGPT seems to have provided neutral information in response to questions that were not obviously asked with murderous intent. That attack, which took place in April 2025 at Florida State University , left two people dead, including Tiru Chabba. Chabba's widow, Vandana Joshi, is now suing ChatGPT maker OpenAI in federal court, alleging negligence, battery, defective design, failure to warn, and wrongful death. After chatting with the shooter, ChatGPT "either defectively failed to connect the dots or else was never properly designed to recognize the threat," the suit alleges. OpenAI "failed to create a product that would refrain from participating in discussions that amounted to it co-conspiring with Ikner" and "failed to create a product that would appropriately alert a human that investigation by law enforcement may be necessary to prevent a specific plan for imminent harm to the public." But treating the conversations between ChatGPT and Ikner as grounds for legal liability is misguided, no matter how understandable it may be that the victims' loved ones would want to assign blame here. In this case, ChatGPT allegedly provided Ikner with information on basic features of certain guns, on what times the FSU student union was crowded, and on what sorts of mass shootings received attention. Knowing what Ikner eventually did, it may be easy to view this as damning. But asking about what times a campus is crowded is not at all weird in itself. Asking how a gun works could be simple curiosity, or related to hunting or self-protection. And researching the common features of prominent mass shootings is something one might do for all sorts of harmless reasons—academic research, media criticism, or gun violence prevention efforts, to name a few. ChatGPT providing neutral information on the kinds of shootings that receive attention does not amount to (as the suit alleges) "advice" or "recommendations." And just because Ikner asked about all three things does not mean he did so simultaneously, in one session, in a way that might trigger alarms. It's possible for people to use AI tools in ways which would make "connect[ing] the dots" between any dispersed conversations difficult. It wasn't as if Ikner talked with ChatGPT about nothing but mass shootings. Joshi's complaint alleges that ChatGPT "helped him with his homework and his work-out routines, gave him tips on getting girls and relationship advice, and suggested to him how to dress and style his hair." They chatted about everything from loneliness and being bullied to video games, Nazis, Christian nationalism, Donald Trump, and mental health. It also allegedly advised him to seek help. "Ikner described his depression to ChatGPT, who confirmed some of his symptoms and advised him to seek out a therapist," states the lawsuit. When Ikner asked about suicide, ChatGPT provided "information of effects of suicide on others and twice directed him to a suicide prevention hotline. Joshi's complaint suggests the suicide talk in conjunction with other chats—including ones in which Ikner asked about the assassination attempts on Trump and one in which he asked about the aftermath of shootings—constituted a big red flag. Again, we don't even know that ChatGPT had historical memory of any of these supposed red-flag conversations by the time another one came up. But even if it did, it's unclear why these queries should have raised alarms. Most people who contemplate suicide don't become mass shooters. It's natural for people to want information about assassination attempts on the president. And a question about what would happen after a mass shooting at FSU could easily be something that someone afraid of school shootings would wonder. "ChatGPT provided factual responses to questions with information that could be found broadly across public sources on the internet," OpenAI spokesperson Drew Pusateri, told NBC, "and it did not encourage or promote illegal or harmful activity." It's important in emotionally charged situations like these to think about the alternatives—alternatives to Joshi getting this information from ChatGPT and alternatives to the way ChatGPT and OpenAI handled things. It seems silly to imagine that if Ikner had not got any of the objected-to information from ChatGPT, he wouldn't have been able to carry out his planned shooting. All of the information he gleaned could have been obtained easily from a basic internet search or other sources. ChatGPT could be trained to refuse to answer questions about certain topics, including guns or the history of mass shootings. But this could limit its general usefulness and prevent it from providing information to people seeking it for neutral or even beneficial reasons—and for what ultimate purpose? A motivated criminal isn't going to give up just because ChatGPT won't answer his question. OpenAI could be more aggressive in reporting people to authorities over their chat topics. But this seems unlikely to go well for anyone. It would almost certainly make people more wary of using ChatGPT. AI detractors may imagine that as a good thing—until people start turning to other AI tools, including those outside the United States and unsympathetic to any U.S. law enforcement requests. And authorities would be overwhelmed by useless reports. Following up on all of these could take time away from more important pursuits. It could also lead to all sorts of negative encounters between innocent individuals and police, putting people's civil liberties and even their lives at risk. If tech companies are potentially on the hook for murder because their AI products chatted with a murderer, we can expect to see them reporting anyone who asks about mental health, guns, historical violence, and much more. This would inevitably draw a lot of innocent people into encounters with police, child welfare agencies, and other authorities. Each new entertainment and communications tool gets its turn being blamed—in the public imagination and in court—for people's bad acts. Before AI, we saw people blame social media; before social media, we saw people blame video games; before video games we saw people blame violent TV and movies, and so on. People want some simple answer to horrible events—just ban violent video games, or put ratings on TV shows, or make AI companies file more police reports. But expecting AI companies to stop shootings won't lead to fewer shootings. It's just going to create new problems. IN THE NEWS Texas app store act blocked: "A federal judge in Austin has once again blocked a state law from taking effect that would regulate minors' access to content on Google Play and Apple's App Store," notes the Austin American-Statesman: Judge Robert L. Pitman previously blocked the App Store Accountability Act from taking effect on Jan. 1 by issuing a preliminary injunction while the law's constitutionality is considered in court. He declined to lift that injunction Wednesday afternoon. SB 2420 , signed into law by Gov. Greg Abbott in 2025, would require app stores to ensure users are over 18 or obtain parental consent before allowing them to download or purchase an app. Texas Attorney General Ken Paxton wanted Judge Pitman to permit enforcement of the law as the case played out. But Pitman has said the law raises serious concerns for free speech. On Substack "Instead of fracturing our shared reality, this handful of AIs seems to be piecing it back together," writes Jerusalem Demsas at The Argument . She argues that artificial intelligence is a centralizing rather than decentralizing technology. Public conversation tends to treat chatbots as the next in a long line of digital communications technologies that have decentralized truth. The internet, smartphones, and social media all made the production of information cheap and significantly decentralized who could produce it. AI is making the production of information extremely expensive and centralizing who can produce it. And while, yes, AI hallucinates, the direction of its errors is toward mainstream consensus, not fringe positions. When ChatGPT gets something wrong, it tends to do so in a confused-Wikipedia-editor-misremembering-something-they-once-read kind of way, not in a QAnon-forum-poster-high-on-ketamine kind of way. The open question is who will get to control the centralizing forces of AI. Read This Thread There are so many insane wildly misleading stories coming out about data centers almost every day now that I'm mostly having to give up on commenting on them to focus on actually getting blog posts out, but it feels like a tsunami. I'll share one from just today as an example. — Andy Masley (@AndyMasley) May 10, 2026 More Sex & Tech • Prostitution has "been called the oldest profession, and it seems like if there is a willing seller and a willing buyer between adults, the government has no business getting involved," Rhode Island state Rep. Edith Ajello (D-Providence) told The Providence Journal . Ajello is the lead sponsor of House Bill No. 8057 , which would decriminalize prostitution in the state. In April, the legislature held the measure for further study. • A Foundation for Individual Rights and Expression poll conducted in April 2026 found that only 26 percent of respondents trust the federal government to oversee social media use for minors. But most people—69 percent—said they trusted parents to do so. • Lawmakers in Portland, Oregon, want to make it easier to crack down on hotels where prostitution takes place. But " shutting down a venue doesn't make [sex work] go away," Emi Koyama, founder of Coalition for Rights & Safety for People in the Sex Trade, told Filter . "It displaces people to other areas, and it becomes more dangerous." • "Adult site Pornhub will now allow users in the U.K. to confirm their age using Apple's verification system, introduced in iOS 26.4," reports Forbes . Pornhub's parent company, Aylo, has resisted conducting its own ID checks to verify ages but "announced on May 5, 2026 that Apple's method—the world's first operating-system-level age check—meets their rigorous privacy standards." ª Chris Ferguson on a new study of cell phone bans in schools: "at least on the surface, this study is very bad news, indeed for cellphone ban fans. It supports the narrative that they are largely ineffective. There are some reasonable criticisms of the study though." The post Don't Blame ChatGPT for the Florida State Shooting appeared first on Reason.com .
11 May 2026
An AI Adoption Imperative: Centralized Sources of Governed Truth
Strategies for enterprise teams who aim to build a data foundation to move the institution from AI experimentation to real-world execution.
11 May 2026
Universities of Wisconsin Presidential Search Committee, interim president named
Universities of Wisconsin Presidential Search Committee, interim president named Amy B. Bogost, President of the Universities of Wisconsin Board of Regents, has appointed a 25-member Presidential Search Committee to help identify the next Universities of Wisconsin president. She appointed Renée Wachter as the Interim President of the Universities of Wisconsin. May 11, 2026 Share this article
11 May 2026
Kids of All Ages Need Regular Recess, Pediatricians Group Says in New Guidance
The American Academy of Pediatrics released its first new guidance on recess time in 13 years.
11 May 2026
Aomawa Shields receives Fulbright U.S. Scholar Award for 2026-27
Irvine, Calif., May 11, 2026 — Aomawa Shields, an associate professor of physics and astronomy at the University of California, Irvine, has received a Fulbright U.S. Scholar Program award to teach and conduct research in Italy for the 2026–27 academic year. The awards are granted annually by the U.S. Department of State and the Fulbright Foreign Scholarship Board. Shields will have a three-month lectureship in the Department of Physics & Astronomy at the University of Bologna. As an astronomer and astrobiologist, Shields uses computer modeling to explore the potential habitability of planets orbiting stars other than our Sun. She will design special coursework to provide students with insight into planetary environments and habitability. Shields will also lead mindful rest workshops for students and faculty, as she has done at UC Irvine. During her lectureship, Shields will collaborate with astrophysicist Leonardo Testi to study the effects of the interactions between different types of starlight and ice mixtures that may exist on planets and moons orbiting within and beyond our Solar System. As part of their collaboration, they plan to prepare a proposal to take observations of Europa, Jupiter’s fourth-largest moon and widely considered a strong candidate for harboring life. “I am deeply honored to be among those selected to represent the U.S. as a Fulbright Scholar,” Shields said. “To be able to incorporate my research into the teaching of new courses, learn from colleagues with observational expertise, and contribute to the health and wellbeing of the University of Bologna community, all while being in a country I love with my family, means I can bring all of myself to this opportunity. For that I am especially grateful.” Fulbright U.S. Scholars are accomplished faculty, researchers, administrators and established professionals who teach or conduct research in partnership with institutions around the world. Through these affiliations, they expand their professional networks and often seed future research, innovation and institutional partnerships. When they return to their home campuses, labs and classrooms, Fulbright Scholars share their experiences and insights, becoming champions of international collaboration. Many go on to host visiting scholars and inspire colleagues and students to pursue transformative opportunities abroad. The Fulbright Program was established in 1946 as an investment in global peace and American prosperity through educational and cultural exchange. The Fulbright Program is marking its 80 th anniversary in 2026, which coincides with the U.S. 250 th anniversary celebration. Fulbrighters have included 46 heads of state or government, 63 Nobel Laureates, 93 Pulitzer Prize winners, 83 MacArthur Fellows, and countless leaders in all sectors and industries across the United States and around the world. In addition, recent college graduates, graduate students and early career professionals pursue graduate study, conduct research, or teach English in schools abroad each year through the Fulbright U.S. Student Program . The deadline to apply for 2027-2028 Fulbright U.S. Scholar awards is September 15, 2026. Learn more about Fulbright U.S. Scholar awards and eligibility . For more information about the Fulbright Program, visit https://fulbrightprogram.org . About the University of California, Irvine: Founded in 1965, UC Irvine is a member of the prestigious Association of American Universities and is ranked among the nation’s top 10 public universities by U.S. News & World Report . The campus has produced five Nobel laureates and is known for its academic achievement, premier research, innovation and anteater mascot. Led by Chancellor Howard Gillman, UC Irvine has more than 36,000 students and offers 224 degree programs. It’s located in one of the world’s safest and most economically vibrant communities and is Orange County’s second-largest employer, contributing $7 billion annually to the local economy and $8 billion statewide. For more on UC Irvine, visit www.uci.edu . Media access: Radio programs/stations may, for a fee, use an on-campus studio with a Comrex IP audio codec to interview UC Irvine faculty and experts, subject to availability and university approval. For more UC Irvine news, visit news.uci.edu . Additional resources for journalists may be found at https://news.uci.edu/media-resources .
11 May 2026
In the tiny, vulnerable patients, she saw herself
Alison Farrar. Niles Singer/Harvard Staff Photographer Health In the tiny, vulnerable patients, she saw herself Alvin Powell Harvard Staff Writer May 11, 2026 6 min read Caring for premature babies sparked Alison Farrar’s passion for psychiatry. Manning a crisis hotline during COVID sealed it. Part of the Commencement 2026 series A collection of features and graduate profiles covering Harvard’s 375th Commencement. When Alison Farrar was in high school in southern California, she volunteered at a local hospital’s neonatal intensive care unit. In the tiny babies, she saw reflections of herself. “I had been born very prematurely so I had this connection with the patients that we were serving,” said Farrar, who was born two months early after her mother developed sepsis. “I always heard stories growing up about being born so small. When I was born, I was really sick, my mom was really sick.” The East Los Angeles hospital took care of many disadvantaged families. And as Farrar held the babies and talked with the parents, she saw how some families were struggling to make ends meet, and some babies’ difficulties didn’t end with being premature. “We took care of a lot of babies waiting to go into the foster care system,” Farrar said. “A lot of it was holding the babies and talking with the families. I got to practice my Spanish and support people going through that emotionally difficult time. I felt that was special work.” That special work launched Farrar onto a path that led to Alabama, Boston and Harvard Medical School , Oxford, and back. Along the way, she hasn’t wavered in her vision of using medicine to help others, but has taken a broad view, one that embraces physics and math and saw her contributing to research into drug resistance while manning an overnight crisis hotline — and one that will have her marking her HMS graduation this spring with classmates as she anticipates a career in psychiatry. That early hospital experience also helped Farrar see the importance of technology. She had heard how risky her own entry into the world was, and how decades earlier it would have been unlikely that she survived. “I saw how technology had the ability to make a difference. Babies who wouldn’t have survived 20 years ago, we were sending home. I realized this was something I really wanted to contribute to.” Alison Farrar “I saw how technology had the ability to make a difference. Babies who wouldn’t have survived 20 years ago, we were sending home,” Farrar said. “I realized this was something I really wanted to contribute to.” Farrar attended the University of Alabama to study physics and mathematics, hoping to apply those skills in medical research. She volunteered at a free clinic, running the diagnostic lab there, where she tested blood and urine samples and even drew blood herself, perfecting the art of relaxing people while standing with a needle in her hand. As with the urban poor she had seen in East LA, most of the Alabama patients were underinsured, and Farrar could see the struggles common between the two populations, even though their daily circumstances were at times starkly different. “One patient was late for his appointment because his horse was sick. He’d been planning to ride his horse and had trouble getting another ride,” Farrar said. “Things were very different, but it still reinforced the same passion about how to use technology to improve care for people who are underserved.” Farrar was accepted into Harvard Medical School’s M.D./Ph.D. program, and in 2018 arrived on campus for her first two years of study. She left HMS from 2020 to 2024 for Oxford University, where she earned a D.Phil. in interdisciplinary bioscience. At Oxford, she worked in the lab of biophysicist Achilles Kapanidis . Among other projects, Farrar worked to develop a rapid test for antibiotic resistance that used the altered distribution of cellular ribosomes, tiny protein factories inside the cell. Earlier work showed that ribosomes shift within the cell after exposure to antibiotics. Farrar and colleagues first made the ribosomes fluorescent, then exposed the cells to antibiotics, which shifted the ribosomes in a predictable way. The patterns were evaluated using an AI deep learning algorithm. Published in the journal Communications Biology in 2025, the study , with Farrar as first author, showed that the process was highly sensitive: 99 percent effective at detecting drug resistance after examining just two cells. That finding, researchers wrote, had the potential to dramatically decrease processing time — from days to as little as 30 minutes — by eliminating the need to culture cells in order to have enough for analysis. Farrar’s varied academic background — blending math, physics, and her medical training at HMS — gave her a unique, multidisciplinary perspective among the team, Kapanidis said. “She’s versatile, fearless, and very, very motivated,” Kapanidis said, adding that much of the work was conducted during the COVID-19 pandemic, which added its own challenges and complexities. “She has this spirit of looking forward, being very positive not only as a scientist but as a person, a lab citizen.” Despite the lab work, Farrar didn’t forget about the people experiencing challenges in their lives. She coordinated the Oxford Nightline, an overnight hotline staffed seven days a week for people in crisis. And there were plenty, she said, with the pandemic taking its toll on mental health, on campus and beyond. “That was a really meaningful part of my time at Oxford, and I think led me to psychiatry,” Farrar said. “The seeds were sown when I was working in the NICU, but working with Nightline, people were calling in situations of mental health crisis and we were helping them through those moments.” After earning her D.Phil. in 2024, Farrar returned to HMS for her last two years of medical school, time dominated by the clinical rotations that expose students to different medical specialties. Key clerkships for Farrar were at McLean Hospital ’s psychosis unit, on Beth Israel Deaconess Medical Center ’s consult psychiatry team, and, in the months leading up to Commencement, in Massachusetts General Hospital ’s emergency psychiatry unit. With both an M.D. and a D.Phil. under her belt, Farrar, who is entering the psychiatry residency research track at Beth Israel Deaconess Medical Center, is looking forward to beginning her career as a doctor and continuing her training, which combines clinical training and research. “I definitely want to continue doing a mix of research and treating patients,” Farrar said. “I’m really interested in digital mental health, wearable devices, and how those can be used in psychiatry research. I’m really looking forward to the next chapter and seeing where my clinical experiences and interests lead me.”
11 May 2026
Celebrate National Bike Month With Cycling Resources, Events
Celebrate National Bike Month With Cycling Resources, Events Superadmin Mon, 05/11/2026 - 11:02 May is National Bike Month , and spring weather makes it an ideal time to explore cycling options on and around campus. Georgia Tech is a Gold-Level Bicycle Friendly University , and the Institute offers a wide range of amenities for those who want to ride. For Tech employees, switching to a bike or another alternative mode of transportation can also pay off. Cash incentives are available through Georgia Commute Options . But whether you’re a student or an employee, if you’re new to biking on campus, you’re joining a well-established community of bike enthusiasts. If You’re New to Cycling on Campus Georgia Tech has more than 4,000 bike parking spaces, including three secure parking areas in the Dalney Building, the Student Center Parking Deck, and the Tech Square Hotel Parking Deck. All campus cyclists are encouraged to register their bikes with the Georgia Tech Police Department, which can assist with recovery in the event of theft. Scooter owners can register their scooters through the same system. Parking and Transportation Services offers a virtual bike and scooter safety class that covers bike care tips and rules of the road. Participants who complete the class receive a free helmet. Happening This Month Love to Ride Bike Month Challenge: Log your rides and compete for prizes from May 1 – 31. National Bike to Work Week runs May 11 – 17, with Bike to Work Day on Friday, May 15. The Atlanta Cycling Festival features events and rides across the city, May 9 – 16. Atlanta Streets Alive returns May 31, closing a stretch of Ralph David Abernathy Boulevard from West End to Grant Park for walking, biking, and rolling. Recent Campus Improvements and Accolades The Campus Cycle Track was named among the Best New U.S. Bike Lanes of 2025 by PeopleForBikes . Propel ATL awarded Georgia Tech the 2025 Institutional Leadership in Mobility Award. Georgia Tech was recognized by Georgia Commute Options as one of Metro Atlanta’s top five best workplaces for commuters . For the fifth consecutive year, Georgia Tech won Love to Ride’s Atlanta Bicycle Biketober Challenge, with employees cycling 22,132 miles in October 2025. Read more about recent sustainable transportation news. Follow campus construction plans and progress at facilities.gatech.edu/exterior-projects . Related Links: https://www.pts.gatech.edu/2025/10/30/new-bike-room-in-w02-student-center-parking-deck/ https://www.pts.gatech.edu/commute/commute-options/bicycling-pmds/ Subtitle Summary sentence National Bike Month presents the opportunity to highlight Georgia Tech’s cycling resources, incentives, and events that support safe, sustainable transportation. Summary National Bike Month presents the opportunity to highlight Georgia Tech’s cycling resources, incentives, and events that support safe, sustainable transportation. Dateline Mon, 05/11/2026 - 12:00 Contact Kristen Bailey Institute Communications Georgia Tech Related links New Bike Room in Student Center Parking Deck Bicycling and Personal Mobility Devices Associated importer 1 News room topics Campus and Community Mercury ID 690209 Source updated Mon, 05/11/2026 - 08:45
11 May 2026
From Classroom Concept to Sports Technology Startup: How VETTEX Grew Through Georgia Tech’s Commercialization Ecosystem
From Classroom Concept to Sports Technology Startup: How VETTEX Grew Through Georgia Tech’s Commercialization Ecosystem Superadmin Mon, 05/11/2026 - 11:02 The idea behind VETTEX began with a problem Mike Pullen remembered from his own days playing football: Arm sleeves protected players from turf burns, but they could also make the ball harder to secure. As a high school receiver, Pullen saw firsthand how athletes were often forced to choose between protection and performance. Years later, while studying biomedical engineering at Georgia Tech, that problem resurfaced in an unexpected place: a classroom. Pullen was enrolled in Materials Science and Engineering of Sports, a course taught by materials researcher Jud Ready, that explored how engineering principles and materials influence athletic performance. For the course Capstone project, students were challenged to design a novel, rules-compliant piece of sports equipment. Pullen immediately returned to the problem he had experienced on the field. Working with his co-founder, Mat Quon, another Georgia Tech biomedical engineering student, he began developing a grip-enhancing arm sleeve designed to help football players maintain ball security while still protecting their arms from turf abrasion. At the time, starting a company wasn’t on his radar. “I had absolutely no desire to ever be an entrepreneur,” said Pullen, founder of VETTEX and a 2020 Georgia Tech graduate. “I kind of just fell backwards into it.” Encouraged by Ready to continue developing the concept beyond the classroom, Pullen and Quon began exploring whether the idea could extend beyond a class project. That encouragement led them to CREATE-X, a Georgia Tech program that helps students launch startups through its accelerator, Startup Launch. Building the Company Through CREATE-X For Pullen, CREATE-X became the entry point to build a company and learn how to operate as a founder. “CREATE-X opened the door to just being an entrepreneur in general,” he said. “It gave us the foundation and support to actually figure out how to build something real.” Through the program, Pullen and Quon received hands-on support in business strategy, customer discovery, fundraising, and pitch development. CREATE-X also connected them with mentors, coaches, and investors who helped them begin transforming their class project into a viable business. “It’s not like they give you a couple of PowerPoint presentations and send you on your way,” Pullen said. “It’s true hands-on coaching and assistance, which is immensely valuable.” In the years after CREATE-X, the team focused on refining the product, securing manufacturing partners, and getting the equipment into athletes’ hands for feedback. In 2021, the company raised its first round of funding, supported largely through connections within the Georgia Tech ecosystem, including an investment from GTF Ventures and various alumni funding. Scaling Through ATDC As the company entered this next phase of growth, Pullen was introduced to the Advanced Technology Development Center ( ATDC ), Georgia Tech’s statewide startup accelerator. Pullen said ATDC became a natural continuation of the support system he first experienced through CREATE-X. “ATDC has been a really valuable support system for us as we’ve continued to grow. They’ve helped us refine our approach, strengthen how we present the business, and connect with the right partners.” Through ATDC, VETTEX has received support to refine investor materials, review company financials, and build connections with industry partners and potential investors. Expanding the Vision Originally launched as LZRD Tech, the company began with a football-specific product. Over time, however, Pullen and his team saw an opportunity to expand beyond a single sport. The company recently rebranded as VETTEX, reflecting a broader pivot into sports and technology applications, including a partnership with Markwort Sporting Goods, a company with Georgia Tech alumni ties. Today, VETTEX is expanding into baseball and basketball while continuing to explore how advanced materials and product design can improve performance, protection, and recovery for athletes. Looking Ahead One of the most valuable aspects of Georgia Tech’s commercialization ecosystem for Pullen has been the long-term support it provides founders. Years after first entering CREATE-X, he still sees both CREATE-X and ATDC as active parts of the company’s journey. “CREATE-X doesn’t just spit you out into the world,” Pullen said. “They’re always there to help you. Same thing with ATDC.” Through Georgia Tech’s broader entrepreneurship ecosystem, startups like VETTEX demonstrate how ideas that begin in the classroom can grow through mentorship, funding, and community support as they move toward commercialization. The experience has reshaped how Pullen thinks about taking risks and building something of his own. “I’d always wonder what would have happened if I didn’t try,” he said. Years later, that decision continues to shape the company’s growth. Subtitle Summary sentence VETTEX showcases how Georgia Tech’s commercialization ecosystem helps transform student ideas into growing startups. Summary Founded by Georgia Tech biomedical engineering graduates Mike Pullen and Mat Quon, VETTEX grew from a classroom project into a sports technology startup through support from CREATE-X, ATDC, mentors, and alumni investors. The company now develops performance-focused athletic products for football, baseball, and basketball athletes. Dateline Mon, 05/11/2026 - 12:00 Contact Lacey Cameron lcameron30@gatech.edu Associated importer 1 Keywords go-commercializationnews News room topics Science and Technology Mercury ID 690221 Source updated Mon, 05/11/2026 - 10:54
11 May 2026
40 Clever Scavenger Hunt Ideas (Free Printable Bundle)
Your search for fun activities is over!
11 May 2026
Building a Sense of Purpose in CTE
In an era when workforce readiness, real-world skills and meaningful career exploration are more critical than ever, career and technical education stands as a powerful bridge between education and industry. Yet awareness remains a challenge. Many still misunderstand the depth, rigor and transformative potential of CTE pathways. That narrative is changing. At the 2026 Central California Builders Exchange (CCBE) Design Build Competition, CTE wasn’t explained but experienced. Hosted in partnership with the Fresno County Superintendent of Schools (FCSS) and Fresno ROP, and supported by more than 100 industry partners, the third annual Design Build Competition brought together students, educators and industry leaders for four immersive days at the Caruthers Fairgrounds in California’s Central Valley in March 2026. More than a competition, it served as a living demonstration of what happens when education and industry align with purpose. What makes this event especially powerful is how it started. After visiting the Construction Industry Education Foundation’s Northern California Design Build, CCBE and FCSS leaders saw an opportunity, and they brought it home in 2024. With just seven teams, the first builds took shape in a parking lot. But what started small quickly evolved. In 2025, the event expanded beyond construction to include welding, video production, medical, culinary and public services. By 2026, education, horticulture and automotive had joined in as well. This growth has transformed the Design Build Competition into a multi-pathway showcase of CTE in action. What CTE Can Be The scale tells part of the story. Twenty-seven welding teams fabricated fully functional 8’x5′ utility trailers from raw materials. Twenty-three construction teams, each paired with an industry coach, built 8’x12′ sheds from a stack of lumber. Twenty-one education pathway teams designed and delivered career exploration lessons to more than 100 third graders. Horticulture and floral students, coached by Elite Private Landscape, brought a different kind of build to life, designing and installing landscape improvements across the fairgrounds. Their work highlighted the breadth of careers within the field, from estimating and design to project management. Automotive students competed in the Fresno City College PicoScope Challenge, navigating real-world diagnostics and customer service scenarios. Medical students provided on-site care, while criminal justice students coordinated construction inspections from the Fresno ROP mobile dispatching headquarters, demonstrating how these skills translate across industries. Meanwhile, 21 video production teams documented the event in real time, capturing stories as they unfolded. Culinary students served an average of 750 meals a day, and public services students managed security, parking and event operations. Together, they created something unique: a fully functioning student-led ecosystem where every pathway mattered and every role connected. This represents the most powerful impact of the Design Build Competition: its visibility. The evidence of students’ work wasn’t confined to classrooms. Educators, industry partners and community members had a front-row seat to what CTE truly looks like in practice. Work That Outlasts the Event This event created something meaningful for everyone involved. Industry professionals stood alongside CTE students throughout the day, working through builds, navigating challenges and making decisions in real time. Their presence sent a clear message: This work matters, and there are real careers waiting on the other side. On-site at Caruthers Fairgrounds, companies were collaborators, not just sponsors, working side by side with students and educators and aligned around a shared purpose: investing in the next generation. In a hands-on, high-stakes environment, industry partners built credibility through action. They saw one another problem-solve, lead and deliver. They built trust, alignment and relationships that will serve them far beyond the event. When communities come together around shared value — supporting young people and investing in workforce development — they can create a network rooted in purpose. A Pipeline in Motion Perhaps the most compelling evidence of impact is in the stories of the students who come back. More than five students from previous years have returned, not as competitors, but as emerging professionals. Jennifer Alvarez, a fourth-period apprentice with the North Coast States Carpenters Union, stepped in as a construction design-build coach, mentoring students who stood where she did just two years ago as a Men-dota High School student. Alvarez, now with Dragados Flatiron Joint Venture, is working under a foreman who knows her story well — Rhonda Ripley, her Design Build coach two years prior. Two others returned as pre-apprentices with ValleyBuild — advancing in career pathways that began at the Design Build Competition. These stories show that the experience doesn’t end when the event does. Relationships, skills and opportunities continue to grow. During marketing interviews, three students were offered jobs on the spot, with immediate guidance for next steps. Their faces reflected surprise, pride and the quiet realization that this wasn’t practice anymore. These moments don’t fade. They grow each year. And new stories are still unfolding. This is what happens when education and industry come together with purpose, collaboration and shared investment. Innovation Across Career Pathways Construction may be the most visible part of the Design Build Competition, but it is only one part of the larger picture. The FCC PicoScope Challenge pushed automotive students into new territory as they worked alongside professionals from 12 local automotive shops and the Central California Diagnostic Club. Sig-nature Detailing, and Olmy Creations coached students through vehicle wrapping, detailing and advanced diagnostics, including real customer interactions. It offered a window into the evolving range of careers in the automotive industry. Across the grounds, video production students — coached by Emmy-winning ABC30 News Anchor Jessica Harrington, Community Media Access Collaborative, Horn Photo and other media partners — functioned as embedded journalists. Moving from pathway to pathway, they captured all of the energy, setbacks and breakthroughs as they happened. Their work didn’t just document the day; it told the story of CTE to a broader audience across Central California. Why This Matters Now As industries across the country face workforce shortages and skills gaps, the need for strong, visible and effective CTE programs has never been greater. Events like the Design Build Competition do more than showcase student talent. They have the power to redefine education — when aligned with real-world needs. They demonstrate that, when given tools, mentorship, and opportunity, students are capable of far more than is often expected. They also highlight the essential role of partnerships. None of this work happens in isolation. It requires educators willing to innovate, industry partners willing to invest, and communities willing to support new learning models. Looking Ahead The impact of the Design Build Competition extends far beyond four days in March. It lives on in students who’ve discovered new passions and confidence, in industry partners who have invested, mentored, and reconnected with purpose, and in communities that continue to witness what’s possible when education moves beyond the classroom. Most importantly, it lives on in a shifting perception: CTE is not an alternative path. It is essential. A pathway where students don’t just learn about the future, but they actively build it. The Design Build Competition is no longer just an event. It is a model — dynamic, evolving and deeply connected to industry — that demonstrates how education and workforce can come together to create opportunity, relevance and lasting impact at scale. ACKNOWLEDGMENTS Special thank-you to Central California Builders Exchange, Construction Industry Education Foundation, the Design Build Steering Committee (Derek Land, Erich Klemme, Tim Herzog, Cyndi Cantu, Tracy “The Hatchet” Taylor, Miguel Uribe, Sandy West), Caruthers District Fair Board, Caruthers High School, Caruthers Lions Club, Fresno County Superintendent of Schools, and all of the industry partners who mentored, judged and donated in-kind. Michelle Wong is a CTE program coordinator with the Fresno County Superintendent of Schools. Read more in Techniques. The post Building a Sense of Purpose in CTE appeared first on ACTE Online .
11 May 2026
Treatment of Rare Childhood Epilepsy Could Begin Before Birth
A new Northwestern study suggests that interventions for epilepsy can start during pregnancy, as early as 15 weeks gestation, well before symptoms appear, according to a study published in Nature Communications. The post Treatment of Rare Childhood Epilepsy Could Begin Before Birth appeared first on News Center .
11 May 2026
When Greatness Marries Passion: Freddie Hendricks Wins 2026 Excellence in Theatre Education Award
Freddie Hendricks from Utopian Academy for the Arts is the 10th winner of the Excellence in Theatre Education Award.
11 May 2026
"New York Recognizes No Tort of 'Misgendering'"
From Justice Gerald Lebovits (Manhattan trial court) in Tuesday's Garlington v. Austin ; defendant Burstiner goes by "they/them," but plaintiff had apparently referred to Burstiner as "him": The branch of defendants' motion to … requir[e] plaintiff to use correct names and pronouns … is denied…. There is … no showing of any actual "misgendering" or any legally cognizable injury arising from it. New York recognizes no tort of "misgendering." … Burstiner had sought an order "requiring Plaintiff to use correct names and pronouns for all parties, as well as damages for each instance of deliberate misgendering that has occurred and continues to occur," and argued, New York Penal Law §240.31 criminalizes aggravated harassment in the first degree when conduct is motivated by bias regarding "gender, gender identity or expression" or other protected characteristics. Each instance of deliberate misgendering constitutes a separate violation under this Class E felony provision. New York Civil Rights Law §79-n provides civil remedies for "bias-related violence or intimidation" based on gender identity. The statute covers "intimidation" as well as violence, and New York courts have recognized that persistent misgendering can constitute bias-related harassment under this provision. Garlington's lawyer had responded, Item IV seeks to "ORDER Plaintiff to cease his perpetual pattern of threats, harassment, and mobilization of third parties creating substantial risk of harm to victims who identify themselves publicly, in addition to requiring Plaintiff to use correct names and pronouns for all parties, as well as damages for each instance of deliberate misgendering that has occurred and continues to occur." It is impossible to know what is meant here. It is far too vague and general. Moreover, directing a party "to use correct names and pronouns" is an obvious First Amendment violation …. And misgendering is not a tort. Burstiner had replied, Time and again, Counsel demonstrates the uncouth, disrespectful, dehumanizing, sanctionable conduct that characterizes this outrageous action, spitting on any deference he purports to show this Honorable Court. He gives up the ghost as a transphobe twisting the First Amendment to mean, in effect, "Intentionally misgendering you is free, not hate, speech," a hollow, disingenuous notion echoing willfully ignorant, intellectually dishonest predators who weaponize incompetence as our social fabric tears at the seams in this 'Age of Information'. Truth exists and, in this case, it is known. Unlike isolated incidents that might constitute "petty slights," wanton unwillingness to accept the truth of an individual's gender expression or pronouns demonstrates a total disregard for facts of reality. The distortion of 'First Amendment Rights' by obviously bad faith actors who serve against the interests of justice impugns the Opposition's credibility beyond repair. Defendants respectfully request this Court direct all parties to use appropriate designations consistent with each party's gender identification, as failure to do so appears calculated to harass and intimidate. While misgendering is not a tort, it absolutely is a qualifier that helps classify Plaintiff's relentless, ubiquitous misgendering over three (3) years, including deceased persons who cannot defend themselves, as Aggravated Harassment in the First Degree, a punishable Class E felony. Counsel is reminded that perpetuating it showcases exactly the kind of severe, pervasive assault prohibited by New York professional conduct rules and is, in fact, grounds for disbarment under New York's Amended Rule 8.4(g), effective June 10, 2022. There's also a lot more in the case related to other matters, which I blogged about earlier today. Robert A. Altman represents plaintiff. The post "New York Recognizes No Tort of 'Misgendering'" appeared first on Reason.com .
11 May 2026
Heroes of 1776 Shows That Remembering the Past Is Key to Progress
A couple of interviews I've conducted for Reason in the past few weeks have been rattling around in my head, even though the two people involved—actor-director Andy Serkis and Supreme Court Justice Neil Gorsuch—couldn't be more different. Between them, they underscore why we need to understand the past better if we're going to make any sense of the present and build a better future. As a performer, Serkis has given life to, among other characters, Gollum, King Kong, and polio-addled proto-punk icon Ian Dury . He's also the director of a new animated adaptation of George Orwell's Animal Farm , which is getting taken to the woodshed over at Rotten Tomatoes , where it sports a lowly 26 percent on the Tomatometer. Gorsuch , who joined the Court in 2017, has just coauthored a children's book. Heroes of 1776 covers the writing, passage, and distribution of the Declaration of Independence. In my conversation with Serkis , we tangled over questions about history and progress. His Animal Farm swaps out the Soviet context of Orwell's original and the villain shifts from Joseph Stalin to an expansionist billionaire seeking to take over the farm and build a giant corporate campus. That updating makes the allegory incoherent for several reasons, not least of which is the obvious difference between the ultimate example of totalitarian state coercion and…what, Amazon's ridiculously forgiving returns policy or its ever-expanding list of employee benefits? Serkis's confusion runs deeper than that. When I asked him if world is better off now than when Animal Farm was originally published in 1945, he scoffed. "I don't necessarily think we are in a better place," he replied. "And part of this story is about history repeating itself and why is it that we always make the same mistakes?" Later I returned to the topic, asking, "You're not confident that [almost] 100 years on from World War II and 30 years or so after the collapse of communism, we're not in a fundamentally better place?" "If you look around the world at the moment and the way we're living it, it doesn't seem that way," he replied. I realize he had a movie to sell and had been taking a lot of critical arrows for Animal Farm , but I also think he was being honest in saying he sees little in the way of real, actual, measurable progress. In this, he reminds me of many Americans, especially on the left side of the political spectrum, who seem committed to the idea that our country is as sexist, racist, and homophobic as it ever has been and more economically polarized as well. There's a strong declinist faction on the right too, which often gives us memes about "what they took from us" and nostalgia about what a single salary could supposedly buy in the past. This is, to put it bluntly, nuts. In the United States, the median income keeps increasing; fears of growing inequality and decreasing economic mobility are unfounded. Younger generations face real problems, but—as economists like Jeremy Horpedahl have shown —they are in many ways doing better than older generations. When communism collapsed in the late 1980s and early '90s, millions of people were set free ; in the ensuing decades, global living standards have risen dramatically enough that the Brookings demographer Homi Kharas was able to document in 2018 that more than half of the planet's population was at or above middle-class status for the first time in history. Even something as potentially cataclysmic as the current Iran war pales in comparison to where the world was in 1945 or throughout the Cold War. I think people like Serkis simply discount progress because, however much better things are, they are still far from perfect. That's understandable, I guess, but it's as big a category error as swapping out Stalin for a Jeff Bezos–style villain for Animal Farm . So how might we acknowledge that things are far better than they were 30, 50, or a 100 years ago without becoming complacent or smug? That's where I think the Supreme Court's Neil Gorsuch has something to add to the conversation. In Heroes of 1776 , he and his coauthor stress that the Declaration "had three great ideas in it. That all of us are equal, that each of us has inalienable rights given to us by God, not government, and that we have the right to rule ourselves." I asked him about the Enlightenment universalism he believes was at the heart of the Declaration and about how long it's taken to include more and more types of people in the American project. "There's a lot of politicians and a lot of people, influencers or people in the press who say, 'No, actually all of the people who signed the Declaration were of a very specific kind of ethnic stock,'" I pointed out. "How do you respond to people who say…this is an ethno-state?" He replied that he'd push back on that. There's no doubt that the Revolution, the Constitution, and our country have always had challenges living up to the Declaration. I think of the Declaration as sort of our mission statement, the Constitution our how-to manual. But look at the mission statement. The mission statement is all of us are equal, that we all have an inalienable rights, and that we have the right to self-rule. Those ideas are perfect ideas. They exclude no one. Now, have we had to work on realizing them? We talk about this in the book, of course, but we could point to that mission statement. Lincoln in the Civil War was able to say, "How can you possibly justify slavery when you say all men are created equal?" The women in Seneca Falls during the suffrage movement said, "You're absolutely right. All men are created equal, women as well." Martin Luther King before Lincoln's memorial in 1963 called the Declaration a promissory note that had come due. Gorsuch emphasizes not just that progress takes place over time but that it's a struggle every step of the way. The ideas at the heart of our country, he emphasizes, "are not self-perpetuating. They're not inevitable." When I asked him what the next expansion of rights will or should be, he demurred, pointing out that the book tells its readers at the end they are responsible for the future. "You have this mission statement, right? Make it real in your time." That's a lot of responsibility for younger people, but it's the way things have always been. The future starts by acknowledging the progress that has actually happened, and by finding the courage to keep pushing things forward in an uncertain world. The post <i>Heroes of 1776</i> Shows That Remembering the Past Is Key to Progress appeared first on Reason.com .
11 May 2026
Public Perceptions of CTE on the Rise
Perceptions of career and technical education are changing. At Butler Tech, in southwest Ohio, perceptions of CTE changed when students, families, and communities began seeing success in ways that were visible, credible, and sustainable. Our visitors arrive expecting to see students in classrooms. They leave having met emerging professionals. To facilitate this shift, leaders intentionally focused on four key areas to ensure public perception matched what the students had already accomplished. Together, these efforts have helped reshape how students, families, business partners, and policymakers understand the role of CTE in preparing learners for careers, college, and lifelong advancement. Living the mission through shared norms Redefining success Elevating student voice, and Prioritizing access and high expectations across both high school and adult education. Living the Mission Through Shared Norms At Butler Tech, this approach is deliberate. A clear mission to “transform lives by making students career-ready and college-prepared” undergirds all decision-making. Rather than just a statement on the wall, the mission shapes how opportunities for students are created and delivered across programs and partnerships, and in everyday practice. This mission is supported through a shared set of norms that guide instruction and campus culture. These expectations are visible across campuses and emphasize behaviors such as productive struggle, thoughtful collaboration and responsible risk-taking. Students and staff often begin meetings and classes with a reminder of the norms and a reflection on their role. These norms do not serve as rules but instead foster a common language for participation, communication and success. Crucially, these norms align with the professional expectations and best practices of current industry environments. In time, the norms shape how students see themselves and how they interact with others. They learn to speak up, take responsibility for their work, collaborate across differences and persist through challenges. The staff models these expectations alongside students, reinforcing that professionalism is not something students learn later but something they practice every day. As a result, students begin to view themselves not just as students completing assignments but as individuals preparing for their next steps. Redefining Success This shift in how students experience learning also requires a redefinition of success. Traditional measures of school performance often emphasize standardized test scores, graduation rates and report cards. While these indicators can provide useful information, they do not fully capture the purpose or impact of CTE. For high school students and adult learners, success is less about time spent in the classroom and more about whether education supports meaningful next steps. Recognizing this, Butler Tech leaders deliberately chose to define success in terms of student outcomes beyond program completion. Industry credentials, college credit attainment, workforce placement, wages and continued education became central indicators of effectiveness. These measures provide clear evidence that learning translates into opportunity, allowing students to see how their efforts connect to careers, further education and long-term stability. This reflects an “and then” mentality, where each accomplishment opens the door to the next opportunity. Redefining success in this way also changes how career and technical education is understood by those outside the classroom. When such outcomes become the primary indicators of effectiveness, the conversation shifts from whether students completed a program to what they are prepared to do next. Families, business partners and community leaders begin to see CTE not as an alternative pathway, but as a direct route to opportunity. Elevating Student Voice For the evidence to influence perceptions of CTE, its success must be both visible and credible to all. One of the most effective ways Butler Tech accomplishes this is by placing students themselves at the center of public engagement. Students lead tours for legislators, business leaders, and visiting educators, explaining their work, demonstrating skills, and answering questions. High school students and adult learners alike represent the organization at the Ohio Statehouse, participate in policy discussions and engage with community members. Their voices signal that CTE is professional development in progress. Student voice is cultivated intentionally. Butler Tech maintains a secondary student ambassador program. These ambassadors play an important role in welcoming prospective students and families, sharing their experiences, and helping others envision their own pathways. Rather than simply promoting programs, they speak candidly about challenges, growth and opportunities, making the experience tangible and trustworthy for those considering enrollment. Beyond the ambassador program, opportunities to present and reflect on learning are embedded across all secondary programs. Students participate in multiple public showcases each year, presenting projects and sharing what they have learned with their families, the staff and local business partners. These events reinforce accountability, communication skills and professionalism while making student growth visible to the broader community. Butler Tech also employs students as paid interns within the organization. This practice reinforces the expectation that students contribute meaningful work while gaining professional experience across areas like marketing, information technology and operations. Collectively, these experiences create a culture in which students are not passive recipients of education but active representatives of its impact. And the narrative surrounding CTE shifts. The message becomes less about programs and more about people, less about possibilities and more about demonstrated outcomes. Prioritizing Access and High Expectations Trust, however, depends on whether the outcomes reflect opportunities available to all students rather than only a select few. To ensure broad access, admission to Butler Tech programs begins with a lottery system instead of selective criteria. Students who are credit eligible may apply, meaning grades, attendance and disciplinary history do not determine who has the opportunity to be selected. Consequently, demand consistently exceeds available seats, and programs regularly reach capacity. Students arrive with diverse academic histories, experiences and support needs, yet expectations remain consistent across programs. Butler Tech meets students where they are through advising, academic support and individualized services when needed. At the same time, students are expected to meet professional standards by earning industry credentials and/or college credit, completing authentic work and work-based learning activities, and participating fully in the learning environment. Conclusion When these elements come together consistently, the impact extends beyond the classroom. Graduates emerge confident, capable and prepared for what comes next, and perception shifts naturally. Families see possibility. Business partners see talent. Communities see a pathway that strengthens both individual lives and the regional workforce. Public perceptions of CTE will not change through messaging alone but through sustained alignment between purpose and practice. When decision-making is mission-driven, when access is paired with high expectations, and when students are trusted to demonstrate what they can do, the narrative begins to change. Reshaping perception requires building environments where success is visible, credible and sustainable. While each organization must adapt these strategies to suit their own context, the underlying principle is the same. When learners experience real opportunity and meaningful outcomes, trust follows. And students’ lives are transformed. AJ Huff is the public relations coordinator at Butler Tech. Nick Linberg is assistant superintendent at Butler Tech. Joel Malin, Ph.D., is a professor of educational leadership and policy at Miami University in Oxford, Ohio. Read more in Techniques. The post Public Perceptions of CTE on the Rise appeared first on ACTE Online .
11 May 2026
Changing Work Flow of Schools
By: Riley Black Your feed is loaded with glowing reviews of the latest AI-powered teaching tools. They promise to save you time by assessing student work, creating customized curriculum, or writing multilingual parent newsletters. Your students have access to personalized AI tutors, automated writing and editing tools, podcast generators, research assistants, virtual labs and field trips, and multimodal textbooks. The bounty of educational technology is undeniable. There is just one problem. The workflow of school is unchanged. This means the loudly touted benefits of AI have not been felt. The core structure of what we would recognize as a ‘traditional’ K–12 classroom instruction has been in place for more than a century. It is so ingrained in our cultural practices that it is almost impossible to view objectively. We may need an outside observer to see it clearly. Educators who have worked with me over the decades have remarked on multiple occasions that I behave very much like Star Trek ’s Mr. Spock. I interact with humans but I don’t understand them. So let me embrace my inner Spock and describe, procedurally, what a school day looks like to a non-human observer. From there, we can reimagine what the workflow of school could look like if we really wanted to maximize the effectiveness of the AI tools we have at our disposal. What School Looks Like Now To: Epsilon Eridani Education Hive From: Humanshell Ross #ID 19195512 In Re: Terran Education Systems The instructional environment is highly structured and time-segmented. The earth school day is divided into discrete intervals, each governed by externally imposed signals such as bells or scheduled transitions. Human subjects identified as “students” move in coordinated groups between physical locations, while a designated authority figure, the “teacher,” remains fixed within a defined instructional space. The teacher initiates and terminates most activities, regulates pacing, and controls access to resources and discourse. Within the instructional interval, communication follows a patterned sequence. The teacher frequently occupies the role of primary information transmitter, delivering content verbally or through visual display systems. Students alternate between passive reception and prompted responses. These responses are often prompted through questions that have pre-established correct answers. Participation is unevenly distributed, with a subset of students responding publicly while others remain silent but are still subject to evaluation. Written artifacts, on paper or digital devices, are produced as evidence of engagement and comprehension. Behavioral norms are explicitly and implicitly enforced. Students are expected to maintain physical stillness for extended periods, orient their attention toward the teacher or assigned task, and regulate peer-to-peer interaction unless permitted. Compliance is monitored continuously. Deviations, such as unauthorized movement or communication, are corrected through verbal cues or other behavioral interventions. Positive reinforcement is occasionally applied, though correction is more frequent than affirmation in maintaining group order. Assessment mechanisms are embedded throughout the process. The teacher collects observable outputs, including verbal responses, written work, and task completion indicators, to infer internal cognitive states. These inferences are recorded and translated into quantitative measures. The accumulation of these measures appears to influence future opportunities and categorizations of student capability. The overall system exhibits characteristics of centralized control, standardized sequencing, and constrained interaction. Individual variation among students is present but is managed within the boundaries of the procedural framework. The system’s primary function is the transfer, rehearsal, and verification of knowledge and skills within a fixed temporal and spatial structure. Recommendation: Reallocate resources to more promising systems. What School Could Look Like That’s what an alien would see. This is what one nominally human expert would propose. The most immediate shift is the removal of synchronized time blocks and whole-group pacing. Learners no longer move through a fixed schedule; instead, they operate within a continuously adaptive learning environment. An AI orchestration layer monitors progress across competencies and dynamically assigns tasks, resources, and collaborators. Platforms such as Khan Academy’s Khanmigo , Muzzy Lane -powered simulation environments, or OpenAI-based tutoring agents ( Praktika.ai , for example) function as always-on guides, adjusting difficulty, prompting reflection, and surfacing misconceptions in real time. The day becomes a fluid progression of learning states rather than a series of clock-bound activities. The role of the teacher transforms into that of a systems designer and intervention specialist. Rather than delivering content, the teacher configures learning pathways, curates tools, and monitors real-time data across domains. Tools like Google Classroom analytics , Canvas with AI plugins , or custom dashboards built on top of OpenAI APIs provide visibility into student thinking, not just outputs. The teacher intervenes selectively, focusing on moments where human judgment, ethical reasoning, or emotional support is required. Instructional content is no longer delivered as static lessons but as interactive, multimodal experiences generated on demand. A learner studying ancient Egypt could enter a real-time simulation generated by platforms like Unreal Engine paired with generative AI. There, they interact with historically grounded characters powered by conversational models Instead of reading about irrigation systems, the learner experiments within a simulated Nile environment, testing variables and receiving immediate feedback. Knowledge acquisition becomes inseparable from application and experimentation. Assessment shifts from periodic evaluation to continuous evidence capture. Every interaction with an AI system generates data about reasoning processes, decision-making patterns, and persistence. Tools such as Turnitin’s AI writing analytics , ETS-style competency models , or emerging “ process-based assessment ” platforms track how a learner arrives at an answer, not just whether the answer is correct. Portfolios are automatically constructed, containing annotated transcripts, drafts, revisions, and reflections that demonstrate growth over time. Collaboration is restructured through intelligent grouping systems . AI agents analyze learner profiles and assemble teams based on complementary strengths, cultural perspectives, and working styles. Within these teams, each learner may be supported by a personalized AI copilot, such as a Gemini-based agent configured for specific roles like fact-checking, design critique, or ethical analysis. The human-to-human interaction remains central, but it is augmented by AI systems that scaffold and extend group cognition. The development of dispositions becomes explicit and measurable. Systems are designed to prompt metacognition, resilience, and ethical awareness. For example, an AI tutor may intentionally introduce ambiguity or conflicting information, requiring the learner to evaluate sources and justify decisions. Platforms aligned with frameworks like UNESCO’s AI competency standards or Digital Promise’s AI literacy model can embed these prompts directly into tasks, ensuring that habits of mind are cultivated alongside academic skills. Learning extends beyond institutional boundaries through persistent AI companions . These systems, accessible across devices, maintain continuity between formal and informal contexts. A learner might begin a project in a structured environment and continue refining it at home, in transit, or in a community setting, with the AI tracking progress and suggesting next steps. Tools like Notion AI , personal knowledge management systems, or customized GPT agents serve as long-term cognitive partners rather than task-specific assistants. The overall system operates less as a delivery mechanism and more as an adaptive ecosystem. Control is distributed, pathways are individualized, and feedback loops are immediate and continuous. The central function shifts from managing groups through standardized procedures to cultivating individuals within a network of intelligent tools, human relationships, and real-world applications. Paving the Cow Path In digital transformation, “ paving the cow path ” refers to automating a manual, inefficient process without first fixing the underlying logic. The core of this thinking is that while AI models are now smart enough to handle complex tasks, they are being bolted onto existing workflows rather than being used to transform them. This is surely the case in schools, which is why there are so many complaints about the lack of positive outcomes from the rapid and often uncoordinated implementation of AI. In some cases , this frustration has gone so far as to spark calls for a five-year moratorium. When I contemplate the dysfunctional nature of K-12 education my thinking becomes childish. As much as I like the analogy of “paving the cow path,” I always revert to an older analogy and a more ancient creature. The industrial workflow of K-12 teaching and learning can be likened to the fate of dinosaurs. The COVID-19 pandemic was the first asteroid to disrupt a timeless way of life. The birth of ChatGPT in November of 2022 was the second. And yet the dinosaur plods on, dimly aware that new environmental conditions might ensure its demise, but unable or unwilling to adapt. Schools are investing billions of dollars to introduce AI learning tools into schools. We are creating national policies that require a K-12 scope and sequence of AI literacy. And yet we are unwilling to make the hard political choices needed to ensure that this investment is worth the effort. Riley Black, author of The Last Days of the Dinosaurs: An Asteroid, Extinction and the Beginning of Our World , offers the last word: “Beginnings need endings, a lesson that we can either hold carefully or that we can deny until it finds us.” The post Changing Work Flow of Schools appeared first on Getting Smart .
11 May 2026
How Big of a Deal Is Hantavirus?
How worried should you be? The cruise ship on which hantavirus had been spreading—the MV Hondius —docked over the weekend and let off its roughly 150 passengers. Medical repatriation flights have been arranged by most of the 23 countries with nationals aboard the ship. Another 32 passengers had already disembarked at an earlier stop (the Atlantic island of St. Helena, near Africa) and flew home on April 24, before the outbreak had been detected. Three passengers died of hantavirus, which is typically contracted via exposure to rodent droppings, urine, or saliva. The people who died all appear to have had the Andes variant, which spreads via human-to-human contact. Hantaviruses can cause either hantavirus pulmonary syndrome or hemorrhagic fever with renal syndrome; the type currently spreading is the former. The U.S. Department of Health and Human Services (HHS) is processing all 17 American passengers at a facility in Nebraska, but it's not clear exactly what next steps look like—likely quarantine, since we know the disease's incubation periods are rather long. One of the Americans brought home has reportedly tested "mildly positive" for hantavirus, according to HHS—which sounds insane, because being positive or negative for a virus is a binary. How can you be "mildly" positive? But I digress. Another American has developed symptoms. Both were transported aboard the same flight as the rest, but with additional containment measures in placed " out of an abundance of caution ." I'd argue we need even more caution, and that there has not been an abundance of it, if the goal is to actually contain this terrible Andes variant and prevent further spread. Here's why: We're getting more indications that there is asymptomatic spread. And that—coupled with a super-long incubation period—might create big problems. For a COVID-like virus, it would be a different story. But the case fatality rate for this hantavirus variant that causes severe respiratory illness appears to be about 38 percent so far. If this outbreak grew in size, it would be a very big problem, and it would probably creep up on us, due to the long incubation periods and the fact that it is very hard to convince people to self-isolate for two- to three-week periods if they haven't developed any symptoms. Andes Hantavirus analysis: This chart suggests Cases 2-8 were all a single H-to-H jump from Case 1, since all of the incubation periods cluster at 22 days from Case 1 symptoms. We are now 13 days from the 'mean' date of symptoms from Cases 2-8. If there is to be a new… pic.twitter.com/i3NJVAMaKN — Dr Steven Quay (@quay_dr) May 11, 2026 A new twist. The American who tested positive who was on the ship was tested without having symptoms and was positive. Interesting thread to read which discusses the implications of this: https://t.co/obhWScxQvZ — Roger Seheult, MD (@RogerSeheult) May 11, 2026 We also need to figure out how close of a contact matters for the spread of this variant. It seems like the health authorities don't know what they're doing and didn't learn much of anything from COVID's spread: Honestly, not trying to stir things up or be a contrarian or anything. I do forensic investigations of sick buildings frequently and I approached this w same curiosity - I'm trying to be objective about what's known and not known, and wanting to understand how it's spread (so we… — Joseph Allen (@j_g_allen) May 10, 2026 Then there's another issue: One country's specific containment protocol matters less if people are coming in from other countries dealing with their own outbreaks. Of those who got off the MV Hondius yesterday, 38 are bound for the Philippines; 31 for the U.K.; 23 for the U.S.; 16 for the Netherlands; 14 for Spain; 9 for Germany; 6 for Canada; 5 apiece for France, Turkey, and Ukraine; and a couple each for Australia, Ireland, New Zealand, India, Singapore, Russia, Guatemala, and a few others. In order for this virus to stay obscure, all of these countries need to do a good job of getting the repatriated cruise ship crew and passengers to self-isolate for many weeks. Not to mention the countries and states (Texas, California, Georgia, and Virginia) currently monitoring those who already got off the ship in St. Helen. Maybe I'm just cynical, but that doesn't seem likely. That said, I won't tell you to worry or not to worry. It is possible this could snowball and become a bigger problem. It is also possible that our public health authorities learned shockingly little from COVID, and are poorly equipped to handle pandemics, and that this won't be the big one but that there's no capacity to handle the big one whenever it comes. It is also possible cruise ships are cursed, even the classy ones. One outbreak and the entire "sane" side of public health resorted back to the paternalism of telling us not to worry or "panic", "this isn't Covid", etc. They didn't learn a thing. We didn't appoint them to be our therapists or parents. Provide info, don't dictate how to feel. — zeynep tufekci (@zeynep) May 10, 2026 I highly doubt the birdwatching was worth it. Anyway, vaya con Dios . More on this front as it develops. Scenes from Austin: Does anyone have an estimate of how much of Austin's vehicle traffic is self-driving? I'm back home visiting my family right now, having been away for the past year, and the proliferation of Waymos and Teslas is awesome to behold. A small anecdote for the Elon haters: My mom just had her car totaled by some dunce and replaced her old car with a Tesla. She was backing out of the driveway over the weekend while my 3-year-old was riding his bike and I reflexively called him over to me, so he wouldn't be anywhere near the car. But then it dawned on me that, with a self-driving Tesla, we have additional safety mechanisms built in; the perennial parental worry that a child will be hit by a car backing out could blessedly disappear as more and more people use full self-driving. I'm into it! QUICK HITS President Donald Trump and Chinese leader Xi Jinping are scheduled to meet in Beijing this week, with Taiwan, tariffs, and Iran on the agenda. Also: the fate of Hong Kong democracy activist Jimmy Lai. "OpenAI is being sued by the family of a victim killed in the April 2025 mass shooting at Florida State University that left two people dead. The lawsuit alleges that OpenAI's ChatGPT enabled the attack," reports NBC. "The complaint also names Phoenix Ikner, the man accused in the shooting, as a defendant, citing his 'extensive conversations' with ChatGPT. The suit says that OpenAI failed to effectively detect a threat in ChatGPT's conversations with Ikner, claiming the chatbot 'either defectively failed to connect the dots or else was never properly designed to recognize the threat.'" Lol: When people picture Communism they're too reliant on feedback from people who actually lived under communism. I think we can get a better image of what Communism would actually look like by delving into the imagination of a middle class Green Party voter. — wokeandwoofing (@wokeandwoofing) May 10, 2026 The post How Big of a Deal Is Hantavirus? appeared first on Reason.com .
11 May 2026
Israel's Conduct in Gaza Does Not Resemble Genocide
Frankly, I find the charge of genocide against Israel to be obviously absurd, one of those claims that true believers insist upon precisely because the claim is so implausible that promoting it is valuable to show you are a true believer. Hence the pressure by anti-Israel activists for everyone who purports to be "pro-Palestinian" to accept the genocide claim, or be excluded from the club. Nevertheless, because the genocide lie is so common in public discourse over Gaza, I thought it would be useful to write a piece debunking the claim, though I wasn't sure where I would place it. Serendipitously, Skeptic Magazine solicited an article for me, giving me the opportunity to present my case in about four thousand words, with footnotes . I also wrote a much shorter version for my Times of Israel blog. And an even shorter synopsis follows below: The accusation that Israel is committing "genocide" in Gaza has become commonplace in protests, university activism, social media campaigns, and international legal rhetoric. But one striking feature of the debate is how little attention is paid to a basic question: what would genocidal behavior actually look like, and does Israel's conduct resemble it? The answer is plainly no. Genocide is not simply a war that causes extensive civilian casualties. It is the deliberate attempt to destroy a people as such. Historically recognized genocides share recognizable characteristics: civilians are targeted precisely because of their identity, and the perpetrators seek maximum civilian death rather than military victory. Israel's conduct in Gaza looks very different. To begin with, Israel has repeatedly taken steps that are fundamentally inconsistent with exterminatory intent. Before major operations, the Israeli military has issued evacuation warnings through phone calls, text messages, leaflets, and media announcements. It has established humanitarian corridors and periodically paused military activity to facilitate civilian movement and aid delivery. It has employed "roof-knocking" procedures designed to warn civilians before airstrikes. Armies attempting genocide do not warn civilian populations to leave targeted areas in advance. The broader strategic picture points in the same direction. Israel possesses overwhelming military superiority over Hamas. If Israel's objective were truly the destruction of Palestinians as a people, the death toll could have been vastly higher within a very short time. Instead, Israel has fought a grinding urban campaign focused on Hamas infrastructure, tunnel systems, command centers, rocket launch sites, and militant leadership. The fact that civilian casualties have nevertheless been severe reflects the reality of urban warfare against an armed group deeply embedded in civilian areas, not a campaign aimed at exterminating Palestinians as such. Indeed, Hamas's military strategy depends heavily on operating within densely populated civilian zones. Weapons are stored in residential neighborhoods, fighters operate from civilian buildings, and command infrastructure has been constructed beneath urban areas. None of this relieves Israel of its obligations under international humanitarian law. But it does provide an obvious military explanation for large-scale civilian casualties, The genocide accusation also struggles to explain conduct that makes little sense if extermination were the goal. Israel has facilitated substantial humanitarian aid into Gaza despite the obvious military disadvantage that aid creates by potentially benefiting Hamas. Israeli officials have repeatedly coordinated aid deliveries, fuel transfers, field hospitals, and medical evacuations under enormous international pressure and domestic controversy. Again, critics may argue these efforts are inadequate. But inadequate humanitarian precautions are not the same thing as an intent to destroy an entire population. One must also note the political context. Accusations that Israel is genocidal long predate the current war. Versions of the claim were promoted in Soviet anti-Zionist propaganda after the Six-Day War and later reemerged at the 2001 Durban conference, where activists portrayed Zionism itself as inherently racist and genocidal. In many cases, the conclusion preceded the evidence. The danger of stretching the term genocide beyond recognition is substantial. If every brutal urban war involving high civilian casualties becomes genocide, then the concept loses the distinctive moral and legal meaning that made it powerful in the first place. The post Israel's Conduct in Gaza Does Not Resemble Genocide appeared first on Reason.com .
11 May 2026
N.Y. Court Blocks Rape Accusers from Repeating Their Allegedly False Accusations
From Judge Gerald Lebovits (Manhattan trial court) in Tuesday's Garlington v. Austin : In this action, plaintiff, Erik Garlington, brings claims for defamation … against defendants Nicole Austin (his former spouse) and Mark Burstiner. Plaintiff, a musician [see this Rolling Stone story -EV], alleges that defendants made defamatory statements that accuse plaintiff of criminal conduct, including rape, sexual assault, grooming minors, sex trafficking, serial killing, and felonies. Plaintiff asserts that defendants created a website titled "Known Rapist Erik Garlington" and posted allegedly defamatory statements on social media platforms like YouTube (a six-hour video). Plaintiff further alleges that defendants repeated the statements to colleagues, employers, and the press. { Plaintiff points to a fake website defendants created, defendant's six-hour YouTube video, social-media posts, and direct emails to festival organizers and industry contacts that have caused ongoing reputational and economic harm.} Plaintiff represents that defendants "posted his home address online and left taunting messages promising violence," causing him to fear for his and his partner's safety. Plaintiff asserts that the statements harmed his reputation and his professional activities as a musician…. Speech may be enjoined when it (1) "communicate[s] a serious expression of an intent to commit an act of unlawful violence to a particular individual or group of individuals" ( id . [internal quotation marks omitted]); (2) is "considered part and parcel of a course of conduct deliberately carried on to further a fraudulent or unlawful purpose"; or (3) risks harm to recognized personal or business reputation or privacy ( see Dennis v Napoli (N.Y. App. Div. 2009) [holding that communications that "cause injury to plaintiff's "reputation, jeopardize her employment, and otherwise unnecessarily intrude upon her right to privacy" are not constitutionally protected]; Bingham v Struve (N.Y. App. Div. 1992))…. Plaintiff is a private figure. His public presence is confined to his artistic work as a singer and guitarist. Nothing before the court suggests that he has sought publicity beyond that narrow music-industry sphere. The challenged statements, however, do not concern his music career. Accusations that he is a rapist, a felon, or a serial killer, or that he groomed minors, sexually trafficked his partner, or engaged in other violent or predatory conduct, bear no demonstrated connection to the subject on which he has sought any public attention. At this stage, there is no evidence that plaintiff has spoken publicly about, invited scrutiny of, or otherwise thrust himself into public debate concerning criminality, mental-health conditions, or intimate-partner behavior—topics wholly distinct from the field in which he has any arguable public presence. {A small subset of statements arguably touches plaintiff's musical career—such as claims that he "stole songs," that "a colleague in the music industry, Bartees Strange, [did not] okay a lyric referencing him," or that "his band was dropped by all representation." Those statements fall within the limited sphere in which plaintiff has sought publicity—the music industry. The court therefore declines to impose an injunction against statements of that nature.} Accordingly, plaintiff need not show that defendants acted with actual malice when making their statements to be successful on his defamation claim. Plaintiff alleges that defendants published false statements accusing him of rape, sexual assault, grooming minors, murder, and trafficking. He submits screenshots of defendants' posts, emails, and social-media communications containing these accusations, as well as the website titled "Known Rapist Erik Garlington." He also provides emails that defendant Mark Burstiner allegedly sent to music-festival organizers and professional contacts repeating the accusations and urging them to cut ties with him. Plaintiff alleges that the statements are false and have caused reputational and professional harm. Defendants argue that the statements are substantially true. However, the materials they submit—largely private communications and narrative exchanges—do not provide legitimate evidentiary basis supporting the criminal accusations. Courts have rejected similar attempts to justify serious criminal allegations with uncorroborated or unsupported assertions. ( See Bingham .) Plaintiff has demonstrated a likelihood of success on the merits of his defamation per se claim…. {On this record, plaintiff has shown that continued direct contact with his personal and professional network would inflict irreparable injury.} The record reflects that defendants directed, through emails and other direct communications, their accusations of rape, murder, sexual assault, grooming minors, and trafficking to plaintiff's professional contacts and colleagues. Plaintiff also attests that defendants contacted his family and friends with similar accusations and posted his home address online—highly intrusive conduct. In addition, Burstiner's messages to plaintiff's professional acquaintances asking whether they intended to cut ties with him demonstrate a deliberate effort to interfere with plaintiff's professional relationships and livelihood. Courts have recognized that targeted outreach to third parties with serious, unverified accusations causes reputational, professional, and emotional harm that cannot be remedied by money damages….. The balance of equities tips in plaintiff's favor. The harm he might suffer due to the promulgation of criminal accusations against him outweighs any injury defendants might incur due to the injunction. Moreover, the relief plaintiff seeks on this motion is limited. Plaintiff does not seek removal of defendants' website or other existing public postings …. He seeks "a preliminary injunction against further defamatory actions or statements by defendants of and concerning the plaintiff, during the pendency of this action." Defendants are therefore enjoined from directly contacting plaintiff's professional contacts, colleagues, family, or friends by email, message, telephone, or other direct communication and from publishing or posting statements which falsely accuse plaintiff of rape; grooming or abusing minors; engaging in nonconsensual sexual conduct or sex trafficking; being a felon; being a serial killer; or having killed or caused the death of another person…. I argued in my 2019 Penn. L. Rev. Anti-Libel Injunctions article that (1) permanent injunctions barring the repetition of statements found to be libelous, entered after a judgment on the merits—generally a jury trial, unless the defendant agrees to a bench trial or fails to appear—are constitutional, but (2) preliminary injunctions, entered prior to any judgment on the merits, are generally unconstitutional prior restraints, and (3) injunctions in any event can't categorically ban all direct contacts with plaintiff's professional contacts, colleagues, family, or friends, as this injunction purports to do. Many cases so hold, as to all of these propositions. But a few cases have indeed allowed preliminary injunctions limited to statements that are tentatively found to be libelous, including in New York . (Query whether the "publishing or posting statements" part of this particular injunction is justified because it is limited to statements which "falsely accuse plaintiff"; I suggest in my article that this might make a preliminary anti-libel injunction justifiable, since a defendant couldn't be punished for violating the injunction unless at the contempt hearing it is proved that the statements are indeed false, though much depends on the details of how the injunction would be enforced.) The court also refused to grant defendants' motion seeking an injunction against the plaintiff: The branch of defendants' motion to enjoin plaintiff from threatening or harassing defendants; [and] mobilizing third part[ies] to do …. The record contains no evidence of any true threats. The cited statements—that "a million people from here to Japan will know your names and faces"—are rhetorical commentary, not threats of unlawful conduct. The references to "harassment," "mobilization," and "harm" rest on speculative interpretations of online speech, not on any imminent or concrete danger…. Defendants also seek orders requiring the removal of publications and enjoining plaintiff from posting about defendants on social media (items 7 and 8). They seek removal of plaintiff's May 21, 2025, Instagram post of rap lyrics: "He gon' end up murdered, he gon' end up dead" and "Every time I get a new bag, put it on a opp head." Defendants provide insufficient context to construe plaintiff's posting of those lyrics as a threat toward them. That plaintiff posted the lyrics the night before a court appearance is insufficient without more. Defendants also seek to prohibit plaintiff from "mobilizing third parties" as shown by his statement that "a million people, from here to Japan, know your names, faces" (item 9). Read within the context of the email in which it originates, however, that statement does not sound in threats, imminent harm, or defamation…. The branch of defendants' motion to enjoying "[p]laintiff from surveillance or monitoring of Counterclaimants' activities, including but not limited to making statements about their physical reactions or presence at locations" (item 10) is denied. Defendants provide no evidence of surveillance. Plaintiff's message to Burstiner that "I heard your hands were TREMBLING when you though I was at your house" is mere hyperbole…. Richard A. Altman represents plaintiff. The post N.Y. Court Blocks Rape Accusers from Repeating Their Allegedly False Accusations appeared first on Reason.com .
11 May 2026
A Fresh Take on CTE Teacher Induction
In the heat of late August, a woman in her mid-thirties stepped out of her car and onto a high school campus. She was nervous but excited to leave what she considered a “safe” career in insurance for a new adventure as a CTE teacher. Fueled by a dedication to serve her community, this would-be new teacher saw a future for herself — making a difference. But by the end of the following week, two days after the school year began, the teacher resigned. She returned to her former job with a new belief that she could never succeed as a teacher. What happened? It may be easy to explain this story away: Teaching is hard. But the onslaught of confusion and stress, building construction, last-minute schedule changes, lack of administrative support, and disorganized communication tells a different story. A more common and more alarming story. The Realities of Alternative Licensure Robust CTE programming relies on industry experience to keep programming relevant, with welders, chefs, computer scientists, and industry professionals from countless other fields coming into the classroom to prepare students for family-sustaining careers. Approximately 75% of CTE teachers enter the classroom through alternative licensure pathways. Yet, across the country, we hear the same thing: Countless CTE direct-from-industry teachers exit the classroom within the first three years — before they’ve even truly hit their stride. And the school is left to find a replacement… again. It takes an average of three years to reach proficiency as a teacher (Maready et al., 2021). And teacher turnover among those who followed alternative pathways to licensure is 10% higher than that of traditionally certificated teachers (Redding and Smith, 2016). This means that many CTE teachers never reach proficiency. This revolving door is detrimental to CTE programming, resulting in lower student outcomes, program closures and disrupted student pathways. The pattern is also costly. Replacing a teacher costs an average of $20,000 (Carver-Thomas & Darling Hammond, 2019). In a climate of budget cuts, getting ahead of teacher turnover is critical. A recent Washington state study examined the correlation between induction (new-hire preparation and training) and retention for this hard-to-hire and harder-to-retrain group (L’Amour, 2024). This article translates these research findings into a leadership-focused blueprint for retention, putting the power in the hands of CTE leaders to disrupt this pattern. Methodology The quantitative case-control study, conducted as doctoral research through City University of Seattle, focused on the correlation between induction and retention of CTE teachers who entered the classroom through alternative certification pathways in Washington state. CTE teachers across multiple program pathways responded to a survey on their induction experience in five widely recognized categories: hiring, orientation, mentoring, professional learning and building support. Logistic regression was used to determine the extent to which these induction components, individually or collectively, can predict whether an industry professional will remain in the classroom. Results The logistic regression yielded the following results: The collective components of induction significantly predict CTE teacher retention in Washington state. The hiring, orientation and building support components of induction all significantly predict CTE teacher retention in Washington state on their own. A deeper look into the building support category indicated that principal support with parent interactions and principal support with professional development activities beyond those required significantly predict CTE teacher retention in Washington state on their own. So what does this mean? These results suggest that when offered as a comprehensive program, CTE teacher induction can be a powerful lever for retention. The results also suggest more specific takeaways within each induction component. Hiring Within the hiring component, the results indicate that the following conditions increase retention: Advantageous scheduling Common planning time Individualized support with the hiring and certification process Building tour and intentional welcome Extra time and support to set up classrooms and labs Preemptive supportive communication from building leadership Orientation The predictive power of CTE teachers’ orientation on retention speaks to the importance of providing a formal orientation, even if CTE teachers are hired after the beginning of the school year. In addition to receiving a formal orientation, alternatively licensed teachers also benefit from a differentiated model that accounts for their limited classroom experience and the specificity of their CTE roles. Mentoring The fact that mentoring did not predict retention on its own is consistent with national research on mentoring’s impact on retention. Seminal research on mentoring found that mentoring boosts retention when it’s part of a comprehensive induction system rather than a stand-alone support ( Ingersoll, 2012 ). Professional Learning Washington state findings indicated that professional learning did not significantly predict the retention of CTE teachers. The results do not necessarily indicate that professional learning for this group lacks value but rather suggest that this component of induction will reduce turnover only when paired with other induction efforts. Building Support That building support yielded statistically significant results in predicting retention among direct-from-industry teachers is not surprising, given the extensive research on the impact of leadership on retention. The ad hoc results suggesting that specific actions by building administrators can support retention for this group, however, could inform leaders in prioritizing their support, given the ever-growing demands of their roles. Implications for CTE Leadership As a CTE leader, you can change the story. You can control the induction experience for your direct-from-industry hires. Take ownership of the process, and your investment will pay off in retention and program stability. What might these changes look like? Immediate Actions Start by strengthening what new teachers experience in their first days and weeks. These steps send a clear message: “You are not alone in figuring this out.” Audit your current induction . Ask: What do CTE teachers receive in terms of hiring support, orientation, mentoring, professional learning and building-level support? Where are the gaps? Designate a point person for new CTE teachers. Assign someone to proactively communicate with and support each new hire, including a warm welcome, regular check-ins, and help navigating building systems. Plan for mid-year hires. Ensure that teachers hired after the school year begins still receive structured onboarding: dedicated setup time, a building tour, classroom observations, and a support person present on their first day with students. Clarify the certification pathway. Provide a simple, visual road map of certification requirements and deadlines, so new CTE teachers are not left to decode the process on their own. Longer-Term Systemic Shifts Beyond quick wins, leaders can redesign systems so that induction becomes an embedded retention strategy. Build CTE-specific induction. Create an orientation strand just for CTE teachers that addresses labs and shops, safety, advisory committees, work-based learning, industry credentials, and professional ethics. Prioritize learning over extra duties. Avoid assigning year-one teachers to serve as CTSO advisors. Instead, protect direct-from-industry hires’ time and energy for mastering instruction, safety and classroom management. Invest in meaningful professional learning and networks. Allocate CTE funds so new teachers can join professional associations, attend CTE conferences and connect with peers in similar roles. Strengthen administrator capacity to support CTE. Provide targeted professional development for building leaders on CTE funding and compliance, running labs, adapting evaluation frameworks to CTE, and supporting teachers with parent communication and school culture. Use data to continuously improve. Track which induction components new teachers receive, gather feedback from current and exiting teachers, and connect these data to retention trends to refine your system over time. When CTE leaders treat induction as a designed experience rather than a checklist, they create the conditions that keep industry experts in front of students and keep CTE programs strong and stable. Conclusion The research is clear. Administrators’ decisions about induction shape whether industry experts see teaching as a short detour or a long-term home, and the impact on your programming and your students’ pathways will be lasting. The question moving forward is not whether we can afford to invest in CTE-specific teacher induction initiatives, but whether we can afford not to. Becca L’Amour, Ed.D., is an educator and a theater industry professional. She has provided direct instruction, coaching, and mentoring in classrooms spanning PreK–12 students to adults in CTE. Her home is in Washington state where she shares her expertise through L’Amour Educational Consulting. Read more in Techniques. The post A Fresh Take on CTE Teacher Induction appeared first on ACTE Online .
11 May 2026
Class of 2026 called to make bold plans and embrace meaningful challenge
Relive the excitement and accomplishment as we celebrate the graduating Class of 2026!
11 May 2026
Dan Bongino Wins Defamation Case Brought by Parler Ex-CEO
From NDMAscendant, LLC v. Matze , decided Thursday by the Nevada Supreme Court (Justices Kristina Pickering, Elissa Cadish, and Patricia Lee): This case arises from the firing of respondent John Matze, CEO of the former social media company, Parler LLC. Parler was a social media platform that touted its commitment to free speech. However, Parler was eventually deplatformed from Apple and Amazon app stores following allegations that the app was used by participants in the January 6, 2021, incident at the U.S. Capitol. In the aftermath of the deplatforming, Matze was fired, and he subsequently wrote a memorandum commenting on the circumstances of his firing. This memorandum was leaked and reported on by various news sources, including Fox Business. Appellant Dan Bongino—then a political commentator, radio show host, and Parler shareholder—published a Facebook Live video on his Facebook page in response to Matze's memorandum and public statements. Bongino asserted that Matze's narrative regarding the circumstances of his firing was untrue, including statements that some "really bad" and "terrible" decisions had been made "by people on the inside" that "led to us getting put down by Amazon and others," costing the company its "product stability." Bongino further claimed that Bongino and his Parler colleagues were more committed to free speech and product stability than Matze. Matze sued for, among other things, defamation, but the court rejected the claim, concluding that Bongino's statements were opinions and therefore not actionable: To determine whether a statement is one of opinion or fact, this court asks "whether a reasonable person would be likely to understand the remark as an expression of the source's opinion or as a statement of existing fact." Opinion statements are incapable of being verifiably true or false. Further, we do not parse each word or detail in a statement to determine whether it is defamatory, rather, "the determinative question is whether the gist or sting of the statement is true or false." "In cases involving political comment, there is a strong inclination to determine the remarks to be opinion rather than fact." See also Herring Networks, Inc. v. Maddow (9th Cir. 2021) (concluding that "the broad context" of liberal television host's show makes it more likely audiences will expect host's statements to be opinions). We conclude that appellants met their burden under prong one. In reviewing the evidence presented by Bongino, including the transcript of the statements at issue, we conclude that Bongino's video expressions tend to show a political commentator on a hyperbolic rant. Although Bongino purported to provide viewers with "the real story" and "correct the record" regarding Matze's termination, the gist of Bongino's statements as a whole is that he believed that himself and others at Parler were more committed to protecting free speech and product stability on the platform than Matze. These statements, constituting most of Bongino's rant, are plainly unverifiable opinions…. "Statements of opinion are those whose truth or falsity cannot be established by the judicial process." … However, Matze draws our attention to several of Bongino's statements which Matze asserts accuse him of impropriety and misconduct rather than just comparing their respective levels of free speech advocacy, including that some "really bad" and "terrible" decisions were made, with the implication it is Matze who made them, costing Parler its relationships with Amazon and others and its product stability. With Bongino's role as an insider at Parler, Matze asserts that there is an implication of knowledge of underlying facts, rather than opinion. But a statement about whether a former employee made decisions that were bad or terrible also constitutes an unverifiable opinion. Courts that have considered similar vague statements [e.g., calling people's actions "crappy or half-assed" or a "common and sleazy tactic"] have concluded they were non-verifiable and therefore held them to be opinions as a matter of law. The post Dan Bongino Wins Defamation Case Brought by Parler Ex-CEO appeared first on Reason.com .
11 May 2026
Father Free to Send Children to Church Camp During His Parenting Time, Even When Mother Objects to Church's Views on Women
From Friday's decision of the Nebraska Supreme Court in Munsell v. Munsell (opinion by Justice Derek Vaughn): Jacob and Libby married in 2010 and had two children, one born in 2016 and the second born in 2018. In February 2024, Libby filed a complaint seeking dissolution of the marriage. The parties stipulated to the division of their property, and they agreed to share joint physical custody of the children under a rotating parenting schedule that gave each parent equal time. Trial was had on the contested issues of legal custody, the children's involvement in the church attended by Jacob (church), and the children's attendance at the church camp during Jacob's parenting time. Jacob appeals the district court's decision on legal custody and church camp attendance. The trial court concluded that the parents were in sufficient conflict that joint legal custody wasn't feasible, and therefore awarded legal custody to Libby, and the Nebraska Supreme Court upheld this. But the trial court also concluded that Jacob couldn't have the children attend the church camp even during his own parenting time, and on this the state supreme court disagreed: Jacob and Libby were raised in the same religion as that of the church Jacob currently attends. Jacob testified the church follows the tenet that women should be "subservient" to men and that the church should be led by men. During their marriage, the parties and the children attended the church. However, Libby testified that she "left the church" about 5 months before filing for divorce, no longer agreed with some of the church's teachings, and did not like that there were "no women leaders and wom[e]n were silenced and subjugated." She also testified that she did not like the "culture of fear and shame that the church brings on, fear of hell and fear of punishment." After the parties separated, the children continued to attend the church with Jacob during his parenting time, and Libby initially supported this practice. At trial, however, the parties disagreed on whether the children should continue to attend the church…. [As to the church camp, the camp] director testified campers rotate through four classes that are each 30 to 45 minutes long and consist of a Bible class, as well as "crafts[,] activities[,] and nature" with five classes in a full weeklong session. The Bible class usually follows a vacation Bible school curriculum with a rotating religious theme. There is a main Bible verse for the church camp, and Bible class time is spent learning the verse, usually doing a coloring sheet, and completing a quick Bible "devote." Campers do not have to be affiliated with any religious organization to attend the church camp. The primary focus is on having fun, making friends, and being independent. Jacob's parents live on the church camp's property as caretakers. Jacob testified the church camp was a "huge part" of his life, he had been a camp counselor, and he was currently serving on the church camp's board of directors. He testified the church camp was a place he went to "figure out what [he] believed" and "who [he] wanted to be" away from his parents and is something he wants his children to experience. He testified he met Libby at the church camp, and he admitted that after they began dating, they were sexually intimate on the church camp's property in violation of the church camp rules. But there was no evidence that the church camp's staff or directors were aware of, or sanctioned, such activity. Jacob also testified that these relations took place only while Libby attended as a staff member and not during a church camp session…. Libby testified she enjoyed attending the church camp as a child but now believes the church camp, like the church, teaches lack of self-worth, and she does not want the children to attend the church camp, even during Jacob's parenting time. She did not object, however, to the children attending a nonchurch camp…. Libby, as the sole legal custodian, has the authority and responsibility under state law to make fundamental decisions regarding the children's education and welfare, including their religious education and their extracurricular activities. But … absent a clear showing of substantial harm to the child, the noncustodial parent retains his or her fundamental right to direct the child's religious upbringing during his or her parenting time…. [T]he [trial] court expressly found that "there is little or no evidence that [Jacob's] religious practice presents any threat to the children's well-being." The court thus concluded that "[t]he record does not support any restriction on [Jacob's] ability to discuss his beliefs and involve the children in church activities during his parenting time." No one has appealed this finding, and our de novo review persuades us that it is amply supported by the record. But this leaves the question of whether the trial court erred by allowing Libby the unilateral authority to decide whether the children could attend the church camp during Jacob's parenting time. The trial court decided this issue by analyzing whether the church camp was properly characterized as a religious practice or instead was an "extracurricular activity" that the parent with legal custody had authority to determine. On this record, we do not think such an analysis was necessary. Here, there was no dispute that the church camp was supported by the same religious organization that encompassed Jacob's church and included religious education; indeed, Libby's primary objection to the children's attendance was the church camp's religious affiliation. She had no objection to the children attending a nonchurch camp, so the basis for her objection was not the extracurricular activities in which they would participate at the church camp, but the religious activities in which they would participate. In other words, although the church camp included a mix of religious activities and extracurricular activities, it was not necessary to determine which activity predominated the daily camp schedule, because the evidence showed that both parties considered the church camp to be a "church activity." Neither do we see evidence that allowing the children to attend the church camp would expose the children to harm. The trial court made an express factual finding that the record did not support placing any restriction on Jacob's ability to involve the children in "church activities during his parenting time," and our review of the record confirms the same. For similar reasons, in our de novo review, we see an absence of evidence that allowing the children to attend the church camp would pose "an immediate and substantial threat to a child's temporal well-being." Accordingly, we see no basis to restrict Jacob's ability to enroll the children in the church camp during his parenting time. We therefore modify the decree to remove the provision that allowed Libby to determine whether Jacob could enroll the children in the church camp during his parenting time…. The post Father Free to Send Children to Church Camp During His Parenting Time, Even When Mother Objects to Church's Views on Women appeared first on Reason.com .
11 May 2026
Oregon's most unexpected gubernatorial candidate? A pencil with a point
Oregon's public schools rank last in fourth-grade reading, according to an analysis of national testing. As a wake-up call for elected leaders, Pencil is running for governor as a write-in candidate. (Image credit: Eli Imadali)
11 May 2026
For Evan Bowman, health is also about connection
At Yale, Evan Bowman dug deep into her interest in public health — and found a “strong community.”
11 May 2026
Today in Supreme Court History: May 11, 1942
5/11/1942: Gordon Hirabayashi "failed to report to the Civil Control Station within the designated area." The Supreme Court upheld the constitutionality of his conviction in Hirabayashi v. U.S. (1943). Gordon Hirabayashi The post Today in Supreme Court History: May 11, 1942 appeared first on Reason.com .
11 May 2026
Don't Waste Time Arguing Over the Surgeon General Nominee. Abolish the Office.
President Donald Trump's most recent pick for the office of U.S. Surgeon General, Nicole Saphier, is a source of tension between the MAGA and MAHA factions of his supporters. Given that she's the president's third pick for the slot, the administration would undoubtedly just like to put disputes over this one office behind them. But there's an easy path to a conflict-free resolution: The Trump administration could leave the Office of the Surgeon General unfilled and push for its abolition. Nominee Number Three for an Office That is an 'Unnecessary Relic' Saphier, a radiologist, comes from a rather conventional medical background and has been critical of Health and Human Services Secretary Robert F. Kennedy Jr., who set the initial lifestyle-conscious but conspiratorial MAHA tone for the administration's health policies. She's also the president's third choice for the post, after the nominations of Janette Neshiewat and Casey Means faltered over questions about their credentials. Saphier is more likely than the first two nominees to win Senate approval, but that comes at the risk of alienating some of the president's fragmenting base. There's no reason for an avoidable battle over a completely unnecessary office. "The Office of the Surgeon General and the Public Health Service Commissioned Corps, which the office oversees, are unnecessary relics," writes Jeffrey A. Singer, an Arizona surgeon and senior fellow at the Cato Institute. "The surgeon general has drifted from an apolitical public health role into a politicized platform, weighing in on issues far beyond its proper scope—from gun control to social policy—thereby undermining trust in legitimate health functions." The Office of the Surgeon General was originally established to oversee the Marine Health Service "to provide health care to sick and injured merchant seamen," as the office's official history puts it. This later expanded into a national hospital system with a Commissioned Corps organized along military lines. Mission creep set in, and the medical bureaucracy was eventually renamed the Public Health Service and tasked with "preventing the spread of contagious diseases throughout the United States." The Surgeon General lost responsibility for the Public Health Service in 1968. The office was briefly abolished and then recreated as an advisory position with authority over the uniformed Public Health Service Commissioned Corps. Well, over some of members of the Corps. Many officers in the Corps "are assigned to all HHS Agencies and to a number of agencies outside of HHS, including the District of Columbia Commission on Mental Health Services, Environmental Protection Agency, Federal Bureau of Prisons, National Oceanic and Atmospheric Administration, National Park Service, U.S. Department of Agriculture, U.S. Department of Defense, U.S. Department of Homeland Security, and the U.S. Marshals Service," and work within the chains of command in those agencies, according to the Office of the Surgeon General. In other words, the Surgeon General doesn't really have a clearly defined role or a good reason to parade around in a quasi-naval uniform. That is, unless you like the office's transformation into a national nag that lectures Americans on whatever alleged lifestyle sins most annoy the current Surgeon General. Cigarettes and firearms have been favorite choices over the years. The Long Fall From Treating Sailors to (Expensively) Nagging Americans "Successive administrations have turned the Office of the Surgeon General into a highly political platform that opines on divisive non–public health issues ranging from gun control and social media to labor and housing policy. Such mission creep undermines the effectiveness of legitimate government public health activities," Singer noted last year along with Akiva Malamet, Bautista Vivanco, and Michael F. Cannon in Unnecessary Relics , a Cato Institute report on the Surgeon General and the Public Health Service Commissioned Corps. Basically, the Surgeon General and the Public Health Service Commissioned Corps now exist to frame the policy preferences of whoever occupies the White House as public health necessities. Anybody who doesn't favor those policies is clearly against The Science and wants people to die. That's a pretty apt description of the entire field of public health, which seems to exist entirely to frame political choices—especially authoritarian ones—in medical terms. But there is also a dollars-and-cents reason to object to sticking medical personnel in uniforms and then sending them around to various government agencies for random staffing assignments: It's expensive. A "complicated funding structure, as well as various other special benefits and privileges, contributes to making Corps officers more expensive than other federal employees," the Cato authors wrote in the 2025 report. "In 2010, the average Corps officer cost was $169,000, which at the time was $22,000 or 15 percent higher than the cost of employing a civilian equivalent." Part of the cost comes from the fact that "in accordance with their military pay scale, Corps officers have the privilege of receiving a portion of their salary in the form of housing and subsistence allowances wholly exempt from federal income taxes." In other words, we're paying an awful lot for the privilege of being nagged by a government medical bureaucrat who oversees an archaic uniformed corps that mostly exists to provide overly expensive staffing services for government agencies. With all of that to consider, Saphier's nomination is getting a lot of pushback from MAHA. DOGE the Surgeon General "Dr. Saphier would be a catastrophic mistake on messaging and communicating with MAHA at a time where the coalition is very fragile," prominent MAHA influencer Alex Clark posted May 1. "It will be perceived as the admin breaking another promise to them and embracing the status quo in health care that ended us smack dab in the middle of the chronic disease epidemic we now find ourselves in." But Clark offered a viable alternative. She added, "My position isn't to replace Dr. Saphier. It's to completely DOGE the Surgeon General role." Clark wants to ditch the Office of the Surgeon General to smooth over political rifts. But that move would also rid us of a national annoyance, ditch a vestigial bureaucratic position, and potentially save money. There's no reason to waste time arguing over which nominee would be the best fit for an office that, if it ever served a legitimate purpose, has long since become an anachronism. We should just get rid of the Office of the Surgeon General. The post Don't Waste Time Arguing Over the Surgeon General Nominee. Abolish the Office. appeared first on Reason.com .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
How to run for school board in Indiana
Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news. With primary season officially over in Indiana, attention is turning to the November general election. For schools, the most important offices on the ballot may not be at the top. School boards across the state will have seats up for election in November 2026, and for the first time they’ll be partisan races due to a new state law. School board members vote on important issues affecting their school districts, including the hiring of a superintendent, and the district budget. The latter responsibility carries even more weight at a time when property tax caps could pressure districts into budget cuts . Over the last few years, spending on school board campaigns has increased significantly in some communities. There have also been rising tension over policies about school choice, and curriculum. At the same time, school board races sometimes don’t have enough candidates to fill every seat that’s up for election. “School board used to be the sleepy quiet board where you could get your toe in the waters in terms of running for office and serving,” said Patricia Russo of the Campaign School at Yale University, a nonprofit, issue-neutral organization that helps women prepare to run for office . “Now it’s become very contentious. As a result of that, you need to be prepared and know what the issues are.” School boards alums in Indiana include Republican Gov. Mike Braun, who served on the Greater Jasper school board. Chalkbeat has compiled a list of common questions and answers about running for school board ahead of the June 18 filing deadline. Here’s what candidates need to know before seeking a seat. How do I run for school board in Indiana? The first step for a would-be candidate might be one they’ve already done: figuring out whether public service is a path they want to take. One of the best ways to do that is to work for a campaign first before running, Russo said. Once they’re sure, the next step is to determine what school district they reside in, as well as whether the open seats on that board represent a specific region within the district, or represent the district at large. Then, they’ll need to fill out a petition of nomination for school board. What forms do I need to fill out to be a school board candidate? That petition is also known as a CAN-34, which can be found on the secretary of state’s website . This form has space for signatures — a school board candidate usually needs 10 signatures from voters in the district to run, though the rules can differ slightly for some districts, according to the Indiana School Boards Association. In a metropolitan school district, for example, a candidate needs 10 signatures from voters in the board district that the candidate is running to represent. This petition of nomination must be filed with the county voter registration office and needs to be accompanied by a statement of economic interests, or a CAN-12. This form essentially asks a candidate to disclose how they make their money. It’s also available on the secretary’s website. Candidates can start filing petitions of nomination on May 19 and must do so by June 18. Are all school board races partisan elections? As of July 2025, all school board elections in Indiana are partisan, meaning candidates must do one of three things: declare a political party affiliation, declare an independent candidacy, or elect not to declare any affiliation. This information will appear alongside a candidate’s name on the ballot. This controversial change was championed by conservative lawmakers and other advocates as a way to give voters more information about who they’re voting for. But critics fear it will invite partisan politics into school matters. The November 2026 election is the first time school board races will be partisan. To declare affiliation with a major political party, the candidate must have voted in the two most recent primary elections in Indiana held by that party. If not, a candidate needs to seek approval from the county chairman of that political party before they can claim affiliation — and that certification must be filed with their candidacy. Each county party will have their own process for candidates to seek chair approval — the Marion County Republican Party requests that candidates reach out here , for example, while Hamilton County Democrats ask that requests be emailed to chair@hamcodemsin.org. A good starting point to find other contacts would be each party’s county directory, which can be found here for Democrats , and here for Republicans . A candidate’s party affiliation could be challenged if they did not vote in the two recent primaries or obtain certification from the county chairman. Multiple candidates with the same political affiliation can appear on the ballot because there’s no law establishing a primary process for school board candidates. That’s why straight-ticket voting still won’t include school boards seats. Can I serve on the school board as a teacher, or if I don’t live in the school district? A teacher or other school district employee can’t also be a school board member of the same school district. But they can run for a seat, as long as they leave their job before assuming office. Candidates must also be residents of the school corporation, and if they’re running to represent a certain district on the board, they must be residents of that district for at least a year before the election. Others may be excluded from running due to the partisan nature of the election. Federal employees typically can’t run in partisan elections under the Hatch Act. How much money does it cost to run for a school board seat? There is no filing fee for school board candidates. The costs of running might include campaign materials like yard signs and pamphlets, said Terry Spradlin of the Indiana School Boards Association. But school board races have increasingly attracted large campaign contributions, especially in high-profile races where issues like school choice spur donations from political action committees. Candidates who do raise or spend more than $500 have some additional requirements. They must file a Statement of Organization to establish a candidate’s committee that will make expenditures and take contributions for their campaign. More information about forming these committees and filing campaign finance reports can be found in this manual from the secretary of state. What do I need to do during the campaign season? Most candidates can rely on their county political parties for help with the traditional hallmarks of campaign season, like going door-knocking, or even finding a part-time campaign manager, Russo said. But it’s important for the candidate themselves to knock on doors and meet voters in person, she said. “That’s where your votes are,” she said. In a guide for candidates , the Indiana School Boards Association suggests that a candidate use this time to share the “background and the skills you have that make you a good school board member.” However, candidates will need to be careful about campaigning on school grounds, which most districts prohibit. What should I do if I win? Will I be paid? First, bask in your victory. Then, look for an orientation session for new school board members put on by the district, or by the Indiana School Boards Association. Each school board member’s primary duty is to vote on important matters like hiring a superintendent, and requests to ask voters for a tax increase. It’s important to note that no school board member can make decisions for the district on their own. Boards also approve policies for the school district that affect students, staff, property, and technology. The Indiana General Assembly has given school boards more direct power over what’s taught in classrooms in recent years, like through a law specifying that all sex ed textbooks and curriculum must be approved by a district’s board. School board members are typically paid a small stipend for their service, up to 10% of the lowest starting salary of a district teacher. How can I learn more about running for school board? For more information, the Indiana School Boards Association holds free webinars throughout May and June ahead of the candidate filing deadline. Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org .
11 May 2026
Expanding Medicaid coverage lowered death rates for young adults with kidney failure
A study led by Brown University researchers suggests that expanded health insurance coverage may significantly improve survival and care quality in this high-risk population.
11 May 2026
Lee Rubin named as the Kristaps J. Keggi Professor of Orthopaedics and Rehabilitation
Rubin, a nationally recognized expert in hip and knee joint replacement surgery, joined the Yale faculty in 2017.
11 May 2026
Lee Rubin named as the Kristaps J. Keggi Professor of Orthopaedics and Rehabilitation
Rubin, a nationally recognized expert in hip and knee joint replacement surgery, joined the Yale faculty in 2017.
11 May 2026
Why the Bipartisan War on Housing Investors Won't Make Housing More Affordable
In March, the U.S. Senate passed a bill full of tweaks to federal grant programs and regulations. Although nearly all of the bill's provisions are aimed at increasing the housing supply, one would undermine that goal. That provision, inserted at the last minute, bans investors from owning more than 350 single-family rental homes. Investors could still acquire homes built as rentals, but they would have to be sold off within seven years. Because of these restrictions, the Senate bill, which otherwise could be expected to have a modest positive impact on the housing supply, probably would reduce yearly home construction. Proponents of the large-investor ban argue that it's necessary to preserve owner-occupied homes. "An overwhelming majority of Americans across party lines want to stop private equity from snapping up single-family homes," Sen. Elizabeth Warren (D–Mass.) said on the Senate floor after the bill's passage. "This bill does exactly that." Warren is correct about the popularity of a ban on corporate purchases of single-family homes. A poll from the left-leaning groups Groundwork Collaborative and Data for Progress found 73 percent of likely voters supported such a policy. Politicians on the left and right are increasingly blaming large investors for raising home prices. It was one of the few things that J.D. Vance and Tim Walz could agree on during the 2024 vice presidential debate. In January, President Donald Trump issued an executive order directing federal agencies to limit home purchases by large institutional investors. He also urged Congress to codify a more sweeping ban. Despite their bipartisan appeal, such restrictions work against the goals of increasing home construction and making housing more affordable. In recent years, new single-family communities built as rental housing have made up anywhere from 3 percent to 10 percent of new homes. There are currently 160,000 such units in the development pipeline nationwide. If investors are forced to sell off their build-to-rent communities, they probably will decide not to build them at all. Far from making more homes available to families, the edict would result in fewer homes. The ban would especially hurt people who can't qualify for a mortgage or don't want one. The claim that large investors are making housing more expensive does not stand up to scrutiny. Large investors own just 0.7 percent of the country's single-family homes. And in recent years, they have been net sellers of those homes. For all the negative attention they have received, these large investors can't possibly be responsible for a general rise in home prices, given their very small share of the market. A more plausible explanation is regulatory restrictions on new home construction. The Senate's housing bill does try to address that problem by repealing federal regulations on manufactured housing, exempting new housing from federal environmental reviews, and redistributing grant dollars to communities that actually build new housing. But it combines those wonky yet welcome reforms with populist-inspired meddling that would have the opposite effect. The post Why the Bipartisan War on Housing Investors Won't Make Housing More Affordable appeared first on Reason.com .
11 May 2026
The Reckoning: Addressing Oakland’s Literacy Crisis
Oakland Unified School District has spent the past five years trying to address a severe literacy crisis—one where most Black and Latine students were not reading at grade level. In 2020, The Oakland REACH and OUSD families pushed the district to adopt evidence-based reading instruction and commit to improving how literacy is taught across schools. This report examines how OUSD worked to build a more coherent instructional system, including new curricula, aligned professional learning, interim assessments, and expanded early literacy tutoring. A major driver of this work was a unique partnership with The Oakland REACH, which trained parents and caregivers to serve as literacy tutors and brought community voice directly into district decision-making. The report highlights early signs of progress—stronger foundational reading skills, more consistent instruction, and increased access to small-group and high-dosage tutoring. But it also details ongoing challenges, including high teacher turnover, chronic absenteeism, and limited time for professional development. Today, budget shortfalls and political conflict threaten to undermine Oakland’s gains. The report argues that sustaining progress will require stable leadership, clear priorities, and continued engagement from families who have been critical to driving literacy improvement. The post The Reckoning: Addressing Oakland’s Literacy Crisis appeared first on Center on Reinventing Public Education .
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
What higher ed can do about getting research into the K-12 classroom
Key points: Educators need research that is accessible, relevant, and actionable How professional learning transformed our teachers A new PLC model that builds collective efficacy and fights teacher burnout For more on K-12 research, visit eSN’s Educational Leadership hub Educational research has never been more abundant, yet its impact on classroom practice remains uneven at best. While universities continue to produce studies on instructional strategies, student outcomes, and emerging technologies, many K-12 educators rarely engage with this work in meaningful ways. The issue is not due to a lack of interest. It is a failure of access, translation, and alignment. Recent survey data from 263 K-12 educators highlights a persistent gap between research production and classroom application. While educators overwhelmingly value research, only a small percentage engage with it regularly, and many turn instead to informal sources such as blogs, social media, and peer conversations for guidance. This disconnect raises an important question for higher education: If research is not being used, what must change? The real barriers are structural, not motivational One of the most consistent findings is that educators are not resistant to research; practicing educators are constrained by their professional environments. Time remains the most significant barrier, with the vast majority of educators reporting that they lack the capacity to regularly review and interpret research findings. Even when time is available, the format of academic research often works against its use. Dense language, methodological complexity, and limited accessibility make it difficult for practitioners to quickly identify what matters for their classrooms. This leads educators to prioritize sources that are easier to access and interpret. Blogs, podcasts, and social media are used at significantly higher rates than academic journals, even though educators often view those traditional sources as more credible. In other words, convenience frequently outweighs credibility, not because educators prefer lower-quality information, but because it is usable within the constraints of their daily work. Relevance is the gatekeeper of research use Beyond access, relevance plays a critical role in whether research is used. More than 80 percent of educators report that they are most likely to engage with research that directly connects to their classroom or school context. This aligns with what many practitioners already know intuitively: Research that feels abstract or disconnected from real-world challenges is unlikely to influence practice. The topics educators prioritize, such as social-emotional learning, differentiated instruction, and behavior management, reflect immediate and pressing classroom needs. When research addresses these areas in clear, actionable ways, it is far more likely to be used. When it does not, it becomes another unread article in an already-crowded professional landscape. The format problem: Research isn’t designed for practitioners Perhaps the most actionable finding is not about what research says, but how it is delivered. Educators consistently report a preference for concise, practical formats, infographics, short summaries, videos, and step-by-step implementation guides. Traditional journal articles, while essential for academic rigor, are rarely structured with practitioner use in mind. This is where higher education has an opportunity to rethink its approach. If the goal is to influence practice, research must be translated into forms that align with how educators consume information. This does not mean abandoning rigor. It means adding a second layer of communication–one that prioritizes clarity, brevity, and applicability. The power of professional communities Another key insight is the role of professional relationships in shaping research use. Discussions with colleagues, professional development sessions, and conferences are consistently rated as the most valuable sources of information. These environments allow educators to interpret research collectively, adapt it to their contexts, and build confidence in its application. This suggests that research dissemination should not be viewed as a one-way process. Instead, it should be embedded within collaborative structures where educators can engage with ideas, ask questions, and share experiences. Professional learning communities (PLCs), for example, offer a natural venue for this kind of engagement, yet they are often underutilized as research translation spaces. The missing link: Stronger higher ed–K-12 partnerships Despite the clear need for collaboration, formal partnerships between K-12 schools and higher education institutions remain limited. In the survey, only about one in five administrators reported having a formal relationship with a college or university. This lack of structured collaboration contributes to the disconnect between research and practice. Stronger partnerships could address multiple challenges simultaneously. Universities gain a better understanding of classroom realities, leading to more relevant research questions. Schools gain access to current research and expertise, delivered in ways that support implementation. Most importantly, these partnerships create a feedback loop where research and practice can inform one another. What higher education can do next If higher education institutions want their research to have greater impact, several shifts are necessary: Translate research into usable formats. Every major study should include a practitioner-facing summary with clear implications for practice. Prioritize relevance in research design. Engaging educators in the research process can help ensure that studies address real-world challenges. Embed research into professional learning structures. Partner with schools to integrate research discussions into PLCs and ongoing professional development. Leverage digital platforms strategically. Short-form content, including videos and infographics, can extend the reach of research findings. Build sustained partnerships, not one-off interactions. Long-term collaboration is essential for meaningful impact. Moving from access to application The gap between research and practice is not new, but it is increasingly untenable in a field that relies on evidence-based decision-making. Educators are not asking for more research. They are asking for research that is accessible, relevant, and actionable. Higher education is uniquely positioned to meet this need, but doing so requires a shift in mindset. Research cannot end at publication. It must extend into translation, collaboration, and application. When that happens, research moves from being something educators occasionally consult to something they consistently use, and that is where its true value emerges. This article was based on the survey research originally reported in Bridging the Gap: Simplifying Access to Research for K-12 Educators , Research Issues in Contemporary Education , 10(2), 25-44 by the same authors.
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
Chicago Public Schools cut hundreds of custodian jobs last year. Staff say their schools are dirtier.
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. Last summer, as the district faced a massive budget deficit, Chicago Public Schools cut nearly 500 custodian positions , or close to one-fifth of full-time staffers who cleaned schools, and ended all private custodial contracts. Then, three months into this school year, complaints rolled in through a district survey of 168 principals and 423 custodians: Three-quarters of principals indicated they didn’t have enough custodians on staff to meet their cleaning needs, and at least 40% asked the district for more staff. Nearly two-thirds of custodians said their tasks were difficult to manage given the size of their buildings and the number of people on their team. The survey responses from late November, obtained by Chalkbeat through a Freedom of Information Act request, are a window into how the custodial staffing changes have impacted school cleanliness — and the potential challenges ahead in maintaining hygienic environments for kids and staff. Many custodians signaled that they were not equipped to clean schools well. Principals said they were picking up trash and cleaning spills or vomit. A few schools had new pest issues. “It is so disappointing to observe the current state of custodial service and resource availability at our school, as it directly impacts our students’ well-being and basic dignity,” wrote one principal. “I have never experienced anything like this in my 14 years in CPS,” they said. Studies have shown links between school cleanliness or air quality, student health, and attendance. One study found that higher levels of contaminants on student desks were associated with student absences for gastrointestinal problems. Some people are pushing for change now: SEIU Local 73, the union that represents CPS custodial workers, said the issues highlighted in the fall survey remain today, and it wants the district to hire more custodians. But that’s a tall ask for a district that’s planning a budget with a $700 million deficit and may be looking at cuts to schools this year without any additional revenue. The district, which as of April employed about 2,200 custodians, said that it took the survey results seriously and, in response, implemented two rounds of custodial shift changes at schools. More than half of principal respondents said they were satisfied with responsiveness with the district’s facilities management office. “The District continues to utilize feedback from students, staff and families as a guide to ensure school buildings are safe and welcoming environments,” Evan Moore, a spokesperson for CPS, said in a statement. District defends cuts to custodial staff Before the custodial changes last year, CPS directly employed 1,375 full-time custodians — who are represented by SEIU Local 73 — and also contracted out to seven private custodial companies, whose roughly 1,250 workers were represented by SEIU Local 1, according to a district memo last year. CPS’ contracts with those companies came after the district severed ties in 2024 with Aramark, which had for a decade helped manage janitors and cleaning supplies but had been sharply criticized for failing to keep schools clean. The district’s layoff plans last year meant cutting the 1,250 privately contracted custodial jobs and then filling roughly 750 of those positions. Both unions protested against the district’s plans, which were estimated to save the district $40 million. At the time , CPS’ chief operating officer Charles Mayfield said direct district oversight, coupled with better training and a mobile app for custodians to upload information about the rooms they’ve cleaned, would help the district ensure schools were clean. Bringing custodial services in house helped meet a district goal to move away from privatized services, CPS said. Responses to the district’s fall survey, which came two months after the custodial changes went into effect, told a different story. Custodians, principals describe difficulties with keeping buildings clean Custodians reported finding it difficult to clean all types of school spaces with less staff and raised concerns with a later start time in the morning — providing a shorter runway to complete certain tasks before kids and staff get in. CPS noted that shifts ranged across schools and started as early as 4 a.m. before the custodial changes. Now, no shift starts sooner than 5 a.m. or ends later than 11:30 p.m. Many custodians expressed concerns in the survey about being the only custodian on staff during the day, making it difficult to complete tasks or respond to multiple calls for help. One custodian said they’re now the only person on their shift cleaning the two-building campus. At Walt Disney II Magnet in Irving Park, custodian Johnny Jones, who has worked for CPS for 35 years, said his start time changed from 5 a.m. to 7 a.m., about a half-hour before other staff and students get in. Unlike previous years, there’s no longer a second custodian who joins him. The school eventually hired an additional custodian for the night shift, which helped get the building ready for the next morning, Jones said. But it can still be difficult to fly solo during the day, he said. He might be cleaning up a spill in the lunchroom and get a call for soap in the girls’ bathroom. Depending on the importance of the task he’s handling — for example, spills can be a safety hazard — a new task may need to wait until the second shift starts. Keeping the building clean is personal for Jones, who thinks about wanting clean spaces for his own grandchildren, and he wishes the district would give schools more autonomy over shifts. “Do I want my kid going to a dirty building? Do I want my baby using an unclean bathroom?” Jones asked. “Absolutely not.” Principals noted various spaces in their schools that are now dirtier, such as classrooms, student bathrooms, and hallways, and many noted that the result is unclean and unhygienic spaces for students and staff. Several principals reported having to pick up trash or clean up spills on their own. Some said cleaning tasks have fallen to other educators and, in at least one case, students. And a few noted new issues with rodents or cockroaches. “I feel that the communication, quality of cleaning, and the lack of staffing has put a huge strain on the school resulting in unclean, unsafe conditions for students and teachers alike,” one principal wrote in the survey. “Teachers are having to clean their own rooms in addition to their already large workload.” One principal said fewer staff custodians has resulted in a “consistently filthy” building, contradicting a CPS goal to provide “a joyous and equitable learning environment.” “It cannot be a joyous place for scholars or staff when the school is dirty and unsanitary,” they wrote. As CPS brought on hundreds of new hires, some initial onboarding problems may have impacted staffing, including technical issues that resulted in some custodians not being paid. The district said it has since resolved the problem and issued more than $916,000 in back pay to custodians. But the lack of pay initially led many custodians to not report to work or quit, said Trumaine Reeves, SEIU Local 73’s CPS division director. At one Southwest Side high school, where the custodial staff was cut by one-third, a teacher has noticed that trash often is not picked up overnight and sneaker scuffs aren’t cleaned off the floor. Those details can make a difference for how comfortable both students and staff feel in the building, he said. The teacher, who asked for anonymity because he wasn’t authorized to speak with the press, said veteran custodial staffers who have always been good at their jobs tell him that they now feel stretched. There are a myriad of challenges that teachers face at his high school, such as supporting students with a lot of needs. Navigating those difficulties, then walking into a dirty classroom “just really hurts your soul,” he said. Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.
11 May 2026
Mental Health Awareness Week: Revisiting Mental Health Mondays
To honor the UK's Mental Health Week, we take a look back at the Mental Health Monday posts in The Scholarly Kitchen with calls to action, practical tips, and tools for “taking ACTION.” The post Mental Health Awareness Week: Revisiting Mental Health Mondays appeared first on The Scholarly Kitchen .
11 May 2026
Five Lessons for School Reformers: 2026 Edition
I first encountered the challenges of school reform 35 years ago as a high school teacher in Baton Rouge, Louisiana. I was struck by the fact that bold-faced state and district initiatives had no obvious impact on what I saw happening in our acclaimed magnet school. When I headed off to pursue my PhD, I found myself wondering just why this might be. Five years later, I wrote Spinning Wheels to try to understand when and why districts pursued various reforms. But I ran into a serious problem: Every one of the 57 urban systems I studied was adopting every kind of reform I was looking at. Over the three years I examined, the typical district launched 13 major reforms—that’s more than one every three months. Reform was a ceaseless whirlwind that exhausted educators and bred cynicism. Teachers learned to shut their doors while muttering, “This too shall pass.” I concluded that reform done poorly is often worse than no reform at all. During the Bush-Obama years, back when endless K–12 reform was part of the natural order, I used to hum that theme in my sleep. But it’s been a while. Times have changed. Those fevered efforts to promote standards, teacher evaluation, accountability, and school turnarounds faded. There was a tendency to declare victory and move on to the next new thing, and eventually it created a lot of frustration with the failure of reforms to deliver on their promise . Funders shifted to other priorities, and much of the K–12 advocacy community wound up enlisting in Ibram X. Kendi’s “anti-racist” crusade. For nearly a decade since, the K–12 debate has been dominated by culture clashes, the pandemic, and shiny new technologies. Well, for better and worse, old-fashioned school reform shows signs of making a comeback. Fueled by dismal academic results, troubling levels of absenteeism and classroom misconduct, concerns about the doomscrolling mind virus, and a general sense of post-pandemic reckoning, one can see hints of revival everywhere. The science of reading has grown from a brushfire into a four-alarm movement. Proposals like state takeovers of failing schools are back on the radar . Advocates are pushing hard for civics, “high-quality” instructional materials, career pathways, and new high school models. Democrats for Education Reform has got its mojo back . School choice has exploded. There’s steady chatter about the prospects of resurrecting bipartisan school reform . The decade-long hiatus from “reform” means that many of those enmeshed in today’s renaissance were in middle school back when Race to the Top was an object of national fascination. Coming at these challenges with fresh eyes can be a plus. It can also usher in a naivete that ends up reenacting all the mistakes of the last crowd. As I noted a decade ago in Letters to a Young Education Reformer , there’s much to be learned from the Bush-Obama era. While the first two-thirds of that period saw a promising continuation of 1990s-era NAEP gains, a host of seemingly good ideas—from Reading First to teacher evaluation to school turnarounds—delivered a lot less than champions had hoped or promised (for examples of how disappointing things got, see here , here , and here ). Taking a moment to understand what went wrong last time really should be table stakes for today’s would-be reformers. Now, in noting this, humility is warranted. I don’t claim to have the authoritative set of lessons, much less any secret insight into how they would apply in 2026. After all, today’s politics and technology differ considerably from a decade ago. This makes it hard to know exactly how hard-earned lessons should apply. That said, here are five lessons that may prove useful in this new school reform landscape. Don’t mistake initial wins for lasting victories. Every corner of the Bush-Obama reform era was stuffed with old, tattered “Mission Accomplished” banners that had been hung too soon. The celebrations that followed No Child Left Behind, the high fives in the Gates Foundation war room tracking Common Core adoption, or the chest-thumping “wins” on teacher evaluation reform all look pretty premature in retrospect. The battle for adoption or an initial appropriation is often a long, exhausting push. While it can be natural to breathe a sigh of relief, declare victory, and move on after passing legislation, the hardest part of reform is all the tedious, ongoing work that follows in state agencies, local systems, and classrooms. There’s recently been a lot of healthy talk about the importance of “implementation.” That’s good, as long as it’s accompanied by an understanding that in education, there’s no such thing as an “implementation problem.” The stuff that gets termed “implementation” is the actual work of reform. Legislative wins, no matter how tough, are just an opening act. Reformers used to give me buckets of grief when I said this, complaining that I was denying them the credit they’d earned. That doesn’t make it any less true. State voucher expansions or science of reading mandates draw national interest and allow advocates to tally up wins, but the long battles that follow are what determine whether the efforts pay off. Resist drinking the Kool-Aid. Reformers tend to be committed to their cause. Even if the passion wasn’t there at the start, years of pursuing funds, wooing allies, taking fire, and battling as part of a team tend to turn reformers into true believers. That can be a problem when it comes to making sense of public pushback or absorbing criticism from observers outside the circle of trust. The Common Core diehards were famously dismissive of “white suburban moms,” for instance. This made it a helluva lot tougher to understand good-faith complaints about goofy math problems or the de-emphasis of fiction. What might that look like in 2026? Well, those who’ve imbibed too much innovation Kool-Aid might be prone to dismiss ed tech backlash as AI panic, rather than a legitimate response to screen-saturated classrooms and schools’ history of fumbling technology. In 2026, the prevalence of echo chambers and algorithm-driven social media feeds makes it that much harder—and more important—to resist the pull of the tribe. Subscribe to Old School with Rick Hess Get the latest from Rick, delivered straight to your inbox. Name Email Subscribe Listen with a purpose. A lot of reformers brag about “engaging the community.” This has often meant doing a bit of performative listening in a community meeting and then repeating ed reform’s talking points s-l-o-w-e-r and LOUDER—kind of like the old caricature of the Ugly American asking directions in a foreign country. I’m reminded of a decade ago, when charter advocates, in the midst of losing a closely-watched initiative to lift Massachusetts’ charter cap , got in the habit of denouncing skeptical suburban parents as a bunch of selfish racists. Unsurprisingly, this didn’t play all that well among said parents and turned out not to be a winning strategy. The bigger issue was the fear, justified or not, that suburban schools would lose staff or enrollment to new charters. Reformers who genuinely listened might’ve been positioned to assuage those fears or offer solutions. But, since they didn’t listen, the $24 million pro-charter advocacy campaign came across as tone-deaf. Listening shouldn’t be a perfunctory chore; it’s a chance to absorb concerns, workshop solutions, clarify positions, and build trust. In a polarized age, I think this discipline may be more important than ever. Money is a mixed blessing. Reform battles are mostly fought in state capitals, where victory frequently means getting a budget appropriation. But more money for school improvement is not reform. Changing incentives, policies, practices, or business-as-usual is. More funds can help bring about those changes, but it’s no sure thing. Indeed, when new dollars are ladled atop existing outlays, it can be an excuse to avoid uncomfortable changes to the status quo. New funding can also paint a target on a program, as critics start hunting for evidence of failure, waste, fraud, or abuse . If your technology initiative or new ESA program requires $200 million, go for it; but don’t sigh with relief once you’ve secured it after the legislative session and imagine you’ve done the hard part. If you need a recent example, President Biden’s celebrated Green New Deal is an instructive tale as to how big new outlays can lead to high-level scrutiny and “ greenlash .” Recognize that six-sevenths of the iceberg is out of sight . Back in reform’s heyday, reporters would routinely call me to ask, “Who’s the most reform-minded superintendent out there?” When I was younger and more self-assured, I used to give them an answer. Now, I don’t. Why? I eventually realized I had no clue. I’m not close enough to see what’s really happening in any given state or school system. Way back when, I was mostly just relating who I liked, who was getting good buzz, and who had good PR. But because the real work is invisible to all but the most careful observers, it’s easy to mistake narrative for reality; to highlight state and school systems that are good marketers rather than those doing the hard stuff. A good rule of thumb is to focus on demonstrated outcomes rather than impressive talk. Given the wealth of knowledge at our fingertips today, it can be especially easy to overestimate how much we know about what’s really happening in a district or state. Peruse fawning write-ups with sensible skepticism, and don’t presume the bold declarations of a confident leader are proof of substantive change. This list is anything but exhaustive. But I think the lessons here may have special utility for a new generation of aspiring reformers as they navigate an evolving, challenging landscape. Frederick Hess is an executive editor of Education Next and the author of the blog “ Old School with Rick Hess .” The post Five Lessons for School Reformers: 2026 Edition appeared first on Education Next .
11 May 2026
Week in Review: Kent State, Southern Oregon eye deep cuts
We’re rounding up recent stories, from why Bard College’s longtime president is stepping down to a new partnership aimed at measuring higher ed reforms.
11 May 2026
In an AI-driven world, the most important skills are still human
As artificial intelligence grows, the real question is how to develop essential skills to thrive in the new information environment.
11 May 2026
Why preventative maintenance is critical for campus dining operations
Proactive maintenance helps campus dining operations avoid disruptions and protect food safety.
11 May 2026
Week In Review: Cyberattacks and federal allegations
We’re rounding up last week’s news, from cellphone bans to proposed restrictions on artificial intelligence companions.
11 May 2026
Week in Review: Kent State, Southern Oregon eye deep cuts
We’re rounding up recent stories, from why Bard College’s longtime president is stepping down to a new partnership aimed at measuring higher ed reforms.
11 May 2026